Continuous Achievement Plan

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 alphabet flashcards, teacher led high-leveling questioning for AIB partner think pair share, 1:1 check ins, and use of alphabet charts we will increase from 22% to 70% of students in kindergarten will name the sound of at least 20 letters as measured by Sawas letter sound assessment. The CRT practice of using student friendly resources such as alphabet picture charts and consistent 1:1 formative check ins.

CURRICULUM: The standards and units we are targeting

STANDARD: RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words

UNIT: ELA Unit 2

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing timely feedback in small group and conferring, regularly referring to anchor charts, and consistent NB partner talk, teachers will use whole group, partner and small group instruction to support students in understanding R.F.K.3 to ensure students are able to say what sound each letter makes through structured turn and talk A/B partners and model with objects and actions. Students will use these three strategies: UFLI alphabet and anchor charts, Sawas articulation videos, complete UFLI and Sawas student worksheets. Students will graph their letter sound goals and keep track of growth at the start of the year and 2-3 additional points in time with a focus on the letter sound rubric created from the Sawas curriculum. Additionally, students will monitor their progress by comprehension checks, CFAs, and exit tickets. Daily feedback will be given to whole groups, small groups, and individually conferring, while making anecdotal notes.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to implementing turn and talk A/B partners, model with objects and actions, conferring, the use of anchor charts, and articulation videos during core instruction, students will participate in small group instruction for 10 minutes, 4 times a week with a focus on R.F.K.3 standard. At the beginning teachers will lead students in movements, multisensory activities (ex: building with manipulatives and completing puzzles), phonemic and phonological routines from UFLI and Sawas teaching companion guide and turn and talking with peers. Towards the end students will then be using reading decoding strategies to practice their letter-sound correspondence while using decodable books within the Sawas Student Interactive book and UFLI decodable books. 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 implementing whole group discussion, use of anchor charts, timely feedback, and individual conferring time during core instruction, students receiving (Title/LAP, EL, SPED) services will participate in small group instruction for 30 minutes, 4-5 times a week with a focus on RFK.3 standard with the support teacher. Support teachers will work on phonics and phonemic awareness. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress. In LAP students will work with the program Countdown and Blast. LRC students will be working with the Sonday program primarily towards phonics. ML students will get help from the GLAAD strategy.

Goal: What are we trying to achieve

Achieve a 100% pass rate for the selected standard by the end of the quarter.

NA: Split class focused on a different grade level.

CURRICULUM: The standards and units we are targeting

STANDARD: L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

NA: Split class focused on a different grade level.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

NA: Split class focused on a different grade level.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

NA: Split class focused on a different grade level.

Goal: What are we trying to achieve

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

By end of January, 11 out of 16 (70%) of the identified students in Tier 2 or 3 will improve by one level on the mastery scale on R/2.6 {priority standard) as measured by the pre/post assessment from Sawas, Unit 2 week 2 (assessment) in addition to /ready and CFA's. One way we will accomplish this is through implementing a variety of strategies such as the CRT practices of student collaboration, conferring, and use of rubrics, which will be used to create an inclusive and equitable environment.

CURRICULUM: The standards and units we are targeting

STANDARD: Rl.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

UNIT: ELA Unit 2

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Whole group instruction will occur 5 days a week, 30 minutes daily. By implementing timely feedback in small group and conferring sessions, regularly referencing anchor charts, and consistent student discourse with A/B partners, 2nd grade students will focus on priority standard Rl2 - identify main idea of informational texts using text features such as headings, subheadings, and visual supports such as graphs, photos, and captions - with a sub-focus on supporting standard (RF4 & RF3). Teachers will instruct students on how to identify main idea for overall topic and subtopics. Teachers will confer and provide individual or small group feedback 2 or more times per week. Teachers will provide graphic organizers (and instructions for use), and rubrics (with previews of task expectations using the rubrics.) Additionally, teachers and students will monitor progress by providing students with texts on and above their reading level and providing regular opportunities to read with the teacher and peers. Teachers will give a pre-assessment, and post assessment along with formative assessments (exit tickets) during the Q1 CAP window.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Outside of core instruction, students will participate in small group instruction for 15 minutes, 2-4 times a week with a focus on Rl2 priority standard and emphasis in phonics. Teachers will use high yield strategies such as close reading, highlighting informational elements, making inferences and using text evidence. The teacher will also utilize partner talk/discussion with a focus on identifying text evidence. Teacher will focus on phonics sounds and word patterns to increase text comprehension. Students will read passages and use context clues to understand word meanings and vocabulary. Students will be goal setting every 1-2 weeks using success criteria for reading and phonics. Students will decode, blend, and substitute sounds (RF4 & RF3). Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves. In the beginning our initial focus will be phonics and phonological awareness. In the middle of the CAP term, our priority focus will be on story elements such as character, setting, and events. By the end of CAP, students' main focus will be comprehending the central theme/moral through questions.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to implementing whole group discussion, use of anchor charts, timely feedback, and individual conferring time during core instruction, students receiving (Title/LAP, ML, SPED) services will participate in small group instruction for 30 minutes, 4-5 times a week with a focus on RL 2 standard and/or phonic skills with the support teacher. Support teachers will work on phonics and phonemic awareness. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress. In LAP students will work with the program HDword or Countdown. HDword is 2nd grade level and Countdown focuses on Kinder and First grade. LRC students will be working with the Sonday program primarily towards phonics. ML students will get help from the GLAAD strategy.

Goal: What are we trying to achieve

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

By January of 2026, 70% of students will improve by one grade level on standard Rl.3.2 (determine the main idea of a text; recount the key details and explain how they support the main idea) as measured by Sawas curriculum, and teacher created assessments. The CRT practice of classroom discussions and authentic feedback will be used to create an inclusive and equitable learning environment.

CURRICULUM: The standards and units we are targeting

STANDARD: Rl.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

UNIT: ELA Unit 2

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing the high yield strategies of providing timely feedback, goal setting, and classroom discussions the teacher will use whole group, small group, and partner instruction to support students in Rl.3.2. Through the use of high yield strategies, it will ensure that students are able to identify key features in an informational text and take notes of key details to help identify and support the main idea. Additionally, teachers and students will monitor progress by exit tickets, teacher created assessments, and teacher and peer feedback.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the core instruction, students will participate in small group instruction for 15 minutes 3-4 times a week with a focus on the I-Ready domain of comprehension of informational text. We will focus on the standard Rl.3.2 determine the main idea of a text, recount the key details, and explain how they support the main idea. Teachers will have additional conferring sessions to support the understanding of the difference between the main idea and the supporting details. Graphic organizers will be used to help students with the connections between the main idea and key details.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to implementing direct and differentiated instruction, and timely feedback, from the teacher and peers to support in students' comprehension of informational text during core instruction, students receiving ML, SPED, and title services will participate in small group instruction for 30 minutes 4-5 times a week with a focus on Rl.3.2.

Goal: What are we trying to achieve

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

There are 13 students at level 1, 9 students at level 2, and 5 students at level 3. By 1/30125, 10 of the students at a level 1, 6 of the students at a level 2, and 4 of the students at a level 3 will improve by 1 level on the TP5 ELA rubric on 4.Rl.9 as measured by their final 5AWAS assessment and other CFAs collected throughout the unit. The Culturally Responsive and Relevant Teaching practices of modeling the use of graphic organizers and annotating will be used to create an inclusive & equitable environment. Also, including a variety of texts students will be able to increase their prior knowledge and increase engagement by affirming different identities and cultures.

CURRICULUM: The standards and units we are targeting

STANDARD: Rl.4.9 Integrate information from two 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

In the ELA core we will be focusing on Rl.4.9, integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Students will participate in daily whole-group intervention for 15-30 minutes with a focus on text structure, text features, main idea and synthesizing. The teacher will scaffold be having student annotate reading passages and using graphic organizers, such as box and bullets, to organize ideas. Students will use CCD vocabulary charts to support language use. Additionally, students will work to identify text structures and text features to better comprehend texts. Students will identify areas to improve in through conferring and comparing work samples to the provided rubric. Students will also use partner-talk, small group conferring, and revisions to complete their graphic organizers using text evidence. Students will also goal set at the beginning of the unit, considering feedback from the teacher after their pre-assessment data. We will use SAWAS Progress Checks and CFA's to collect data throughout the unit.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the core, focusing on Rl.4.9, reading and synthesizing informational texts, in small groups, students will participate in strategy groups 3-5 times a week for 15 minutes during ELA workshop with a focus on organizing information using graphic organizers. The teacher will scaffold the concept by helping students identify the steps of synthesizing. Students will collect information through annotated note taking and organize the text in a manner that makes sense using graphic organizers, such as box and bullets. Also, students will text structures and text features to identify topics, main ideas and supporting details from multiple sources and synthesizing the information into paragraphs. Progress monitoring occurs every 1-2 weeks. Students will be goal setting every 1-2 weeks using success criteria and setting an overall 12-week goal using pre/post test data with feedback from the teacher.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to implementing partner-talk, conferring, graphic organizers, sentence stem core instruction, students receiving Title/LAP, ML, SPED services will participate in small group instruction for 30, minutes, 5 times a week with a focus on Rl.4.9 standard and supporting standards, Rl.2 and Rl.3, with the support teacher. Support teachers will in collaboration with general education teacher focus on building student reading comprehension skills to identify main idea and supporting details to prepare students to write organized synthesized paragraphs. Students will take part in the use of tools that will build background knowledge, CCD charts, cues and clues, observation charts, vocabulary, TPR, non-fiction test features, SEA strategies, and writing using sentence stems. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.

Goal: What are we trying to achieve

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

There are (21} students at level 1, (12) students at level 2, and (8) students at level 3. By ljan 30th, 2026), (15) of the students at a level 1, (9) of the students at a level 2, and (6) of the students at a level 3 will improve by(1-level} on the (TPS standard's-based rubric} on (5.Rl.5.2) as measured by(CFA}. The Culturally Responsive and Relevant Teaching practices of research- know students' needs to accurately personalize learning plans and allow- students to make sense of the concepts that have been taught, will be used to create inclusive and equitable practices.

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 3

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

In the ELA core we will be focusing on Rl.5.2; determine two or more main ideas of a text. We will do that by implementing instruction and practice that focus on mastering skills listed in the supporting-standards Rl.5.1 quoting the text accurately, Rl.5.3 explain the relationship between historical events and people based on specific information from the text. Students will participate in daily whole-group intervention for 30 minutes with a focus using Close Reading strategies such as annotating, text features and text evidence to identify a main idea. The teacher will scaffold the problems by helping students identify the steps required to cite evidence to justify the main idea of the text. Additionally, students will work to understand how text features can help the reader find the main points of the text. Students will identify areas to improve on through conferring and use data from their SAWAS CFAs. Students will also use peer partner-talk and annotating when reading an historical/informational/biographical text and use of sentence stems that include academic vocab. Students will set a goal at the beginning of the unit, considering feedback from the teacher after their pre-assessment data. We will use SAWAS comprehension checks and CFAs to collect data throughout the unit.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the core, focusing on Rl.5.2, find two or more main ideas from the text, in small groups, students will participate in strategy groups 3-5 times a week for 15-30 minutes with a focus on using text evidence to justify their answer. The teacher will scaffold the concept by helping students identify the steps required to find/support their main idea using graphic organizers, so they have clear support with text evidence. Students will always be prompted to support their main idea with clear supporting details from the text. Progress monitoring occurs every 1-2 weeks. Students will goal set every 1-2 weeks using success criteria and setting an overall 14-week goal using pre/post test data with feedback from the teacher. In the beginning, we will focus on using text features and structures to understand what the text is about. In the middle, students will focus identifying main idea+ supporting details. In the end, students will focus on using text evidence to find multiple main ideas.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

During the intervention block outside the core, 3-5 days a week for 15-30 minutes students will take part in the use of tools that will build background knowledge, manipulatives, hand motions, CCD charts, cues and clues, observation charts, vocabulary, TPR, and writing using sentence stems, all which will help with proficiency in Rl.5.2 The teacher will provide opportunities for students to reference the informational text and support their answer with clear evidence. LRC groups will be using the Sonday system ELA program and title will be using HD words and BLAST program to support. Progress monitoring occurs every 1-2 weeks. Students will be goal setting every 1-2 weeks using success criteria and setting an overall 14-week goal using pre/post test data with feedback from the teacher.

Goal: What are we trying to achieve

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

By implementing a variety of supportive instructional strategies such as number talks, teacher led high level questioning with AIB partner think-pair shares, start slides focused on review questions from i-Ready math curriculum, using manipulates, 1:1 check ins, and ongoing assessments, we will increase on standard K.CC.8.4 from 49% to 75% of students in kindergarten, number name for each object counted to 20 as measured by 75% of 1:1 formative assessments throughout and 1:1 post assessment at the end of the unit. The CRT practice of using student friendly resources such as manipulatives and consistent 1:1 formative check ins.

CURRICULUM: The standards and units we are targeting

STANDARD: K.CC.B Count to tell the number of objects

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

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

In the math core we will be focusing on K.CC.B.4 understanding the relationship between numbers and quantities. Students will participate in daily whole-group instruction for 15-30 minutes connecting counting to cardinality. Teachers will teach counting objects 1-20 by using strategies like ten frames, counters, and other manipulatives (variety of objects). Teachers will use the 3 reads and high-level questioning DOK (SMP6) to support student discourse and academic language. Students will justify how they got their answer during partner turn and talk in A/B partners. Students will say the number names in order, pair number name with correct number of objects, and understand that each successive number name refers to a quantity that is larger (SMP1) by playing games and using manipulatives. Students will also goal set at the beginning of the unit, considering feedback from the teacher after their pre-assessment data. We will use comprehension checks and CFA's to collect data throughout the unit. We will provide feedback to students to track their goal.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the math core, students will participate in strategy groups for 10 minutes four times a week with a focus on K.CC.B.4 understanding the relationship between numbers and quantities. At the beginning students will use manipulatives to support rote counting 0-20 (SMP6). In the middle we then use ten frames and at the end students will practice using models. Throughout the fourteen weeks we will use number group flashcards, dance, and songs. Teachers will ask students to say the number name as they point to each object(beginning), ask students to count in a straight line and then move to arrays in the middle, and then finally be able to count on from the original number of items by adding one item more (SMP6). Students will also goal set at the beginning of the unit, considering feedback from the teacher after their pre-assessment data. We will use comprehension checks and CFA's to collect data throughout the unit and provide feedback to students to track their goal, while communicating home on specific student learning gaps. In order to communicate home, we will use the WA Kids resource to keep families informed.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

During intervention block outside the core, 4-5 days a week for 30 minutes, students will focus on K.CC.B.4 understanding the relationship between numbers and quantities. Teachers will meet with students in small strategy groups to work on saying the names of the numbers counted to twenty by using manipulatives, chants, songs, and movement. Students will use drawings, number group flashcards, ten frames, manipulatives to count numbers 0-20 (SMP6). Students will goal set while considering feedback from the teacher after CFA's. We will use comprehension checks and CFA's to collect data throughout the unit as well and feedback will be given to students to track their goal

Goal: What are we trying to achieve

Achieve a 100% pass rate for the selected standard by the end of the quarter.

NA: Split class focused on a different grade level.

CURRICULUM: The standards and units we are targeting

STANDARD: 1.G.A Reason with shapes and their attributes

UNIT: Unit 6 Geometry and Measurement

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Goal: What are we trying to achieve

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

By end of January, 60% of students in Tier 2 or 3 will improve to a 70% mastery on 2.OA.A as measured by Ready Math Unit Assessment and progress monitoring CFA's. The CRT practice of implementing scaffolding of the problems by helping students identify the steps required to add/subtract numbers, students will solve problems by using the steps in CUBES (SMP1}, drawing pictures of concrete models to represent their thinking and be able to restate the problem through words, pictures, or numbers (SMP6) will be used to create an inclusive & equitable culture that represents a wide variety of learners.

CURRICULUM: The standards and units we are targeting

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

UNIT: Unit 2 Numbers Within 100: Addition, Subtraction, Time, and Money

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing small group pre-skill lessons, discussion, manipulatives, student feedback, and goal setting we will increase proficiency from 12.5% to 60% (12 students) in 2nd Grade. Our goal is to get those who scored a 1 to a 2. Or those students who scored a 2 moved to a 3. We will use standard 2.OA.A (represent and solve problems involving adding and subtracting.). Students will participate in daily whole-group instruction for 30 minutes with a focus on adding and subtracting two-digit numbers using the TRY, DISCUSS, CONNECT routine, including "3 Reads". The teacher will scaffold the problems by helping students identify the steps required to add/subtract numbers to 100 with an emphasis on attention to precision (SMP6). Additionally, students will solve problems by drawing pictures to represent their thinking and be able to restate the problem in their own words. Students will identify important information within a word problem, using a CUBES strategy (SMP1), and with prompting from high DOK questioning (SMP6). Students will explain their solution by justifying how they got their answer and the model they used to solve during peer talk using Ready Classroom discourse strategies and sentence stems. Students will goal set throughout the unit, considering feedback. Additionally, teachers and students will monitor progress by conferring one on one and with peers, and feedback will be given in the moment of the lessons (by teacher), after exit tickets or quizzes.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the core, the teacher will meet with small groups 4-5 times a week for 15 minutes a day focusing on standard 2.OA.A (Add and subtract within 100). The teacher will scaffold the problems by helping students identify the steps required to add/subtract numbers, students will solve problems by using the steps in CUBES (SMP1), drawing pictures of concrete models to represent their thinking and be able to restate the problem through words, pictures, or numbers (SMP6). Also, students will use manipulatives to help develop an understanding of number sense and fluency. Progress monitoring occurs every 1-2 weeks. Students will be goal setting every 1-2 weeks using success criteria and setting an overall 8-week goal using pre/post-test data with feedback from the teacher.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Outside the core, during in-class intervention, 2-3 days a week/15 minutes a day, students will focus on 2.OA.A (Represent and solve problems involving adding and subtracting). Students will focus on precision and identifying steps in the problems (2 step word problems). (SMP 1 and 6). Students will focus on number sense and fluency within 100 by drawing out a model, using manipulatives, and using CUBES to identify steps and key words in word problems. Students will goal set with and have continual feedback by the intervention teacher. Progress monitoring happens by formative assessment, exit tickets, and conferring. Information will be brought back to PLC meetings to inform classroom teachers of progress/progression.

Goal: What are we trying to achieve

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

There are 10% of 3rd grade students who are meeting the standard 3NBT.A, using place value understanding and properties of operations to perform multidigit arithmetic according to the fall I-Ready diagnostic and teacher created assessment. By the end of January 2026, the percent of students meeting the standard 3NBT.A will increase to 70% as measured by scoring 70% or higher on exit tickets, common formative assessments, and /-Ready quizzes. The CRT practices of having students utilize anchor charts, use manipulatives, partner talk, and a variety of strategies to build an inclusive and equitable culture that represents a wide variety of learners will be incorporated.

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

Teacher will use whole group instruction 5 times a week for 20 minutes a day. Teacher will implement partner talk with academic language (SMP3), math discourse using math vocabulary, and small group instruction to support students in understanding the standard 3NBT.A. Teacher will refer to anchor charts, encourage math discourse within partner talk, and implement timely feedback to students in whole group, small group, and one on one conferring. Teacher will use multiple strategies to support students such as partial sums and breaking apart numbers into expanded form (SMP6). Students will monitor their progress by exit tickets and comprehension checks.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the core instruction, students will participate in small groups for 15-20 minutes 3-5 times per week to gain proficiency in standard 3NBT.A, using place value understanding and properties of operations to perform multidigit arithmetic. Teacher will scaffold the tasks into small steps to enrich understanding, reference the anchor chart to build independence with the skill and tools. Students will work with partners and one on one with the teacher when needed to solve 3-digit addition and subtraction equations using drawings and manipulatives if needed to build foundational understanding. In the beginning weeks students will work with flashcards and manipulatives to build their fact fluency. In the middle weeks students will use a variety of strategies such as partial sums, break apart, and base ten blocks (SMP1), place value mats, and partner talk (SMP3) to build understanding of three-digit addition and subtraction. In the final weeks students will use standard algorithm to solve three-digit addition and subtraction equations with and without regrouping.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to core instruction, small group instruction, feedback from teachers and peers, to support students in the understanding of standard 3NBT.A student's receiving title and sped services will participate in small group instruction for 30 minutes 4-5 times a week with a focus on 3-digit addition and subtraction with and without regrouping. Support teachers will utilize A/B partners, ongoing assessments, conferring sessions, visual supports, and scaffolding to support students. Students will utilize manipulatives, place value charts, base ten blocks, and drawings. Progress will be measured by exit tickets, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.

Goal: What are we trying to achieve

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

There are 21 students at level 1, 6 students at level 2, and 0 students at level 3. By 1/30/26, 15 of the students at a level 1, 5 of the students at a level 2, will improve 1 level on the TPS Standards Based Rubie on 4.OA.A.3 as measured by CFAs. The Culturally Responsive and Relevant Teaching practices of student voice, through partner talk, listening to the arguments of others, asking questions, and sharing their thinking will be used to create an inclusive & equitable environment.

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

30 minutes whole group instruction 5 days a week, by implementing timely feedback in small group and conferring, regularly referring to anchor charts, and consistent A/B partner talk, teachers will use whole group, partner and small group instruction to support students in understanding 4.OA.A3 as students will use "3 Reads" to solve multistep word problems using the four operations. Student will focus on solving with algorithms and area models, and equations that represent an unknown. The teacher will prompt students to use sentence stems as students explain their thinking with partners & small groups. Students will use the discuss it questions with their partner (SMP3) and will explain and defend their solution strategies verbally & using representations (SMP2). The teacher will facilitate discussion around problem solving strategies identifying how the approaches are the same or different. Additionally, students will monitor their progress by comprehension checks, CFAs, and exit tickets, and feedback will be given daily in whole group, small group, and conferring.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the core, focusing on 4.OA.A3, students will participate in a strategy group 3-5 times a week for 15 minutes. The teacher will ask various DOK level questions to support conceptual understanding of the necessary strategies and skills (SMP6), with the use of manipulatives, whiteboards, and provide models/examples. Students will use the "3 Reads" to scaffold multistep word problems involving measurements and conversions (SMP 1). Next, students will use models and algorithms to solve for each step (SMP 4). Finally, students will move to writing equations to represent the unknowns in the word problems (SMP2). Progress monitoring occurs every 1-2 weeks. Students will be goal setting every 1-2 weeks using success criteria and setting an overall 14-week goal using pre/post test data with feedback from the 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

In addition to implementing the use of models, analyzing information, using manipulatives, during core instruction, students receiving SPED services will participate in small group instruction for 30, minutes, 5 times a week with a focus on 4.OA.A3 standard with the support teacher. Support teachers will be using prerequisite skills to scaffold, reviewing basic addition, subtraction, multiplication, and division strategies, putting numbers in expanded form, understanding the values of digits in different place values, and using base ten blocks and bar models to model problems. (SMP6). Students will also practice scaffolded word problem strategies (Cubes/3 Reads) and partner talks, to help contextualize problems and break them into steps. (SMP3). Students will goal set by reviewing the rubric, seeing where they are and understand what they need to do to reach proficiency. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.

Goal: What are we trying to achieve

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

There are (29) students at level 1, (7) students at level 2, and (8) students at level 3. By Jan 30th, 2026), (20) of the students at a level 1, (5) of the students at a level 2, and (6) of the students at a level 3 will improve by(1-level} on the (TPS standard's based rubric} on (5.NBT.8.5) as measured by(CFA}. The Culturally Responsive and Relevant Teaching practices of research- know students' needs to accurately personalize learning plans and allow- students to make sense of the concepts that have been taught, will be used to create inclusive and equitable practices.

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

Within the Tier 1 Math instruction (30min daily) we will focus on 5.NBT.B.3 (adding and subtracting fractions in word problems). We will consistently utilize the Try Discuss Connect routine in our whole group instruction, including the 3 Reads during the Try as well as with other practice problems. We will focus on lifting up SMP 6 - attend to precision and SMP 1 - using models, visuals, manipulative to represent student thinking. Students will regularly talk with partners to explain and justify their math thinking. Students will set goals at the beginning of the unit considering feedback from the teacher and their pre-assessment results. Feedback will be given throughout instruction but especially at progress monitoring opportunities like exit tickets, comprehension checks, mid-unit, and unit assessments. Flexibly meeting with students in small groups based on the needs identified during the whole-group instruction.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the core focusing on 5.NBT.B.5, in small groups students will participate 3-4 times a week with an emphasis on understanding the place value of a whole number. Teachers will scaffold the problem by supporting students with steps to apply strategies taught in class related to using visuals model to multiply multi-digit numbers. Students will use area model, partial products, and standard alg. to multiply accurately.

Within small group there will be an intentional focus on increasing student use of math vocabulary terms. Progress monitoring occurs every 1-2 weeks. Goal setting will occur every 1-2 weeks. Student will use success criteria to understand if they met or made progress. Student goals based on pre- and post- data and feedback from the teacher. In the beginning, we will focus on using visual models to multiply (using visuals- SMP1). In the middle, we will focus on using multiple multiplication strategies (attend to precision-SMP6). In the end, we will focus on solving real-world word problems that involve multiplying whole numbers and decimals.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

During intervention block outside the core, in small groups 3 to 5 days a week for 30 minutes students will focus on 5.NBT.B.5 (Multiplying multi-digit numbers and decimals fluently) and related supporting standards. Students will explain their reasoning using drawing pictures or concrete models to represent their thinking and be able to restate the problem through words, pictures or numbers (SMP 6). Students will connect what they know about whole number operations to multiply using a strategy correctly. The teacher will scaffold multiplication/place value problems using concrete and pictorial models to solve written equations, assist students in describing conceptual model of multiplication, and help them solve a variety of problems involving multiplying whole number and decimals using multiple strategies. Teacher resources like Ready Classroom will be used. Progress monitoring occurs every 1-2 weeks. Goal setting will occur every 1-2 weeks. Student will use success criteria to understand if they met or made progress. Student goals based on pre- and post- data and feedback from the teacher.