4902 South Alaska St.
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
We believe every student deserves and is worthy of a safe, welcoming, and inspiring space to learn and grow. Our teachers are deeply passionate about their craft, genuinely care for their students, and are committed to helping them succeed as they progress through school and prepare to contribute meaningfully to our global community.
Our Vision
Prepared for high school, prepared for life, and ready to change the world.
Our Mission
Students learn to positively change the world when they are guided by staff who respect and care for them. Great teachers know their students, build healthy relationships with families, provide the appropriate level of challenge, engagement, and support. These educators are relentless in their pursuit to develop their craft.
Academic Goals
6th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 37% pass rate for the selected standard by the end of the quarter.
By January 30, 2026, 271160 or tier 2 and 3 students will improve by to 60/160 level on the mastery scale on 6.RL.4 as measured by a teacher designed common formative assessment. The culturally responsive practice of contextual learning will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing close reading and use of metacognitive markers, teachers will use whole group, partner, and small group instruction to support students in understanding 6.RL.4 to ensure students are able to define words in context, determine connotation, and explain the impact of author's word choice on a text. Additionally, students will monitor their progress by self-scoring and feedback will be given every 1-2 weeks for the duration of the unit.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 20 minutes 1-2 times/week with a focus on drawing evidence from informational texts to support main idea and supporting evidence. Teachers will use graphic organizers, close reading strategies, and metacognitive markers to ensure students are able to define words in context, determine connotation, and explain the impact of author's word choice on a text. Students will read passages with unfamiliar words, look at similes and metaphors, and different words author's could have used to determine word meaning and impact. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving Title/LAP, EL, SPED services will participate in small group instruction for 20 minutes, 1-2 times a week with a focus on 6.RL.8 standard with their support teacher. Support teacher will provide additional 1:1 instruction with student per their progress. Students will get additional support with sentence frames and starters as well as talk to text as an option. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress. Feedback will be both informal and formal. Students will get feedback whole group, small group, and through 1:1 Conferring. We will use peer editing, feedback on CFA's and exit slips, and student self-assessment. Students will have time to reflect on feedback and make necessary changes to any assignment in the unit after reviewing it as a class and comparing their self-assessed score to their actual score.
Math Goal
Goal: What are we trying to achieve
Achieve a 25% pass rate for the selected standard by the end of the quarter.
6th grade students will increase their proficiency scoring level 2 or 3 to level 5 or 6 through math thinking tasks, and small group work using number lines to represent positive and negative rational numbers from 7% to 25% measured by the pre- and post-test curriculum-based assessment (Benchmark 1 and Benchmark 2).
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
By implementing manipulatives and note-taking with graphic organizers, teachers will use whole group, partner, and small group instruction to support students in graphing points on number lines and coordinate grids while assessing with Common Formative Assessments. Additionally, students will monitor their progress by checking their standard mastery through Synergy StudentVue grades and through a self-reflection involving the rubric. Individualized feedback will be given by the teacher at least once every other week until the end of the unit.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, teachers will provide notes and graphics as well as pre-filled graphic organizers as necessary. Students will also participate in small group instruction for 10-15 minutes at least once a week with a focus on CCSS.6.NS.C.6.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Recommended students are currently enrolled in a LAP Math Intervention class alongside their core math class. These students represent a population of learners who typically do not receive additional supports in mathematics. We use multiple approaches to support their math learning needs such as reviewing and reteaching classroom concepts, small group support, and reteaching of core math concepts. Use of i-Ready as an assessment screener to determine their math level will be helpful in determining and assigning necessary supports and practice for the school year. This will be helpful in mediating previous low skills and making reasonable gains towards grade level standards. In addition to implementing Number Talks, Random Grouping, and graphic organizers during core instruction, students receiving special education services will participate in small group instruction for 20 minutes, 5 times per week with a focus on HSA.CED.A standard or skill with the support teacher(s). Support teachers will use individual and small-group instruction with teacher and peer support, such as demonstrating and comparing their process on past and current work. Students will self-reflect on their strengths and weakness in relations to the standard, check grades, and reflect on feedback from teachers on assignments and assessments. Progress will be measured by exit slips, consistent feedback, and brought to PLC+ meetings to inform the team of the progress.
Science Goal
Goal: What are we trying to achieve
Achieve a 20% pass rate for the selected standard by the end of the quarter.
There are 0% of 6th grade students meeting the standard based on the common pre-assessment using a diagram of a one-way mirror. Formative assessments collected in science notebooks and formative checks during classroom discussions on lab reflections during the unit will provide data for whole group, small group and individual scaffolds and supports. By the end of the CAP cycle, 20% of students will meet standard in their analysis how light reflects, absorbs, and transmits using models. We will accomplish this by establishing an inclusive and equitable class culture that supports small group instruction and group work, ensuring that our class consensus of the phenomenon is relevant.
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 scaffolding, notetaking, graphic organizers, inquiry-based learning, manipulatives, and direct instruction to support students understanding MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, and transmitted through various materials. Additionally, students will monitor their progress by modeling what they discover in progress trackers and feedback will be given on their initial model, final model, as well as the intermittent progress trackers and various other formative assessments.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Teacher will provide explanations of academic vocabulary, provide verbal translation (Spanish), small group instruction with intentionally grouped labs 10-15 minutes a week, use of zone of proximal develop seating, sentence starters, use of google translate, and direct instruction. Students will demonstrate understanding with manipulatives/lab materials, and practice of reciprocal teaching concepts with teacher. Progress will be measured by exits slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Word wall, sentence starters, sentence frames, graphic organizers, visual supports and videos, labs with manipulatives, visual based questions, multi-step questioning, direct instruction, modeling.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
By 1115126, 8 students in Tier 2 (achieving a score of 3-4 on the benchmark assessment) will improve by one proficiency level on the mastery scale (to at least a 5-6) on H3.6-8.2 as measured by CFAs and post assessment. The culturally responsive practices of intentional seating and grouping, student collaboration through partner and teacher supported close reading, jigsaw, text-rendering, anchor charts, and chunking the material will be used to create an inclusive & equitable environment. Pretest, CFAs, and Post-test will be tracked in MS Teams https:lltps10.sharepoint.coml:f:lsl2022-23GiaudroneHuskyPack/Er3mWUX_mUpLjzGa_D2xX1kBQ/qRNY9-VKz3EFpYx/UZdg?e=elvh1j
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 close reading, partner reading, anchor charts, intentional seating, and text rendering, teachers will use whole group, partner, and small group instruction to support students in understanding H3.6-8.2 to ensure students are able to support a claim about a historical event with a focus on comparing more than on perspective. Additionally, students will monitor their progress by self-assessment on each rubric, and feedback will be given after each CFA by the teacher. Students will receive immediate feedback on daily classroom activities.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 1O minutes twice per week with a focus on H3.6-8.2. Teachers will support small groups with intentional instruction in smaller chunks, focusing first on claim, then evidence, then reasoning, then citations. Progress will be measured by exit slips, continuous feedback, and brought to PLC+ meetings to discuss instructional moves.*
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Assessments will include scaffolds so all students can access the material. There will be alternative assessments for students that need more support.
7th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 46% pass rate for the selected standard by the end of the quarter.
7th grade students are at 31% meeting standard RL.2 according to common pre-assessment data. By the end of the CAP cycle February, (+15%) will move from approaching to meeting standard. We will accomplish this goal by creating common formative assessments and analyzing student performance on those assessments to determine action steps throughout the unit.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By modeling note taking, close reading and analyzing plot of narratives to help identify themes, teachers will use whole group, partner and small group instruction to support students in understanding how to identify themes, articulate it's development, and summarize a story to ensure all students are able to write a personal narrative essay through analysis and reflection with a focus on Ai being able to identify and explain the content. Additionally, students track their own progress in their notebooks and feedback will be given according to CFA results.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Use graphic organizers, close reading strategies, and metacognitive markers to give students opportunities to learn to locate evidence in texts to support analysis. Students will read short stories and watch Pixar shorts, complete plot diagrams, summarize the stories, and identify the themes. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves. Small group instruction will happen 2-3 times a week for approximately 20 minutes each time.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving Title/LAP, EL, SPED services will participate in small group instruction for 20 minutes, 1-2 times a week with a focus on RL.2 standard. Support teacher will provide additional 1:1 instruction with student. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
Math Goal
Goal: What are we trying to achieve
Achieve a 30% pass rate for the selected standard by the end of the quarter.
By Jan. 29th, 30% of students will improve by 3 levels on the mastery scale on 7.RP.A.2 as measured by the classroom post-assessment and January iReady diagnostic scores. The culturally responsive practice of building authentic relationships with students, using random groupings, providing opportunities for self, peer, and teacher feedback and utilizing Classroom Discussions and Collaboration will be used to create an inclusive & equitable environment.
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 implementing manipulatives and using alternate workspaces like individual or vertical white boards, teachers will use whole group and small group instruction to support students in understanding real-life and mathematical problems to ensure students are able to identify and use proportional relationships to solve problems. Additionally, students will monitor their progress by tracking their results both in Magma Math and in their notebooks. Specific written or verbal feedback will be given by the teacher at least once every two weeks.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, teachers will provide partially completed graphic organizers or online notes as necessary. Students will also participate in small group instruction for 10-15 minutes once a week with a focus on CCSS 7.RP.A.2. Progress will be measured by Magma Math student work, exit slips, continuous feedback, and brought to PLC+ meetings to discuss instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Recommended students are currently enrolled in a LAP Math Intervention class alongside their core math class. These students represent a population of learners who typically do not receive additional supports in mathematics. We use multiple approaches to support their math learning needs such as reviewing and reteaching classroom concepts, small group support, and reteaching of core math concepts. Use of i-Ready as an assessment screener to determine their math level will be helpful in determining and assigning necessary supports and practice for the school year. This will be helpful in mediating previous low skills and making reasonable gains towards grade level standards. In addition to implementing Number Talks, Random Grouping, and graphic organizers during core instruction, students receiving special education services will participate in small group instruction for 20 minutes, 5 times per week with a focus on HSA.CED.A standard or skill with the support teacher(s). Support teachers will use individual and small-group instruction with teacher and peer support, such as demonstrating and comparing their process on past and current work. Students will self-reflect on their strengths and weakness in relations to the standard, check grades, and reflect on feedback from teachers on assignments and assessments. Progress will be measured by exit slips, consistent feedback, and brought to PLC+ meetings to inform the team of the progress.
Science Goal
Goal: What are we trying to achieve
Achieve a 20% pass rate for the selected standard by the end of the quarter.
20% of students will earn an 18 3 or higher on their final model of chemical reactions by November 28. The culturally responsive practice of student collaboration will be used to create an inclusive & equitable environment.
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
By implementing class discussion, questioning and transforming notes, teachers will use whole group, partner and small group instruction to support students in understanding 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 to ensure students are able to analyze and interpret data from investigations with a focus on identifying reactants, products, and their properties. Additionally, students will monitor their progress by modeling what they discover in progress trackers and feedback will be given on their initial model, final model, as well as the intermittent progress trackers and various other formative assessments.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction students will participate in small group instruction as intentionally grouped lab groups for 10-15 minutes per week, depending on number of labs this may be multiple times, with a focus on the NGSS priority standards being addressed that unit. Teachers will question students, model using manipulatives and summarize concepts. Students will demonstrate understanding with manipulatives/lab materials, practice reciprocal teaching of concepts with teacher. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students that are getting additional supports outside of science, those students may receive in-class supports including the following as needed: Accommodations aligned to IEP and/or 504 Intentional grouping Intentional Seating Additional time reading/completing assignments Copies of Vocabulary In class supports such as sentence starters and discussion prompts
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
S: Achieve a 50% pass rate on the selected standard by the end of the CAP Window M: By analyzing the answers through a task-specific rubric A: Through teaching and engaging with students in developing their point-of-view based on what they learn. R: It is realistic because it is only double with room for students who do not meet standard to not make the goal unachievable T: At the end of the Cap Cycle in January 26 I: Developing multiple means of expression for all learning styles to be represented and evaluated fairly E: All students will have appropriate timeframes and opportunities to answer prompt fairly and in ways that work to supplement their learning styles. The culturally responsive practices of creating an inclusive classroom environment, inquiry-based instruction, and project-based learning will be used to create an inclusive and equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.G2- Understands human interaction with the environment.
UNIT: Decisions That Define Us
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
• Discussion protocols to ensure students are discussing content in a way that will help them explain, analyze and develop an argument about how Washington State has been impacted by individuals, cultural groups and technology/ideas. • Provide differentiated and scaffolded support to the whole class that helps them develop CER paragraphs.· CER paragraphs to help students explain how Washington state has been impacted by different cultural groups.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 10 minutes 2 times per week with a focus on H3.6-8.3. Teachers will provide resource-analysis modeling, and students will practice evidence identification. Progress will be measured by exit slips, continuous feedback, and brought to PLC+ meetings to discuss instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students receiving supports for IEPs, ML, or other designated groups will receive accommodations aligned to IEP and/or 504 goals and requirements as provided by appropriate staff and specialists.
8th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 0% pass rate for the selected standard by the end of the quarter.
N/A
CURRICULUM: The standards and units we are targeting
STANDARD: L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases - gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
UNIT: Argumentative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
N/A
Math Goal
Goal: What are we trying to achieve
Achieve a 25% pass rate for the selected standard by the end of the quarter.
By Jan. 29th, 25% of students will improve by 3 levels on the mastery scale on CCSS HSA-CED.A as measured by the classroom post-assessment and January iReady diagnostic scores. The culturally responsive practice of building authentic relationships with students, using random groupings, providing opportunities for self, peer, and teacher feedback and utilizing Classroom Discussions and Collaboration will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: HSA-CED.A Create equations that describe numbers or relationships
UNIT: Topic 2 - Linear Equations
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Number Talks, Random Grouping, graphic organizers teachers will use whole group, partner, and small group instruction to support students in understanding Linear Equations to ensure students are able to solve real world problems through Common Formative Assessments with a focus on writing linear equations. Additionally, students will monitor their progress by looking at rubrics and feedback will be given on a regular, bi-weekly basis.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 10-15 minutes once a week times per week with a focus on HSA.CED.A. Progress will be measured by exit slips, continuous feedback, and brought to PLC+ meetings to discuss instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Recommended students are currently enrolled in a LAP Math Intervention class alongside their core math class. These students represent a population of learners who typically do not receive additional supports in mathematics. We use multiple approaches to support their math learning needs such as reviewing and reteaching classroom concepts, small group support, and reteaching of core math concepts. Use of iReady as an assessment screener to determine their math level will be helpful in determining and assigning necessary supports and practice for the school year. This will be helpful in mediating previous low skills and making reasonable gains towards grade level standards. In addition to implementing Number Talks, Random Grouping, and graphic organizers during core instruction, students receiving special education services will participate in small group instruction for 20 minutes, 5 times per week with a focus on HSA.CED.A standard or skill with the support teacher(s). Support teachers will use individual and small-group instruction with teacher and peer support, such as demonstrating and comparing their process on past and current work. Students will self-reflect on their strengths and weakness in relations to the standard, check grades, and reflect on feedback from teachers on assignments and assessments. Progress will be measured by exit slips, consistent feedback, and brought to PLC+ meetings to inform the team of the progress.
Science Goal
Goal: What are we trying to achieve
Achieve a 20% pass rate for the selected standard by the end of the quarter.
20% of students will earn an 18 3 or higher on their Final Model of what happens during a collision when assessed before November 15, 2025. There will continue to be interim assessments as well from formative assessments including laboratory investigations and the progress trackers all of science will have in common. This is relevant to their science learning at this time with our focus on Physical science and specifically contact forces, as well as the scientific processes practiced with Claims, Evidence, and Reasoning. To be sure to address equitable practices, the culturally responsive technique of student collaboration will be emphasized throughout the unit.
CURRICULUM: The standards and units we are targeting
STANDARD: 8-PS2-1 Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. *
UNIT: Unit 1: Contact Forces
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing class discussion, questioning and transforming notes, teachers will use whole group, partner and small group instruction to support students MS-PS2-1: Apply Newton's third law to design a solution to a problem involving the motion of two colliding objects. This will ensure students are able to analyze and interpret data from investigations with a focus on identifying the influence of mass and speed on kinetic energy and force of impact, as well as the materials of the objects involved. Additionally, students will monitor their progress by modeling what they discover in progress trackers and feedback will be given on their initial model, final model, as well as the intermittent progress trackers and specific formative assessment investigations at least 3 times over the course of the unit.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction students will participate in small group instruction as intentionally grouped lab groups for 10-15 minutes per week, depending on number of labs this may be multiple times, with a focus on the NGSS priority standard MS-PS2-1. Teachers will question students; model using manipulatives and summarize concepts. Students will demonstrate understanding with manipulatives/lab materials, and practice reciprocal teaching of concepts with teacher. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students that are getting additional supports outside of science, those students may receive in-class supports including the following as needed: Accommodations aligned to IEP and/or 504 Intentional grouping Intentional Seating Additional time reading/completing assignments Copies of Vocabulary In class supports such as sentence starters and discussion prompts
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By the end of the CAP cycle, students will improve to 60% passing rate on the mastery scale on HJ.6-8.5 (with W.8 as a writing focus) as measured by the unit summative assessment. The culturally responsive practices of creating an inclusive classroom environment, inquiry-based instruction, and project-based learning will be used to create an inclusive & equitable environment.
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 close reading, teacher clarity, and discussion protocols teachers will use whole group, partner, and small group instruction to support students in understanding H3.6-8.S to ensure students are able to analyze multiple causal factors to create positions on major events in United States history through CER paragraphs, classroom discussions, and reading summaries with a focus on causal factors, well-supported position using specific historical evidence, and understanding of cause-and-effect relationships. Additionally, students will monitor their progress through peer review activities and reflections, and feedback will be given by teacher using Assets Based Feedback through teacher/student meetings and task-based rubrics at least once per unit module. Additionally, writing will be supported through quickwrites, sample analysis, sentence stems, and revision practices.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 10 minutes 2 times per week with a focus on H3.6-8.5. Teachers will provide resource-analysis modeling, and students will practice evidence identification. Progress will be measured by exit slips, continuous feedback, and brought to PLC+ meetings to discuss instructional moves. Writing support will utilize graphic organizers, explicit modeling, and targeted feedback.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students receiving supports for IEPs, ML, or other designated groups will receive accommodations aligned to IEP and/or 504 goals and requirements as provided by appropriate staff and specialists.
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
_50 (% of students in Tier 2 or 3) will improve by 1_ level on the mastery scale on refine and complete artistic work (as measured by (assessment/CFA). The culturally responsive practice of Leveraging students' cultural capital_ (Culturally Responsive Practices) will be used to create an inclusive & equitable environment. Students will use their culture, language, and life experience when brainstorming ideas. Students understand the importance of being open-minded with new, old, different, and unfamiliar ways of using art mediums and methods. The teacher will provide immediate feedback to support students to reflect upon their strengths and weaknesses and will hold open discussions about self-critique and peer critique.
CURRICULUM: The standards and units we are targeting
STANDARD: Art-3 Refine and complete artistic work
UNIT: Art NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Models, Critique and Descriptive Feedback, Talking Stems for Discussions, and Think, Pair, Share (name 2-3 High Yield Instructional Strategies) teachers will use whole group, partner, and small group instruction to support students to demonstrate Anchor Standard 3: Refine and complete artistic work (name priority standard) to ensure students are able to use the art to develop personal styles and communicate their ideas and feelings (what do students need to do- explanation of standard) through applying techniques and skills they learned using various art mediums (types of tasks) with a focus on specific characteristics of Symbolism and Realism Art Movements_(look-for in task specific rubric). Additionally, students will monitor their progress using teacher feedback, self-critique and peer- critique (how does this look) and feedback will be given for summative projects by the teacher. (how often, by who, & when).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 5 minutes 2_times per week with a focus on Anchor Standard 3: Refine and complete artistic work (name priority standard). Teachers will demonstrate the art making process using examples and provide additional supporting in refining and completing artwork. Students will use examples and use information from diverse sources to develop a personal approach to the work. Progress will be measured by exit slips, continuous feedback, and brought to PLC+ meetings to discuss instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Follow IEP
Music Goal
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
By the end of semester 1, at least 26 students (85% of the class) will achieve a level 3 or higher (5 on the 18 scale) on a Bb scale exercise test, as graded with our performance test rubric. The culturally responsive/ relevant teaching practices of continuing to build authentic relationships in class and giving intentional and effective feedback to students will be used, along with student grouping for peer feedback.
CURRICULUM: The standards and units we are targeting
STANDARD: Music-5 Develop and refine artistic techniques and work for presentation
UNIT: Music - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Daily instruction in musical literacy, performance skills, scale building, subject-specific vocabulary. Daily rehearsals on warm-ups using our Bb scale notes and performing pieces of music that are in the key of Bb.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small group work with specifically brass players during full-ensemble warmup time on lip slur/ partial matching, extra practice on note naming.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
1x/week outside of class individual tutoring after school because Charlotte played the trombone last year and is transitioning to the french horn. The partials on french horn are significantly closer together than trombone, the placement of the mouthpiece is more top lip instead of both lips equally, it reads in treble clef and not bass clef.
PE Goal
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
Achieve 25% growth (12) students demonstrating adequate evidence of learning (3-4) for the selected standard by the end of the quarter. Students will have multiple opportunities to meet this goal by learning through direct instruction, small group and whole group learning, and review games. Post assessment data will be used to identify students below proficiency and provide them with supports and more opportunities to demonstrate proficiency. We will accomplish this by doing weekly lessons and check-in around five for life components and using our CFAs to gauge growth. By End of June 65% (% of students in Tier 2 or 3) will improve by _25% level on the mastery scale on Standard 3 (priority standard) as measured by (assessment/CFA). The culturally responsive practice of Students Collaboration/Authentic Relationships Culturally Responsive Practices) will be used to create an inclusive & equitable environment.
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
Use Components of Fitness curriculum and unit PowerPoints, labs, and fitness assessments for whole group direct instruction. Followed by a whole group, unit review prior to the end of unit assessment. Students are recording learning in their daily activity logs and have access to all class materials in Wellnet/Schoology. By implementing _Feedback/Classroom Discussion teachers will use whole group, partner, and small group instruction to support students in understanding _Standard 3 to ensure students are able to _Students will demonstrate the knowledge and skills to achieve and maintain health-enhancing level of physical activity and fitness through _written/demonstration/verbal with a focus on _being able to give detailed responses to show their level of understanding. Additionally, students will monitor their progress by _having weekly check ins and CFA's and feedback will be given _weekly
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Re-teach using small groups that didn't receive original, whole-group instruction. Provide access to unit PowerPoints and review materials, for students to use on their own time. In addition to core instruction, students will participate in small group instruction for 10 minutes 2-3 times per week with a focus on _Standard 3. Teachers will _differentiate and give support when needed_. Students will collaborate and ask clarifying questions when needed. Progress will be measured by exit slips, continuous feedback, and brought to PLC+ meetings to discuss instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Action Step 3 - Interventions (This is more for students receiving a double dose of instructional support for this content): Follow student S04 and IEP accommodations to allow equitable access to content and resources. Students will be allowed multiple re-take opportunities, coupled with 1:1 re-teaching if necessary. Instructional materials and PowerPoints will be available in Schoology for students to access and study as needed or prior to a test re-take.
World Language Goal
Goal: What are we trying to achieve
Achieve a 25% pass rate for the selected standard by the end of the quarter.
Currently, 6% of 7th grade students can accurately recognize Hangeul (Korean alphabet) and connect them to their sounds based on the common pre-assessment. Formative assessments collected during the unit will provide data for whole group, small group, and individual scaffolds and supports. By the end of the CAP cycle (date), 80% of students will show growth in their ability to recognize Hangeul, and 60% will successfully identify the corresponding letter-sound relationship when listening to spoken Korean in a common post-assessment. We will accomplish this by establishing an inclusive and equitable class culture that supports small group instruction, group work, and frequent listening/reading practice, ensuring that all practice texts are relevant, engaging, and grade appropriate. Action Steps - Tier 1 Introduce and identify the basic Hangeul letter groups (consonants and vowels). Model how to connect sounds to letters through teacher think-a lauds and repeated practice. Identify when a new sound/letter is introduced (shift in focus) and practice noticing the change. Action Steps - Tier 2 In small groups, listen to recorded sounds, identify Hangeul letters, and discuss patterns. Word Building: Students combine letters into syllables/words, analyze how structure changes meaning. Mark & Code: Students code sounds in a passage (e.g., underline consonants, circle vowels) to connect listening with written form.
CURRICULUM: The standards and units we are targeting
STANDARD: World Language WL.1.2: Interpretive Communication- Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics
UNIT: World Language - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Teachers will employ frequent formative assessments and collaborative learning strategies through whole-group, partner, and small-group instruction to facilitate students' understanding of the Korean alphabet Hangeul. Instruction will emphasize accurate writing and proper Hangeul formation. Students will engage in ongoing self-monitoring of their progress using self-assessment checklists, while teachers will provide structured feedback on a weekly basis to ensure continuous improvement in learning outcomes.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 10 minutes 3 times per week with a focus on writing comprehension. Teachers will provide targeted instruction based on student needs. Students will engage in activities to reinforce their understanding of key concepts. Progress will be measured by exit slips, continuous feedback, and brought to PLC+ meetings to discuss instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
During core instruction, reciprocal teaching strategies and vocabulary instruction will be implemented. In addition, students receiving Special Education (SPED) services will engage in targeted small-group sessions with the support teacher three times per week for 10 minutes each, with an emphasis on developing proficiency in recognizing Hangeul. The support teacher will provide individualized, needs-based instructional materials, and students will strengthen skill acquisition through scaffolded practice and personalized feedback. Progress will be systematically monitored through ongoing formative assessments, and the results will be reviewed during PLC+ meetings to inform instructional planning and data-driven decision-making.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 95% of students have behaviors NOT resulting in suspension or expulsion.
By June 2026, GMS will reduce the number of Tier 2 and Tier 3 behavior incidents among GMS students by 25%, as measured by behavior reports in basecamp, by implementing a school-wide Positive Behavior Interventions and Supports (PB/SJ system, increasing staff training, and engaging families in monthly behavior data reviews.
Root Cause Analysis:
Students identified as SPED and those with Two or More Races show higher behavior incidents due to inconsistent support, communication barriers, identity challenges, and implicit bias. Limited staff training and lack of culturally responsive practices contribute to misinterpretation and escalation of behaviors, highlighting the need for targeted, equitable interventions.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
To achieve the goal of reducing Tier 2 and Tier 3 behavior incidents by 25% by June 2026, the GMS Admin Team will implement targeted strategies that promote positive behavior, build staff capacity, and foster inclusive family engagement. These action steps are designed to be data-driven, sustainable, and responsive to the needs of our diverse student population.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Implement a School-Wide PBIS Framework Continuity of our Restorative Practices Description: Launch a consistent Positive Behavior Interventions and Supports (PBIS) system across all grade levels. Tasks: Form a PBIS leadership team by November 2025. Develop and communicate school-wide behavior expectations by December 2025. Begin monthly PBIS data reviews starting January 2026. Responsible Parties: Admin Team, PBIS Lead, Grade-Level Teams Resources Needed: PBIS training materials, time for team meetings, behavior data access
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Provide Monthly Staff Training on Behavior Strategies Description: Equip staff with tools to proactively manage behavior and respond to incidents equitably. Tasks: Schedule monthly professional development sessions from November 2025 to May 2026. Focus on trauma-informed practices, de-escalation techniques, and culturally responsive discipline. Collect staff feedback after each session to refine future trainings. Responsible Parties: Admin Team, School Counselor, Equity Team Resources Needed: PD facilitators, training materials, feedback forms
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 86% positive rating on the selected Climate Survey item.
By Spring of 2026, 86% of staff will acknowledge that they believe their colleagues are willing to work at changing the school for the better as measured on the Educational Effectiveness Survey.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Classroom teachers will be able to demonstrate their willingness to change the school for the better by implementing community agreements to improve student learning. This includes the shared duties that are outlined within SCDM and completion and monitoring of CAP. On Data Day we went over community agreements related to safety: environment, social emotional, engagement. Staff began to talk about how to hold each other accountable for being consistent with expectations around: passes, 10 to 10 rule, cell phone policy, attendance, dress code and having critical conversations with peers.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 60% positive rating on the selected Climate Survey item.
By Spring of 2026, 60% or more students will rate "I feel safe at school." as often to always true when given a Climate Survey.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Counselors will provide classroom presentations to students about harassment, intimidation, bullying and sexual harassment. Counselors will show students how to advocate and report unsafe behaviors by using school protocols.