130 Alameda Ave.
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Wainwright has a commitment to continuous improvement. We have short term and long-term goals in academics, social emotional learning, equity, technology and climate and culture. We infuse data in all of our work and have systems of accountability to ensure success.
Our Vision
The Wainwright school community strives to develop critical thinkers prepared to solve complex world problems through a rigorous program of inquiry.
Our Mission
The mission of our school is to have our school community collaborate to create critical, open-minded, and passionate learners who actively seek solutions to relevant world problems. Through inquiry and meaningful experiences, learners are prepared to question authentically, investigate responsibly, challenge respectfully and think for themselves as a means of creating a better world.
Academic Goals
4th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Using teacher created assessment and iReady data, we've identified 69% of students who are unable to determine a theme of a story and summarize the text. By implementing a variety of instructional strategies such as direct instruction, using graphic organizers with mentor texts, and providing feedback with rubrics, we will increase proficiency from 30% to 50% in 4th grade, including 80% of multi-racial students. By focusing on RL. 4.2 our grade level will move students out of below grade level according to teacher created assessments by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing student discourse, summarizing/note taking strategies, and graphic organizers, teachers will use whole group, partner, and small group instruction to support students in understanding theme of a story and summarizing the text through common formative assessments. Additionally, students will monitor their progress by weekly iReady lessons and verbal feedback given by teacher.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 20 minutes 2 times a week with a focus theme and summarizing the text. Teachers will provide reading passages and students will read and practice discussing theme and summarizing the text. Progress will be measured by teacher created assessment and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We support our Tier 3 students through 1:1, peer support and small group instruction. This can be provided by one of the classroom teachers, another certified teacher pushing into our classroom during independent work time, peers that have mastered the concept or volunteers. This support is decided by exit tickets on standards and are flexible groupings. We also implement the accommodations on individual IEPs. We meet with the LAP, SPED and ML teacher during PLC to address any further supports needed. Students are also pulled out for additional services if necessary. This includes incentive for work completion for students who qualify for social/emotional support in this area.
Math Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Using teacher created assessment and iReady data, we've identified 58% of students who are unable to add and subtract multi-digit numbers. By implementing a variety of support strategies such as math discourse (try, discuss, connect it routine), intentional feedback (select and sequence), graphic organizers for modeling, we will increase proficiency from 43 % to 80% in grade 4, including 80% of black students. By focusing on 4.NBT.B our grade level will move 30 students from below grade level to on grade level according to classroom-based assessment by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: 4.NBT.B Use place value understanding and properties of operations to perform multi-digit arithmetic
UNIT: Unit 1 Whole Numbers: Place Value, Comparison, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By Implementing cooperative learning, providing consistent feedback, modeling, and use of graphic organizers, teachers will use whole group, partner, and small group instruction to support students in understanding 4.NBT.B to ensure students are able to add and subtract multi-digit whole numbers through monitoring student discourse, selecting student thinking, sequencing student thinking, connecting student thinking, and offering opportunities to challenge, make sense, and revise work, with a focus on the ability to fluently add and subtract multi-digit whole numbers using the standard algorithm. Additionally, students will monitor their progress by reviewing their goal setting, exit tickets, reflection on end of unit test, and feedback will be given bi-monthly by classroom teachers.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 20 minutes, 2 times a week with a focus on 4.NBT.B. Teachers will use student discourse strategies such as student talk, encourage and provide opportunities to discuss adding and subtracting, Students will work on practice problems for both addition and subtraction. Progress will be measured by exit tickets and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We support our Tier 3 students through 1:1, peer support and small group instruction. This can be provided by one of the classroom teachers, another certified teacher pushing into our classroom during independent work time, peers that have mastered the concept or volunteers. This support is decided by exit tickets on standards and are flexible groupings. We also implement the accommodations on individual IEPs. We meet with the LAP, SPED and ML teacher during PLC to address any further supports needed. Students are also pulled out for additional services if necessary. This includes incentive for work completion for students who qualify for social/emotional support in this area.
5th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Using a Sawas Progress Monitoring Check Up passage + teacher created question, we've identified 87% of students who are unable to summarize informational text at grade 5 level 4 mastery. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 13% to 70% in fifth grade, including 0% of 18 students on an IEP or 504 plan, by January 2025.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing explicit teaching, clear learning goals, analysis of exemplars, use of a rubric for student self-assessment and feedback during core reading whole group instruction and graphic organizers, modeling and gradual release during flexible small group instruction, students will build understanding in Rl.5.1. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by formative assessments and feedback given by teacher.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing modeling and gradual release, as well as graphic organizers using 3-4th grade level texts, during our double dose small group instruction, students will build understanding in Rl.5.1. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by exit tasks.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We support our students in Tier 3 through 1:1, peer support and small group instruction. Determine the groups based off formative assessments. We also implement accommodations as listed in IEPS and 504s. We meet with the LAP, SPED and ML teacher during PLCs regularly to address any further supports needed. Students are also pulled out for additional services if necessary.
Math Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Using a teacher created formative assessment, we've identified 89% of fifth grade students who are unable to divide multi-digit whole numbers at a level 4. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 11% to 70% in 5th grade, including 70% of 18 identified students on IEP or 504 plans, by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: 5.NBT.B Perform operations with multi-digit whole numbers and with decimals to hundredths
UNIT: Unit 3 More Decimals and Fractions: Multiplication and Division
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Try-Discuss-Connect, clear learning goals, notetaking, and explicit teaching during core math whole group instruction and scaffolding, grid paper/organizers during flexible small group instruction, students will build understanding in 5.NBT.B. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by teacher created formative assessments and exit tasks.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing modeling, grid/organizers, timely feedback, scaffolded practice during our double dose small group instruction, students will build understanding in 5.NBT.B. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by exit tasks and continued teacher created formative assessments.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We support our students in Tier 3 through 1:1, peer support and small group instruction. This support is determined by exit tickets on standards and are flexible groupings. We also implement accommodations as listed in IEPS and 504s. We meet with the LAP, SPED and ML teacher during PLCs regularly to address any further supports needed. Students are also pulled out for additional services if necessary.
6th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 77% pass rate for the selected standard by the end of the quarter.
Using a classroom-based writing assessment, we've identified 38% of students who are unable to write a cohesive paragraph (W6.4}. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 62% to 77% in 6th grade, including 77% of students identified with 504's, IEP's and ML needs by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing quick writes, Focused Notetaking, and mentor texts during core ELA, whole group instruction and differentiated flexible small group instruction, students will build understanding in W6.4. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by rubrics based on narrative writing and W6.4.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We support our students in Tier 2 through 1:1, peer support and small group instruction. This can be provided by one of the classroom teachers, another certified teacher pushing into our classroom during independent work time, peers that have mastered the concept or volunteers. This support is determined by exit tickets on standards and are flexible groupings. We also implement accommodations as listed in IEPS and 504s. We meet with the LAP, SPED and ML teacher during PLCs regularly to address any further supports needed. Students are also pulled out for additional services if necessary. This includes incentive for work completion for students who quality for social/emotional support.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We support our students in Tier 3 through 1:1 and small group instruction. This can be provided by one of the classroom teachers, another certified teacher co-teaching in our classroom or a pull-out LRC model. This support is determined by exit tickets on standards, assessments. We also implement accommodations as listed in IEPS and 504s. We meet with the LAP, SPED and ML teacher during PLCs regularly to address any further supports needed. This includes incentive for work completion for students who quality for social/emotional support.
Math Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Using a common formative assessment, we've identified 71% of students who are unable to compare and order rational numbers. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 29% to 50% in 6th grade, including 50% of students receiving special education services by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: 6.NS.C Apply and extend previous understandings of numbers to the system of rational numbers
UNIT: Topic 2 - Integers and Rational Numbers
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
-Break the standard into clearly communicated learning targets and success criteria -Provide students with rubrics to self-assess on discrete skills within the standard -Explicitly teach vocabulary related to the standard -Give timely and meaningful feedback
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
-Increase repeated practice opportunities to build fluency -Small group instruction
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
-Small group instruction during independent work time -Pictorial representations -Repeated practice with immediate feedback
Science Goal
Goal: What are we trying to achieve
Achieve a 32% pass rate for the selected standard by the end of the quarter.
Using the pre-assessment, we've identified 98% of the sixth students who are unable to develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. By implementing opportunities for student discourse, Cornell Note taking, and collaborative pairs, we will increase proficiency from 0% to 30% in sixth grade, including 32% of students receiving Special Education services. By focusing on 6-PS4-2 our grade level will move 19 students out of 32 approaching to on standard according to Light & Matter (OpenSciEd) rubric by the end of January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: 6-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
UNIT: Unit 1: Light and Matter
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Avid strategies: Cornell Notetaking and Marking the Text, the teacher will use partner, small group, and whole class instruction to support students in understanding 6-PS4-2 develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials to ensure students are able to: -develop and use a model to describe phenomena. -identify how structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Progress monitoring will be tracked using a teacher developed pre-assessment, notebook checks, Do Now responses, student discourse, and collaboration through project-based learning.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing graphic organizers and vocabulary development using the Frayer Model, the teacher will use partner, small group, and whole class instruction to support students in understanding 6-PS4-2 develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials to ensure students are able to: -develop and use a model to describe phenomena. -identify how structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Progress monitoring will be tracked using formative assessments of classroom discussions, targeted feedback during laboratory investigations, and exit tickets.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
By implementing the use of sentence frames, preferential seating, intentional grouping, readings available on ppt with teacher annotations, cooperative learning, extended time to complete assignments and assessments, choice of working on assignments and assessments in the study skills class with the LRC teacher, and working collaboratively in lab groups, the teacher will use partner, small group, and whole class instruction to support students in understanding 6-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials to ensure students are able to: -develop and use a model to describe phenomena. -identify how structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Progress monitoring will be tracked using formative assessments of classroom discussions, targeted feedback during laboratory investigations, and exit tickets.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Using social studies formative assessments, we have identified that 95% of students did not meet standard when it came to 5OC6012.H3 - Understands that there are multiple perspectives and interpretations of historical events. By implementing common formative assessments, AVID strategies to support disciplinary literacy, rubrics and modeling we will increase proficiency from 5% to 70%. By focusing on 5OC6012.H3 we our grade level will move 70% of students from approaching standard to meeting standard by December of 2025.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events.
UNIT: Mesopotamian Milestones
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing graphic organizers, scaffolding, modeling and using Mark the Text strategies, teachers will use whole group, partner, and small group instruction to support students in understanding how to analyze and interpret different historical perspectives. Students will do this through the production of a four-frame storyboard that utilizes evidence from primary and secondary sources.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the Social Studies core instruction, students will participate in small group instruction as needed based off of formative assessment scores. Teacher will use 1 on 1 conferences, and small group reteach to provide opportunities to discuss challenges and get support.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students with IEP services in reading and written expression will participate in small group instruction with their case managers as needed. Social Studies teachers will conference with Special Education case managers to support these students. Progress will be measured through the summative assessments and brought to PLC meetings to inform classroom teachers of progress being made in support with this goal.
7th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
Using a classroom-based assessment we've identified 97% of students who are unable to use evidence in a literary analysis. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 3% to 60% in 7th grade, including 50% of black male students by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research - a) Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history'') - b) Apply grade 7 Reading standards to literary nonfiction (e.g. 'Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims")
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing classroom discussion, close reading, feedback, and focused note-taking to support Tier 1 instruction reciprocal teaching during flexible small group instruction, students will build understanding using evidence in literary reflection and analysis. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by a classroom-based writing assessment.?
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2 instruction will include student feedback, goal setting, classroom discussion about exemplars, close reading, explicit teaching based on rubric, and differentiation.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We support our students in Tier 2 through 1:1, peer support and small group instruction. This can be provided by one of the classroom teachers, another certified teacher pushing into our classroom during independent work time, peers that have mastered the concept or volunteers. This support is determined by exit tickets on standards and are flexible groupings. We also implement accommodations as listed in IEPS and 504s. We meet with the LAP, SPED and ML teacher during PLCs regularly to address any further supports needed. Students are also pulled out for additional services if necessary. This includes incentive for work completion for students who quality for social/emotional support.
Math Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Using in-class preassessment, we've identified 97.3% of students who are unable to consistently recognize and represent proportional relationships between quantities. By utilizing non-linguistic representations (math manipulatives), linking content learning to personal interests, and giving opportunities for student discourse, we will increase proficiency from 2.7% to 70% in 7th grade, including 70% of students receiving special education services. By focusing on 7.RP.A, our grade level will move 49 students from below or approaching standard (a score of 0, 1, or 2) to meeting or exceeding standard (a score of 3 or 4), according to assessment rubric by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: 7.RP.A Analyze proportional relationships and use them to solve real-world and mathematical problems
UNIT: Topic 3 - Analyze and Solve Proportional Relationships
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By utilizing non-linguistic representations (math manipulatives), linking content learning to personal interests, and giving opportunities for student discourse, teachers will use whole-group, partner, and small-group instruction to support students in understanding 7.RP.A2 (Recognize and represent proportional relationships between quantities) to ensure students are able to recognize and represent proportional relationships through in-class practice, activities, and assessment with a focus on using tables, graphs, and equations. Additionally, students will monitor their progress using self-assessments, do-nows, and exit tickets, and feedback will be given at least weekly by the teacher, both verbally and written on student work.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small-group instruction for 10 minutes, 2 to 3 times a week with a focus on 7.RP.A. Teachers will pose meaningful questions and provide additional opportunities for discourse and scaffolded practice. Students will work one-on-one or in small groups with teacher to build stamina and sense-making. Progress will be measured by formative assessments, including student self-assessment, and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving special education services in math will participate in small group instruction for 20 minutes, 1 time a week to focus on proportional reasoning. Support teachers will deliver explicit instruction using a multisensory approach that includes visuals, auditory explanations, and hands on activities. Students will answer mathematical and real-world questions using proportional reasoning and explain their thinking. Progress will be measured by common formative assessments and brought to PLC meetings to inform classroom teachers of progress.
Science Goal
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
0% of seventh grade students have been identified as proficient in MS-ETS1-3: analyzing data from tests, identifying similarities and differences among several design solutions, and combining the best characteristics to create a new solution that meets the criteria for success. By providing students with scaffolded learning experiences, using graphic organizers, and engaging in structured science discourse, we will increase proficiency to 65%, including 7% of students receiving Special Education Services by the end of January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: 7-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
UNIT: Unit 1: Chemical Reactions and Matter
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
I will use GLAD strategies which will include student-friendly anchor charts with visuals that will demonstrate our scientific learning as we move through investigations. A word wall with definitions will also be present as a means to utilize scientific vocabulary in our conversations and notes.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Heterogeneous groupings of students based on formative assessment data, providing students opportunities for discourse and academic growth.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Using embedded questions during small group discussions, and sentence stems and scaffolded paragraphs will provide extra support for students who are struggling to make connections between a scientific question and data and reasoning that help to answer said question.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Using social studies formative assessments, we have identified that 90% of students did not meet standard when it came to SOC6012.H3 - Understands that there are multiple perspectives and interpretations of historical events. By implementing common formative assessments, AVID strategies to support disciplinary literacy, rubrics and modeling we will increase proficiency from 10% to 70%. By focusing on SOC6012.H3 we our grade level will move 60% of students from approaching standard to meeting standard by December of 2025.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events.
UNIT: Decisions That Define Us
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing graphic organizers, scaffolding, modeling and using Mark the Text strategies, teachers will use whole group, partner, and small group instruction to support students in understanding how to analyze and interpret different historical perspectives. Students will do this through the production and analysis of a mural project that shows three historical perspectives.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the Social Studies core instruction, students will participate in small group instruction as needed based off of formative assessment scores. Teacher will use 1 on 1 conferences, and small group reteach to provide opportunities to discuss challenges and get support.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students with IEP services in reading and written expression will participate in small group instruction with their case managers as needed. Social Studies teachers will conference with Special Education case managers to support these students. Progress will be measured through the summative assessments and brought to PLC meetings to inform classroom teachers of progress being made in support with this goal.
8th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Using a classroom-based assessment we've identified 92% of students who are unable to use evidence in a literary analysis. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 8% to 70% in 8th grade, including 60% of black male students by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research - a) Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new") - b) Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced")
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing classroom discussion, close reading, feedback, and focused notetaking to support Tier 1 instruction exemplar analysis and reciprocal teaching during flexible small group instruction, students will build understanding using evidence in literary reflection and analysis. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by a classroom-based writing assessment.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing exemplar analysis and teacher feedback during our double dose small group instruction, students will build understanding in using evidence in literary analysis. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by a classroom-based assessment.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We support our students in Tier 2 through 1:1, peer support and small group instruction. This can be provided by one of the classroom teachers, another certified teacher pushing into our classroom during independent work time, peers that have mastered the concept or volunteers. This support is determined by exit tickets on standards and are flexible groupings. We also implement accommodations as listed in IEPS and 504s. We meet with the LAP, SPED and ML teacher during PLCs regularly to address any further supports needed. Students are also pulled out for additional services if necessary. This includes incentive for work completion for students who quality for social/emotional support.
Math Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
Using a solving inequalities and graphing on a number line pretest, we have identified 90% of the students are unable to solve and graph and inequality on a number line including those with negative coefficients. By implementing seminar teaching with move back challenge, student structured discourse and AVID notetaking with daily reflection, we will increase proficiency from 10% to 75% in 8th grade Algebra. Including 50% of the LRC/ELL students. By focusing on graphing inequalities on a number line and solving equations in one variable form our grade level will move 45 out of 60 students from below standard to approaching.
CURRICULUM: The standards and units we are targeting
STANDARD: HSA-REI.B Solve equations and inequalities in one variable
UNIT: Topic 1 - Solving Equations and Inequalities
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing mathematical practices, make connections between operations with equations, numbers, relationships and contexts, use visual models to make sense and justify their work, explain thinking using visual models to show why the thinking works vs just using a procedure or following directions, and student structured discourse. Teachers will use whole group, partner, and small group instruction to support students in understanding inequalities and graphing on a number line to ensure students are able to solve inequalities and graph (with negative and positive coefficients). Additionally, students will monitor their progress by completing formative and summative assessments as well as classroom practice with daily and weekly feedback.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small instruction. 10-20 minutes daily with a focus on justifying their thinking and explaining their work to show why their thinking works. Teachers will facilitate the small groups and students will provide evidence that they are making progress towards the standard using formative assessments given throughout the class period and exit tickets. Students will also reflect daily in their notebooks on progress towards LT/SC for the day.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving special education services in math will participate in small group instruction for 20 minutes, 5 times a week to focus on linear equations in two or more variables. Support teachers will deliver explicit instruction using a multisensory approach that includes visuals, auditory explanations, and hands on activities. Students will match contexts, equations, tables, and graphs. Students will construct or produce equations, tables, and graphs given a context. Progress will be measured by I-Ready Standards Mastery Assessments and brought to PLC meetings to inform classroom teachers of progress.
Science Goal
Goal: What are we trying to achieve
Achieve a 40% pass rate for the selected standard by the end of the quarter.
Using the pre-assessment, we've identified 100% of the eighth students who are unable to develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. By implementing opportunities for student discourse, Cornell Note taking, and collaborative pairs, we will increase proficiency from 0% to 40% in eighth grade, including 40% of students receiving Special Education services. The standard will be measured with the (OpenSciEd) rubric by the end of January 2026
CURRICULUM: The standards and units we are targeting
STANDARD: 8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
UNIT: Unit 2: Sound Waves
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Avid strategies: Cornell Notetaking and marking the text, the teacher will use partner, small group, and whole class instruction to support students in understanding 8-PS4-2 develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials to ensure students are able to: -develop and use a model to describe phenomena. -identify how structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Progress monitoring will be tracked using a teacher developed pre-assessment, notebook checks, Do Now responses, student discourse, and collaboration through project-based learning..
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing graphic organizers and vocabulary development using the Frayer Model, the teacher will use partner, small group, and whole class instruction to support students in understanding 8-PS4-2 develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials to ensure students are able to: -develop and use a model to describe phenomena. -identify how structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
By implementing the use of sentence frames, preferential seating, intentional grouping, readings available on ppt with teacher annotations, cooperative learning, extended time to complete assignments and assessments, choice of working on assignments and assessments in the study skills class with the LRC teacher, and working collaboratively in lab groups, the teacher will use partner, small group, and whole class instruction to support students in understanding 8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials to ensure students are able to: -develop and use a model to describe phenomena.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 57% pass rate for the selected standard by the end of the quarter.
Using Unit 2 Untold Stories of the Revolution pre-assessment, we have identified that 43% of the students were unable to use a primary source supporting their answer in a 4-6 sentence question response. By implementing primary source unpacking strategies, small group writing centers, and one on one student feedback, we will increase proficiency from 43% to 57% in 8th grade. By focusing on SOC 6-12 HJ our grade level will move 34 students to approaching/meeting standard.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events.
UNIT: Untold Stories of the Revolution
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing primary source unpacking strategies, small group writing centers, and one on one student feedback, teachers will use whole group, partner, and small group instruction to support students in understanding there are multiple perspectives in history and to ensure students are able to critically read a primary source through thinking critically about themselves and their connections to people and places. Additionally, students will monitor their progress by completing formative, summative assessments and one on one conferring receiving feedback at least 2 times per week.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 10-20 minutes 2-3 times per week with a focus on critically thinking about a primary source with understanding of their connection to other people and places. Teachers will confer with students and they will provide reflection both verbally and written on the process. Progress will be measured by student formative/summative and teacher notes to be discussed at PLC meetings.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving LRC/ELL services will participate in small group instruction for 10-20 minutes a 2-3 times a week to focus on their understanding of connections to people and places. Support teachers will push in during class period and provide pull out support. Progress will be measure by formative and summative assessments with data being brought to PLC's to inform teachers of progress.
Specialized Program Goals
Music 1 Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Using a performance-based assessment, we've identified 95% of novice students who are unable to sight-read at a basic level. By implementing clap and count, applying analogies, using Rhythm Randomizer and Sight Reading Factory, and Conversational Solfege strategies, we will increase sight reading proficiency from 5% to 80%, including 40% of students with IEPs. By focusing on "Music 1: Generate and conceptualize artistic ideas and work''. we will move 75% of students from Below or Approaching standard to Meeting standard on a novice level sight-reading excerpt by the end of the first semester using the Sight Reading Proficiency Assessment tool.
CURRICULUM: The standards and units we are targeting
STANDARD: Music-1 Generate and conceptualize artistic ideas and work
UNIT: Music - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing clap and count, analogies, sightreading and Conversational Solfege strategies, teachers will use whole group, partner, and one on one instruction to support students in improving on "Music 1: Generate and conceptualize artistic ideas and work" to ensure students are able to accurately sight read with a focus on rhythm and pitch accuracy and beat keeping. Additionally, students will monitor their progress by self-assessment and goal setting, and frequent feedback will be given by the teacher and peers.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, teachers will use formative assessment to identify aspects that need reteaching/further instruction/review. Students will work in tiered groups to build their skills and the teacher will support student groups not yet meeting standard.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We will offer extra modeling and coaching during small group practice time, and also provide opportunities for one-on-one instruction.
Music 2 Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Using classroom observation, I've identified that 99% of students are unable to create a 4-beat pattern consistently and accurately while using a steady beat. To increase proficiency, I will implement the following high-yield strategies from the Conversational Solfege Curriculum: rote techniques (Poison Pattern, Who Speaks What,) decoding of familiar and unfamiliar patterns (Spell This, Drum Messages, Phrase by Phrase,) and when ready, practice creating (Think for Yourself, Question/Answer, and Don't Change This.) I will provide specific feedback and ask students to self-assess and set goals around this skill. This will increase proficiency from 1% to 80% in 4th grade, including 40% of students with IEPs. By focusing on "Music-2: Organize and develop artistic ideas and work" 80% of students will move to Meeting Standard on the summative classroom-based performance assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: Music 2 Create- Organize and develop artistic idea and work
UNIT: Music - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Conversational Solfege steps and techniques, consistent feedback, and opportunities for student discourse, I will use whole group and small group instruction and partner work to support students in utilizing "Music-2: Organize and develop artistic ideas and work" to ensure students are able to create and perform 4-beat rhythms with a focus on accuracy, consistency, and steady beat. Additionally, students will monitor their progress through self-assessment and peer feedback, and the teacher will give whole group feedback during each music session.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 10 minutes a month with a focus on "Music-2: Organize and develop artistic ideas and work." Teacher will use music centers for small groups to rotate through, one of which will be working with the teacher to practice and improve their rhythm creating skills. Progress will be measured by anecdotal notes and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students needing Tier 3 supports will receive brief individual instruction and feedback from the teacher 2-3 times over the course of the unit. The teacher will interact privately with the student as everyone is engaged in whole group practice time.
PE 1 Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
Using a combination of regular testing to check for progress, weekly check-ins with a peer for accountability, and working on progress outside of classroom space, students will work to improve their scores and adjust their goal to make it realistic for them.
CURRICULUM: The standards and units we are targeting
STANDARD: PE-3 Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness
UNIT: PE- NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Students will work collaboratively through peer assessments and feedback on goals to increase understanding of realistic expectations around goals. Students will also hold each other accountable for their progress on their goals.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
60% of girls of color will be able to meet or exceed the standard for their final assessments. This will be done by creating a small group where students can work collaboratively to create and implement a similar goal.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students are provided time during class to work with an outside teacher who works with students on written assignments, reading comprehension, and/or language proficiency. These services create alternatives for assignments for these students and help them to improve on common class assignments.
PE 2 Goal
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
Using the FitnessGram PACER Test, we've identified the baseline number of laps for each 4th and 5th grade student. By implementing the high yield strategies listed in our action steps, we will increase proficiency from each student's baseline score to meet or exceed their personalized SMART goal as determined by student and PE teacher, including 85% of the female students from Ms. Ness' class by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: Health-6 Student will demonstrate the ability to use goal setting skills to enhance health
UNIT: PE- NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing large group and small group discussions of heart rate and cardiorespiratory endurance, including definitions thereof importance vocabulary related words as well as warms-ups (i.e. class warm-up jogs) and large group activities which require cardiorespiratory endurance (i.e. Muscle Tag, Soccer, etc.) 4th and 5th Grade students will build understanding of how their heart and lungs support them to have strong cardiorespiratory endurance. Students will demonstrate growth by performing a monthly PACER test and compare it to their baseline/previous scores.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing large group and small group discussions about heart rate and cardiorespiratory endurance, including definitions of related important vocabulary words as well as warms-ups (i.e. warm-up jogs, partner jogs) and large group activities which require cardiorespiratory endurance (i.e. Muscle Tag, Soccer, etc.) Ms. Ness's 5th Grade students will build understanding of how their heart and lungs support them to have strong cardiorespiratory endurance. Students will demonstrate growth by performing a monthly PACER test and compare it to their baseline/previous scores. We will further explore how students can help improve their PACER score through large and small group discussions reminding students that they only have PE class twice per week for 30 minutes, "so if we want to make substantial improvement to our PACER scores and cardiorespiratory endurance in general, we likely need to...? (engage in physical activity that will challenge our cardiorespiratory endurance outside of school).
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to the above-mentioned interventions, the females in Ms. Ness's 5th grade class (who have a large population of ML speakers) will (along with the rest of the PACER-tested students) will learn about intensity level and how it impacts our cardiorespiratory fitness. Students will be offered time to make-up PACER tests if they feel they did not perform to the best of their ability and would like a chance to top their scores. For ELL students I will provide pictures and videos to demonstrate the skills and appropriate steps to performing it. For children with sensory needs, I will provide headphones to reduce the noise overstimulation in PE. For ADD/ADHD students I will provide a listening space during instruction where they can move and fidget without disrupting class.
World Language Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
Using a classroom-based writing assessment, I've identified 100% of students who are unable to write a description using the target language (French}. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 0% to 75% in 8th grade, including 75% of students qualifying for ML, IEP, and 504 needs by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: World Language WL.1.1: Interpersonal Communication- Learners interact in spoken or written conversations to share information, reactions, feelings, and opinions
UNIT: World Language - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing instructional routines like Immersion Circle (OWL) and focused note-taking during core French World Language whole group instruction and feedback during flexible small group instruction, students will build understanding in WL1.1. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by 4 pt rubrics based on the standard WL1.1.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing feedback and written/listening/speaking practice during our double dose small group instruction, students will build understanding in WL1.1. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by 4 pt rubrics based on the standards.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We support our students in Tier 3 through 1:1, peer support and small group instruction. This can be provided by one of the classroom teachers, another certified teacher pushing into our classroom during independent work time, peers that have mastered the concept or volunteers. This support is determined by exit tickets on standards and are flexible groupings. We also implement accommodations as listed in IEPS and 504s. We meet with the LAP, SPED and ML teacher during PLCs regularly to address any further supports needed. Students are also pulled out for additional services if necessary. This includes incentive for work completion for students who quality for social/emotional support.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 96% of students have behaviors NOT resulting in suspension or expulsion.
Last year our exclusionary discipline was 12.7%. By focusing on Student SEL, Restorative practices and School wide PBIS, we will reduce the number of students with exclusionary discipline to 4% by January 2026.
Root Cause Analysis:
Our male students with IEPs are generally excluded at a higher rate then our other students. We need to work on creating access to academics in the classroom. This starts with relationships with staff to know the students we are serving.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Implement AVID strategies that support access to academics for our students.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Implement the following AVID Core Strategies in year 1 of AVID implementation: organization, focused note taking, interactive notebooks and relational capacity.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Implementation of CICO through synergy with direct parent contact and our PBIS rewards system through Navigate 360.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 80% positive rating on the selected Climate Survey item.
We will increase the number of staff who almost always believe that their Professional Learning Community (PLC) work results in improved student learning from 30% of staff to 80% of staff who almost always believe that that the PLC work results in improve student learning.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Create content teams for MS PLCs that include math and science, ELA and social studies and electives. Create a new document for capturing information that includes data driven decisions at each meeting with action steps.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 85% positive rating on the selected Climate Survey item.
Using the CEE Climate Survey Data, we have determined that only 63% feel safe at school. By implementing Character Strong Curriculum and Positive Panther Pivot we will increase this to above 85% of students answering almost always or often true including 85% of students of color.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Implementation of Character Strong in grades 4th-8th during advisory with systemic lessons.