Continuous Achievement Plan

Goal: What are we trying to achieve

Achieve a 62% pass rate for the selected standard by the end of the quarter.

By January, 62% of students will build understanding of Recognize and name all upper- and lowercase letters of the alphabet aligned to RF.K. 1(d)) as measured by Letter Name practice, Sawas Letter Recognition Unit, assessments provided from Sawas MyView curriculum, and Kindergarten Portfolio Letter Name assessments and the Sawas Reading Routines Companion.

CURRICULUM: The standards and units we are targeting

STANDARD: RF.K.1 Demonstrate understanding of the organization and basic features of print

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing whole class lessons, small group reading, and one on one support, we will increase from 29% proficiency to 62% in Recognize and name all upper- and lowercase letters of the alphabet aligned to RF.K.1(d))). Students will receive feedback and support from teachers and interventionists during their small group, and 1:1 conferring times.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing the Isolate Phonemes as well the Identify Alliteration Routines from the Sawas Reading Routines Companion during Tier 2 small group instruction, and utilizing the Sawas Letter Recognition Unit during Whole Group Instruction, students will build understanding of Recognize and name all upper- and lowercase letters of the alphabet aligned to RF.K.1(d). Growth will be measured by Sawas Letter Recognition practice pages (and online Sawas game) as well as 1:1 TPS Literacy portfolio assessment tools.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

One kindergarten students currently receives LRC support for pre cognitive academics. No other Tier 3 academic interventions are currently being held as LAP has not started for Kindergarten yet.

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

By implementing whole class lessons, mini-lessons, small groups and 1:1 reading support, we will increase from 19% to 60% in First Grade to improve students understanding Priority Standard RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words by the end of Unit 1. We will use MyView Progress Check-ups, sight word books, shared reading, Foundational Skills lessons and small groups using decodable readers and leveled readers.

CURRICULUM: The standards and units we are targeting

STANDARD: RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing whole class lessons, small reading groups and 1:1 reading support, we will increase from 19% to 60% in First Grade to improve students understanding of Priority Standard RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Additionally, students will receive feedback during small group and 1:1 conferring.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing the Phonics Routine from the Sawas Reading Routines Companion during (Tier 2 small group instruction, students will build understanding of phonics aligned to (Insert standard). Growth will be measured by (insert measure(s).

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Tier 3 students will receive targeted support outside of their general education classroom in alignment with their LAP plan utilizing BLAST Foundations Phonics Curriculum. The content focus for Tier 3 students in this grade level is phonics. By implementing small group for this intervention, students will improve their understanding of the foundational concept of RF.1.4 in an effort to close the gap with their educational peers. The intervention will take place in the LAP/ LRC room.

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

By December 4th, (8% of students in Tier 2 or 3) will improve by 1 level on the mastery scale on RL2.7 as measured by SAWAS weekly comprehension assessments. The CRT practice of small group instruction will be used to create an inclusive & equitable environment.

CURRICULUM: The standards and units we are targeting

STANDARD: RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing repeated reads and immediate feedback during core reading whole group instruction and "think-pair-share" and targeted feedback during flexible small group instruction, students will build understanding in RL 2.7. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by SAWAS weekly comprehension assessments.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing systematic, explicit phonics instruction, phonemic awareness practice and timely, explicit feedback during our double dose small group instruction, students will build understanding in phonics skills. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by weekly SAWAS phonics assessments.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

By implementing systematic, explicit phonics instruction, phonemic awareness practice and timely, explicit feedback during our double dose small group instruction, students will build understanding in phonics skills. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by weekly SAWAS phonics assessments.

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

By implementing the Word Structure Routine from Savaas Reading Routines Companion, during Tier 2 small group instruction, students will build understanding of academic vocabulary aligned to L.3.4. Growth with be measured by iReady vocabulary domain and weekly vocabulary checks.

CURRICULUM: The standards and units we are targeting

STANDARD: L.3.4 Determine or clarify the meaning of unknown and multiple meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing instruction in Sawas vocabulary words that align with weekly story, students will build understanding in L3.4. By leveraging practice assignment, feedback, classroom discussion, students will demomnstrate growth as measured by SAAVAS weekly exit tickets and assessments.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Small group instruction and review using leveled readers and discussion around synonyms and parts of speech

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

By implementing iReady Next Steps and Resources for Instruction for during double dose small group instruction, students will build understanding of multiple meaning words and shades of meaning.

Goal: What are we trying to achieve

Achieve a 79% pass rate for the selected standard by the end of the quarter.

By the end of a 6-week instructional cycle, 80% of 4th grade students will demonstrate proficiency in determining or clarifying the meaning of unknown and multiple-meaning words and phrases, as outlined in standard L.4.4. This goal builds on the current proficiency rate of 66% and is both ambitious and attainable. Progress will be measured through a standards-aligned post-assessment, with success defined as correctly applying strategies such as context clues, morphology, and reference tools. Instruction will center on the high-yield strategies of teacher clarity-through explicit learning targets, modeling, and feedback-and structured classroom discussion that supports metacognition and peer reasoning. This goal is inclusive and equitable, as instruction will be scaffolded through tiered supports to meet diverse learner needs, ensuring all students have access to the strategies and discourse required for success.

CURRICULUM: The standards and units we are targeting

STANDARD: L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies

UNIT: ELA Unit 2

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

For Tier 1 students, instruction will focus on building a deep understanding of vocabulary strategies through whole-class lessons that emphasize teacher clarity and structured classroom discussion. Teachers will introduce and model the use of context clues, morphological analysis, and reference tools using clear learning targets and think-alouds, followed by guided and independent practice. Students will engage in frequent partner and whole-group discussions to articulate their reasoning, using sentence stems and academic language to support metacognition. Success criteria will be made visible and revisited regularly to support self-monitoring, and formative assessments will be used weekly to ensure students are progressing toward proficiency in L.4.4.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

For Tier 2 students, targeted small-group instruction will provide additional scaffolding and practice with vocabulary strategies introduced in Tier 1. Instruction will include re-teaching using simplified texts, slowed pacing, and more explicit modeling of how to use context clues, word parts, and reference tools. Students will receive structured opportunities to verbalize their thinking through guided discussion routines and think-pair-share, using scaffolded prompts and graphic organizers to support their reasoning. Teachers will monitor progress closely through weekly formative checks, adjusting supports as needed. The goal is to strengthen strategic thinking and bridge gaps in understanding so students can rejoin whole-class instruction with increased confidence and independence.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

For Tier 3 students, intensive intervention will take place in one-on-one or very small group settings focused on foundational skill development and repeated, highly scaffolded practice. Instruction will emphasize explicit modeling of each vocabulary strategy with step-by-step guidance, frequent checks for understanding, and immediate corrective feedback. Students will receive extensive support using visuals, manipulatives (e.g., word part cards), and guided think-alouds to build confidence and clarity in applying context clues, morphological analysis, and reference tools. Opportunities for structured verbal practice will be prioritized to reinforce language and reasoning skills. Progress will be monitored multiple times per week to ensure instruction is responsive and tightly aligned to each student's specific needs.

Goal: What are we trying to achieve

Achieve a 75% pass rate for the selected standard by the end of the quarter.

By the end of the goal cycle (January 30, 2026), 5th-grade students will increase proficiency on Rl.5.9 (Integrating information from multiple texts to explain a topic knowledgeably) from 21% to 75% as measured by standards-aligned assessments. This will be achieved through the intentional use of high-yield strategies-specifically, teacher clarity by clearly communicating learning intentions, success criteria, and providing timely feedback to help students monitor their own progress. In tandem, teachers will facilitate structured classroom discussions to promote deeper comprehension, critical thinking, and academic dialogue. Instruction and progress monitoring will be differentiated, inclusive, and equitable, ensuring that all students-including those receiving additional support-have access to grade-level content, scaffolds, and opportunities to engage meaningfully in discourse and demonstrate growth.

CURRICULUM: The standards and units we are targeting

STANDARD: Rl.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

UNIT: ELA Unit 2

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

During Unit 2 of Sawas myView, Tier 1 instruction is anchored in teacher clarity and structured academic discussion to ensure all students engage with the complex thinking required by Rl.5.9. Learning targets and success criteria are explicitly stated and revisited through modeling and checks for understanding. Classroom discussion is used as a vehicle to rehearse integration skills and deepen conceptual understanding. Formative assessments guide the formation of flexible small groups, which receive targeted instruction to scaffold students' ability to integrate information across texts.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

During Tier 2 small group instruction, teachers will use comprehension routines from the Sawas Reading Routines Companion and iReady Tools for Instruction to help students build skills for integrating information from multiple texts. Students will apply these skills to explain a topic clearly in writing or speaking, aligned to Rl.5.9. Growth will be measured using the iReady Standards Mastery Assessment.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students will receive small group and 1:1 support in LRC as well as in the classroom to build skills comprehension skills necessary to identify key ideas within individual text in order to then integrate text.

Goal: What are we trying to achieve

Achieve a 54% pass rate for the selected standard by the end of the quarter.

By January, 54% of students will improve from .02% on the mastery scale on K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length) as measured by Ready Math quizzes and unit assessments.

CURRICULUM: The standards and units we are targeting

STANDARD: K.G.B Analyze, compare, create, and compose shapes

UNIT: Unit 2 Numbers to 5, Shapes, and Weight

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing whole class lessons, small group interventions, and one on one support, we will increase from .02% proficiency to 54% in K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Students will receive feedback and support from teachers and 1:1 conferring times.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing the iReady differentiated instruction cards as well as teacher selected resources and games during Tier 2 small group instruction, students will build understanding of K.G.B Analyze, compare, create, and compose shapes. Growth will be measured by Ready Math Unit Quizzes and Units 2 and 3 assessments in addition to informal teacher observations and standards based report card assessments.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

One kindergarten students currently receive LRC support for pre cognitive academics. No other Tier 3 academic interventions are currently being held as LAP has not started for Kindergarten yet.

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

By implementing a variety of supportive instructional strategies such as number talk, AIB partner think-pair shares, the use of math manipulatives and lesson quizzes, we will increase from 0.1% to 70% of students.

CURRICULUM: The standards and units we are targeting

STANDARD: 1.OA.C Add and subtract within 20

UNIT: Unit 2 Addition and Subtraction Within 20

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing whole class lessons, Number Talks, small strategy groups and Math Stations to improve students understanding of Priority Standards 1.0A.A.1: Use addition and subtraction within 20 to solve words problems involving situations adding to, taking from, putting together, taking apart, and comparing with unknown numbers to represent unknowns in all position. e.g., by using, objects, drawings, and equations with a symbol for the unknown number to represent the problem, to ensure students are able to add & subtract within 20. Additionally, students will receive feedback from the classroom teacher 2xs weekly, teachers will use whole group, partner and small group instruction to improve students understanding of priority standard 1.0A.A.1.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to Core Instruction, targeted students will receive additional 1:1 or small group support 2xs weekly with their classroom teacher and small group intervention depending on student need. Students will be progress monitored using quizzes, exit tickets.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Some Tier 3 students will receive support outside of the general education classroom, in alignment with their IEP goals and other students Tier 3 students will receive targeted 4 to 6 week interventions by classroom teacher or building paraprofessional. The content focus for Tier 3 Students is counting to 120 starting at any number less than 120. In this range read and write numerals and represent a number of objects with a written numeral. By implementing these strategies for this intervention for this intervention students will improve their understanding of the foundational concepts of Priority Standard 1.0.A.1. In an effort to close the gap with their peers. Those students with IEP goals will attend Sxs weekly for 30 minutes and the 4-to-6-week interventions 2x weekly for 20 minutes utilizing Ready Math Curriculum Interventions.

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

By December 4th, 52% of students in Tier 2 or 3 will improve by 1 level on the mastery scale on 20A.A as measured by the OA. A Baseline classroom assessment. The CRT practice of manipulatives and visuals will be used to create an inclusive & equitable environment.

CURRICULUM: The standards and units we are targeting

STANDARD: 2.OA.A Represent and solve problems involving addition and subtraction

UNIT: Unit 1 Numbers Within 20: Addition, Subtraction, and Data

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing the use of math models (both visual and concrete) and the CUBES strategy to enhance language and comprehension support, as well as previewing and reviewing the assessment to look for strategies during core math whole group instruction and during flexible small group instruction, students will build understanding in 2 QA.A. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by the baseline classroom assessment.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing whiteboard practice and the use of exit tickets during our double dose small group instruction, students will build understanding in 2 QA.A. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by the baseline classroom assessment.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

By implementing whiteboard practice and the use of exit tickets during our double dose small group instruction during MTSS time with Ms. Walle, students will build understanding in 2 QA.A. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by the baseline classroom assessment.

Goal: What are we trying to achieve

Achieve a 69% pass rate for the selected standard by the end of the quarter.

By implementing Next Steps and Resources for Instruction in Ready Math, students in Tier 2 will improve their score in the area of Numbers and Operations by one mastery level according to the iReady diagnostic.

CURRICULUM: The standards and units we are targeting

STANDARD: 3.NBT.A Use place value understanding and properties of operations to perform multidigit arithmetic

UNIT: Unit 1 Three-Digit Numbers: Place Value, Addition, and Subtraction

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Whole group instruction will focus on building foundational addition and subtraction skills through explicit and systematic instruction. Teachers will use strategies such as whole class discussion, think-pair-share, and AB partners. Small group instruction will include use of math manipulatives, graphic organizers and collaborative games and activities.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Small group instruction will include use of math manipulatives, graphic organizers and collaborative games and activities.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

To support students performing two grade levels below, students will receive additional support outside of the classroom in a small group setting. Instruction will be highly scaffolded. An emphasis will be placed on building number sense.

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

By December 2025, 100% of 4th grade students will receive targeted instruction in solving multistep word problems aligned to CCSS.Math.Content.4.OA.A.3, with the goal of increasing proficiency from 22% to at least 70%, as measured by a post-assessment. Instruction will include scaffolded supports, small group interventions, and the use of visual models and equations with variables to ensure inclusive and equitable access to problem-solving strategies for all learners.

CURRICULUM: The standards and units we are targeting

STANDARD: 4.OA.A Use the four operations with whole numbers to solve problems

UNIT: Unit 2 Operations: Multiplication, Division, and Algebraic Thinking

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

To support all students in meeting the goal for CCSS.Math.Content.4.OA.A.3, Tier 1 whole group instruction will focus on building foundational problem-solving skills through explicit strategy instruction, daily warm-ups with scaffolded multistep word problems, and the use of visual models such as bar diagrams and number lines. Teachers will model their thinking using think-alouds and facilitate math talk to encourage students to verbalize their reasoning. Sentence frames will be provided to support academic language and mathematical vocabulary, ensuring all students can participate meaningfully. Collaborative problem-solving tasks will be incorporated to promote peer discussion and engagement, with roles assigned to foster accountability. Real-world contexts will be used to make problems relevant and engaging, and formative checks such as exit tickets will guide instructional adjustments. These strategies will be implemented consistently across classrooms to ensure equitable access to grade-level content and support progress toward the PLC goal.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Here's your Tier 2 small group instruction plan rewritten as a clear, professional paragraph suitable for sharing with administration: --- To support students performing below grade level on CCSS.Math.Content.4.OA.A.3, a Tier 2 small group intervention will be implemented. This plan targets specific skill gaps in solving multistep word problems using the four operations, interpreting remainders, and representing problems with equations involving a variable. Small groups of 3-5 students will meet three times per week for 20-30 minutes over a 4-6 week cycle. Instruction will focus on breaking down complex problems, sequencing operations, interpreting remainders in context, and writing equations with a letter representing the unknown. Strategies will include think-alouds, math talks, scaffolded practice, and visual models to support conceptual understanding. Progress will be monitored through exit tickets, weekly formative assessments, and a rubric aligned to the standard to ensure instructional impact and guide adjustments.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Here's a polished paragraph describing a Tier 3 intervention and individual support plan for students significantly below grade level in **CCSS.Math.Content.4.OA.A.3**: --- For students demonstrating significant difficulty with CCSS.Math.Content.4.OA.A.3, a Tier 3 intervention plan will be implemented to provide intensive, individualized support. These students will receive one-on-one instruction 3-5 times per week for 20-30 minutes, focusing on foundational skills necessary to access multistep word problems. Instruction will be highly scaffolded, beginning with concrete representations and progressing to abstract reasoning. Emphasis will be placed on building number sense, understanding the meaning of operations, and interpreting remainders in real-world contexts. Students will also receive explicit instruction in translating word problems into equations using variables. Progress will be closely monitored through weekly skill checks, observational notes, and student self-reflections to ensure growth and inform instructional adjustments. Collaboration with specialists and families will be prioritized to support learning across settings.

Goal: What are we trying to achieve

Achieve a 75% pass rate for the selected standard by the end of the quarter.

By the end of the goal cycle, 5th-grade students will increase proficiency on 5.MD.C (understanding and applying volume formulas for rectangular prisms) from 19% to 75%, as measured by standards-aligned assessments and Ready Math unit assessments. We will implement core Ready Math instruction supported by small-group differentiated lessons to address specific learning needs and provide targeted scaffolds and enrichment opportunities.

Instruction will intentionally include and support students on Individualized Education Plans (IEPs) through accessible materials, explicit modeling, and multiple means of representation and practice. Progress will be monitored regularly through formative checks, math tasks, and student self-assessments to ensure all students-particularly those requiring additional support-make measurable growth toward grade-level proficiency.

CURRICULUM: The standards and units we are targeting

STANDARD: 5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition

UNIT: Unit 1 Whole Number Operations: Volume, Multiplication, and Division

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Implement Ready Math core lessons with an emphasis on mathematical discourse, real-world connections, and explicit modeling of volume concepts. Use flexible small-group instruction to re-teach, pre-teach, and extend learning based on formative data. Provide multiple means of representation and engagement, using hands-on materials, digital tools, and visual supports to ensure accessibility for all learners. Emphasize teacher clarity-clearly state learning targets, model success criteria, and guide students in self-assessing their understanding.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Small Group Instruction 2-3 times per week with 4-6 students. Review understanding of area and multiplication as repeated addition. Connect 2-D (area) concepts from 4th grade to 3-D (volume) concepts. Model "filling" versus "covering" a shape using cubes and drawings. Use Ready Math Prerequisite Lesson - Area and Multiplication Connections: Engage students in guided practice with visual models and real-world contexts.

Explicitly link the idea of layering arrays to develop the formula V =Ix w x h. Encourage math talk around the relationship between dimensions and units. Implement Tools for Instruction - Find the Volume of Rectangular Prisms: Provide hands-on experiences with unit cubes to develop conceptual understanding. Move from concrete (building prisms)? representational (drawing layers)? abstract (writing equations). Include guided practice and independent practice problems with immediate feedback.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Provide individualized, explicit instruction on the concept of volume through concrete, representational, and abstract learning sequences, incorporating special education support and frequent progress monitoring to close conceptual gaps and move students toward proficiency on 5.MD.C.