Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Our school continuously monitors practice and asks ourselves, "What can we do better?". The only things we have complete control over is our practice. While we do consider other factors, we drive the trajectory of our school and so commit to reflect constantly and change practice as a result. We owe it to our students and our community to be the best educational experience our students can get.
Our Vision
We educate, empower and inspire rigorous, joyful learning every single day.
Our Mission
We evaluate our data and since 2016, when we came together as a school team, we knew we needed to put the population most underserved at the fore front. We have this essential question: How do we engage our African American boys, our Latino boys, and students identified as EL in rigorous and joyful learning in English Language Arts and Math with anti-racist and healing centered practices every single day? We evaluate this question regularly and have continuously closed the gap.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
There are 5 students in kindergarten who meet the grade level standard for RF.K.3. 80% of 36 students in kindergarten (28) working below grade level in this standard will achieve grade level fluency in blending as measured by CFAs, professional observation, and the winter iReady diagnostic. The Culturally Responsive practices used include, but are not limited to, regular student feedback, small group learning, access to multiple modalities (such as manipulatives, TPR, etc.) and use of rubrics.
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 explicit, sequential, Tier 1 core instruction using known high yield strategies such as modelling and practice using manipulatable materials, and frequent practice during whole group instruction as well as reteaching with manipulatives and modelling during small group instruction, students will build understanding. Leveraging independent and small group practice and regular assessments students will demonstrate growth as measured by CFAs, teacher directed assessments, and the winter iReady diagnostic.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
For students who are approaching RF.K.3, students will receive additional instruction during small group. High yield strategies include reteaching, practice using manipulatives, additional blending practice using resources within Sawas Reading Routines.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We will support students identified with Tier 3 needs in small groups and 1:1 conferencing in reading. We will also collaborate with LRC in accordance with IEPs.
1st Grade
Goal: What are we trying to achieve
Achieve a 0% pass rate for the selected standard by the end of the quarter.
NA
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
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA
2nd Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
There are 2152, 3% of 2nd grade students meeting the standard of describing characters, setting, plot, beginning, middle and end by 9112125. By end of January 2026, the percent of students meeting the standard will increase to 39152 students, 75% as measured by "Meeting" on the TPS single point rubric for RL.2. 7 Grade Level Goal (Criterion 8.1)
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
In Second Grade we will implement standards-based instruction with using Common Core State Standards, through the use of Sawas and supplemental instructional materials. As a team we will deliver clear action-based teaching using anchor charts for students to access learning through-out the unit. We will also use a new passage fluency routine 3 times a week, using partner reading, cold and warm reads/practice and student self-assessment for improvement in fluency and comprehension. We will focus on student discourse throughout the unit focusing on student voice and participation.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will focus on small group guided reading for comprehension and strengthen story elements. We will also do a vocabulary lesson in each guided reading group, also to be worked on during independent learning time. We will also use scaffolded supports using graphic organizers and teaching the steps to use a graphic organizer to sort out story elements with beginning, middle and end.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Reading Fluency- phonics will be worked on during interventionist times. Also, in small skill groups within the classroom we will work on phonemic awareness, phonics, and sight words to build fluency. When students build their fluency it will help with comprehension. Comprehension will lead to understanding and retelling of the story such as: beginning, middle and end.
3rd Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By February 2026, 70% of Third Grade students will achieve proficiency in "RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text" measured by CFAs, exit tickets, and i-Ready comprehension checks. This will be accomplished with culturally sensitive teaching strategies such as a variety of texts and methods of consuming said texts.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing high yield instructional strategies such as encouraging/guiding discussion, close reading, or notetaking, teachers will use whole group, partner and small group instruction to support students in understanding retelling stories using the central message and key details to ensure students are able to support their thinking.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the ELA core, students will participate in a strategy group for 20 minutes, 4 times a week with a focus on (RL.3.2) to determine the central message, lesson, or moral and explain how it is conveyed through key details in a fiction text. Teachers will use student discourse strategies such as student talk, to encourage & provide opportunities to discuss central message, and in a text, including figurative language such as metaphor & similes. Students will also practice reading fluency and phonics. Progress will be measured by exit slips, daily feedback & brought to PLCs to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students receiving Title/LAP, EL, and/or SpEd services will participate in small group instruction for 30 minutes, 4 times a week with a focus on phonics and fluency CCSS.ELA-LITERACY.RF.3.3 with the support teacher. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
4th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 22% of 4th graders meeting the standard RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. By October 2025, 40%, by November 2025 70% of students meeting the standard will increase to as measured by "Meeting" on the TPS single point rubric for RL. 4.1. One way we will accomplish this is through implementing a variety of strategies that build an inclusive and equitable culture that represents a wide variety of learners utilizing the Savis curriculum, student discourse, writing prompts including sentence starters for claim/evidence to support explaining details and inference, exit tickets, CFA's, and differentiation
CURRICULUM: The standards and units we are targeting
STANDARD: RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing high yield instructional strategies such as encouraging/guiding discussion, close reading, notetaking, anchor charts, modeling, vocabulary strategies, rereads, graphic organizers, annotating key details related to theme, sentence starters for claim and evidence to support theme, exit tickets, and cfa's, teachers will use whole group, partner and small group instruction to support students in understanding retelling stories using inference to determine the central message and key details to ensure students are able to support their thinking.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the ELA core, students will participate in a strategy group for 15 minutes, 2 times a week with a focus on (RL.4.1) to determine the central message, lesson, or moral and explain how it is conveyed through key details in a fiction text. Teachers will use student discourse strategies such as student talk, to encourage & provide opportunities to discuss central message, and in a text, including figurative language such as metaphor & similes. Students will also practice reading fluency and phonics. Progress will be measured by exit slips, daily feedback & brought to PLCs to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
* ELL Support* LRC *Intervention* Small group *Tiered Instruction
5th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By January 31, 2026, 30 out of 44 students will achieve proficiency identifying and quoting text accurately and drawing inferences in the standard 5.Rl.5.1 (Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text) as measured by SAWAS progress checks, SAWAS Unit assessments; SAWAS cold reads; CFA's, IAB's and Exit Tickets.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Intentional planning using SAWAS within our reading workshop model. Whole group mini lessons and small group targeted instruction based on data. Using high yield strategies such as: -Student discourse -Modelling (teacher modelling and peer modelling) -Student friendly checklists - Rubrics for immediate feedback -Self assessment -Graphic Organizers Utilize the myView Small Group Guide, Reading Routines Companion, Conferences: Formative Assessments and Conference Prompts (writing), myFocus Intervention, and Teacher Edition supports to plan for instruction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Differentiated Support Additional small group and 1:1 strategies and practices when/if appropriate (see above) Strategic guided reading groups will be utilized for standards based support at their individual levels. Will meet at least 3-4 times per week within the guided reading group, students will engage with multiple texts and examples for identifying and accurately finding details and also using strategies to draw inferences to meet standards goals. Strategy Groups: Myers - Ciolek - Small Group Strategies and Practices: Differentiated Support: Implement as-needed small group instruction using ELL Targeted Support to address emerging, developing, and/or expanding/bridging language needs
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Weekly check in with Intervention team to collaborate and plan with each teacher to use instruction time to reenforce and practice skills appropriate to each student need. ML Support LRC Support Title 1
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
There are 30 students in kindergarten who meet the grade level standard for KCC.B 100% of 11 students in kindergarten (11) working below grade level in this standard will achieve grade level standard as measured by CFAs, professional observation, and the winter iReady diagnostic. The Culturally Responsive practices used include, but are not limited to, regular student feedback, small group learning, access to multiple modalities (such as manipulatives, TPR, etc.) and use of rubrics.
CURRICULUM: The standards and units we are targeting
STANDARD: K.CC.B Count to tell the number of objects
UNIT: Unit 4 Numbers to 10 and Shapes
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing explicit, sequential, Tier 1 core instruction using known high yield strategies such as modelling and practice using manipulatable materials, and frequent practice during whole group instruction as well as reteaching with manipulatives and modelling during small group instruction, students will build understanding. Leveraging independent and small group practice and regular assessments students will demonstrate growth as measured by CFAs, teacher directed assessments, and the winter iReady diagnostic.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
For students who are approaching K.CC.B, students will receive additional instruction during small group. High yield strategies include reteaching, practice using manipulatives, additional 1:1 counting practice using manipulatives and resources within iReady.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We will support students identified with Tier 3 needs in small groups and 1:1 conferencing in math. We will also collaborate with LRC in accordance with IEPs.
1st Grade
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: 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
N/A
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
N/A
2nd Grade
Goal: What are we trying to achieve
Achieve a 73% pass rate for the selected standard by the end of the quarter.
There are 15% of 2nd grade students meeting the standard of 2.OA.A.1 By end of January 2026, the percent of students meeting the standard will increase to 75% as measured by Comprehension Checks and Unit Assessment from Ready Classroom. We will accomplish this by establishing an inclusive and equitable math culture that adheres to grade level content and shifts from remediation to support and scaffolding.
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
Strengthen the Try, Discuss, Connect Protocol from Ready Classroom by: - Presenting a rigorous, grade level task using the three reads protocol - Guide class conversation using a discussion protocol (consensus board, four corners, talk moves, sentence stems, numbered heads, turn-and-talk to a prompt) to enhance student discourse - Anticipate student thinking to be able to Select and Sequence student work to build conceptual understanding and connect representations
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Engage a small group of students in the Try, Discuss, Connect Protocol (as stated above) with: - additional problems - using concrete representations/manipulatives to move from physical, to visual, to symbolic representation - providing sentence stems for conversation.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We will work on: number recognition, one to one correspondence, adding and subtracting fluency, and place value in skill groups for extra practice and exposure.
3rd Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 3.x% of 3rd grade students meeting the standard of 3.OA.A By March 2, 2026, the percent of students meeting the standard will increase to 70% as measured by Comprehension Checks, Mid-Unit and Unit Assessments, and the iReady Diagnostic from Ready Classroom. We will accomplish this by establishing an inclusive and equitable math culture that adheres to grade level content using culturally responsive teaching methods including but not limited to using routines and manipulatives.
CURRICULUM: The standards and units we are targeting
STANDARD: 3.OA.A Represent and solve problems involving multiplication and division
UNIT: Unit 2 Multiplication and Division: Concepts, Relationships, and Patterns
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
In the Math Core, we will be focusing on 3.OA.A Represent and solve problems involving multiplication and division. The teacher will emphasize the Learning Target and Success Criteria, incorporate number talks 2 - 3 times a week, provide visual supports (Anchor charts) that scaffold the steps required to multiply and divide, and prompt students with high DOK questions (SMP6). Students will solve problems using the anchor charts, A/B partner talk, and student discourse using the 3 Reads (SMP 1) in the Try/Discuss/Connect routine. We will progress monitoring bi-weekly using comprehension checks and daily exit tickets after each lesson. Students will also goal set at the beginning of the unit, considering feedback from the teacher after their pre-assessment data, and monitor progress through teacher feedback after each assessment check point within the unit, and then finally again at the end (Unit test).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the core instruction, focusing on 3.OA.A, represent and solve problems involving multiplication and division, teachers will confer with students in small strategy groups 2 - 3 times a week for 15 minutes. Manipulatives will be utilized to build conceptual understanding and tasks will be provided to make explicit connections between multiplication and division (SMP1), and teach strategies to learn basic facts. Students will create base ten drawings, relate models to written equations, identify a missing factor to learn division (SMP6), and solve problems in multiplication and division to develop an understanding of the relationship. Progressing monitoring will happen daily using teacher created exit tickets and at the end of each lesson using comprehension checks on i-Ready toolbox. Teacher will provide feedback based on the success criteria.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to instruction from the classroom teacher, students receiving Title/LAP, EL, and SPED services will participate in small group instruction 30 minutes/session, at least 3 times a week with a focus on prerequisites to build understanding towards 3.OA.C.7. Progress will be measured by exit tickets, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
4th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 15% of 4th graders meeting the standard. 4.NBT.B using place value and understanding properties of operations to perform multi-digit arithmetic by October 3rd 2025, 4th grade students meeting the standard will increase to 47% as measured by the TP5 single point rubric for 4.NBT.B. One way we will accomplish this is through implementing a variety of strategies that build an inclusive and equitable culture that represents a wide variety of learners utilizing the I ready curriculum, differentiation, student discourse, three reads, manipulatives, comprehension checks, cfa's, and exit tickets.
CURRICULUM: The standards and units we are targeting
STANDARD: 4.NBT.B Use place value understanding and properties of operations to perform multi-digit arithmetic
UNIT: Unit 1 Whole Numbers: Place Value, Comparison, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Instruction will include modeling, demonstrating various methods, and strategies for standard 4.NBT.B. Representation of standard 4.NBT.B. will be evident in student work. Anchor charts and graphic organizers will provide visual learning. Manipulatives will be provided for students to make sense in comprehending the standard. Student discourse, 3 reads, and annotation of important details will help students comprehend the standard. Data from exit tickets and CFA's will provide next steps in instructions.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Reteach, manipulatives, mini - lesson, student - teacher discourse to clear up misconceptions. Work one on one and in small groups.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
*LRC *One on one support *Tiered support
5th Grade
Goal: What are we trying to achieve
Achieve a 55% pass rate for the selected standard by the end of the quarter.
S - By January 31, 2026 55% of 5th grade students will meet standard. M - Comprehension Checks, Unit Assessments, and exit tickets from iReady Math A - Use the single point rubric for 5.NBTB. 7 throughout the entire goal window, to provide feedback for each student. R - Every 5th grade student will show growth in their understanding of the standard 5.NBT.8.7 on the single point rubric. T - October 15, 2025 January 31, 20261- Intentionally invite students to engage in math instruction personalized by their needs/data. E - Use whole group, small group and 1:1 instruction based on student centered strategies
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 2 Decimals and Fractions: Place Value, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Strengthen (teaching) instructional Strategies of Mathematical Teaching Practice 3: Using and connecting mathematical representations by: - Anticipating what students will do and where they will go with the math - Monitoring student discourse - Selecting student thinking - Sequencing student thinking to present/discuss - Connecting student thinking and offer opportunities to challenge/make sense/revise
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Use (teaching) instructional strategies to engage a small group of students in a new problem focusing on Mathematical Teaching Practice 3: Using and connecting mathematical representations by: - using concrete representations/manipulatives to move from physical, to visual, to symbolic representations - providing question and sentence stems for conversation - encouraging revoicing and the trying out of classmates' strategies - discussing how student thinking is alike and different Students in strategy groups - Myers - Ciolek -
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Intentional 1:1 conferring at least 2x/week for at least 5 minutes outside of core instruction time to reteach and practice fluency skills that students are still working on: -Reteaching academic vocabulary -Reteaching and practice with concepts of place value -Reteaching and practice in single digit multiplication, fact practice -Check and Connect with individual goals -Tutoring and mentoring Myers - Ciolek -
Specialized Program Goals
Preschool Goal
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
Note: TK does not participate in Fall CAP.
CURRICULUM: The standards and units we are targeting
STANDARD: Cognitive: 11) Demonstrates positive approaches to learning: a) Attends and engage
UNIT: [Unit name]
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Note: TK does not participate in Fall CAP.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Note: TK does not participate in Fall CAP.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Note: TK does not participate in Fall CAP.
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 January 30, 2026, 60% of Kindergartners will be able to demonstrate a steady beat to music, without teacher modeling, based on the rubric.
CURRICULUM: The standards and units we are targeting
STANDARD: Music 9 Respond- Apply criteria to evaluate artistic work
UNIT: Music - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
1. Review Learning Target 2. Review success criteria - give examples Strategies may include: Practice steady beat as a class with a recording. (ex. One student at a time demonstrates steady beat using body percussion for four measures while class sings along. Students will move around room matching the steady beat the teacher is playing on the drum. Students may play beat on a percussion instrument.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier two instruction to be used to impact the learning goal of steady beat are individualized games that provide opportunities for students to show individual growth with the goal, and songs demonstrate the beat that directly tie to the goal that can be sung anywhere, not just in the music classroom. I know these strategies were effective because students were observed showing the skill, assessment scores from individualized games, and observable assessments from class time. Observable formative and summative assessments from class time.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier three strategies will be provided for all students as extra support by the music teacher. Due to time constraints and focus on improving reading, writing and math scores, there is no additional time to meet individually with students outside of their already scheduled music instruction time. All students are given class time with a specialist with extensive knowledge in music and all are monitored for individual growth based off of their starting base of zero. Strategies will be repeated often as needed, and multiple modality activities will be used to support all learning styles for all tier level students.
PE Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By December 2025, at least 75% of 2nd grade students in Ms. Cordova's class will be able to demonstrate working with others in partner environments without teacher supports as assessed by teacher observations during partner volleyball and/or basketball activities.
CURRICULUM: The standards and units we are targeting
STANDARD: PE-4 Students will exhibit responsible personal and social behavior that respects self and others
UNIT: PE- NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Modeling specific language students can and should use when working with others during physical demonstrations and my own participation in activities/games. I'll also include teamwork-related "words of the day" in our "word of the day warm-up".
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2 students will benefit from being paired with higher performing students who are already meeting the standard and using specific language related to teamwork.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Strategic grouping, strategic placing of groups in closer proximity to the instructor and exemplar groups, and 1-on-1 supports will all be helpful tools.
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 Spring 2026, at least 95% of Reed students needing tier 2 and 3 intervention support will be able to use emotional regulation strategies and/or conflict resolution skills, to engage in healthy and safe resolution of escalations and/or impulse control needs. Reed will improve school to home communication to help families engage in the process.
Root Cause Analysis:
After reviewing the data, we observed a disproportional percentage of males showing a need for tier 2 intervention support.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
During the first 6 weeks of school we has 15 incidences of exclusionary discipline in the kinder-3rd grade levels. Moving forward we will provide tier 2 intervention support (check-in/out, small groups, parent communication, visual tools and supports) that are consistent and with fidelity.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Our first action step will be creating individualized tier 2 supports and plans for identified students. Supports will include: -check-in/out -small groups -character strong/purposeful people -visual tools (schedules, choice menu, hand signals, social stories)
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
The Whole Child Team will be reviewing the data and looking at which areas need attention and support. The Whole Child Team will also be looking at ways to help lead professional development with staff, in the areas of need, as a way to further support staff and student safety.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 85% positive rating on the selected Climate Survey item.
By Spring of 2026, 85% will feel there is a willingness to address conflict in our school. The Culturally Responsive and Relevant Teaching practices of (multiple modes and strategies of communicating, respecting staff's unique values, validating and listening to the concerns of each staff member, support conflict resolution amongst each other) will be used to create inclusive and equitable practices.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
-Clear responses to behaviors -PD opportunities to support staff in increasing their communication skills and knowledge about conflict resolution
-Clear behavioral tears to support in responses to specific behaviors -Designated time for staff to express concerns and areas of improvement in multiple manners
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 75% positive rating on the selected Climate Survey item.
Our goal is to decrease the number of synergy major and minor incidents from lunch/recess time by 25%, which is moving from 65 to 48 jag reports.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
This quarter, Reed staff and students will continue to deepen the use of emotional regulation strategies by helping students develop a more depth of vocabulary. This will help students be able to describe their feelings, manage and regulate their feelings of high energy and low pleasantness, and practice their way of getting their needs met and getting to a more regulated state. Also, proactively teach students how to body scan in order to identify their own clues that alert them when a strong feeling is coming on.