Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Welcome to First Creek Middle School- home of the Eagles, where students are on time, on track, and on a mission to academic excellence. Our goal is to ensure every student experiences success through a safe, supportive, and inclusive learning environment. The Continuous Achievement Plan (CAP) reflects our shared commitment to academic growth, equity, and continuous improvement. Each quarter, we review data, celebrate progress, and refine our practices to better meet the needs of all learners.
Our Vision
First Creek Middle School empowers every Eagle to rise to their fullest potential - confident, compassionate, and prepared to thrive in high school and beyond. We envision a future where all students are engaged learners, critical thinkers, and active contributors to their community.
Our Mission
At First Creek Middle School, we empower learners through compassionate relationships and purposeful learning; preparing learners to be critical thinkers and problem solvers who are prepared, confident contributors to their community.
Academic Goals
6th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 21% of students in grade 6 ELA meeting the standard, based on a Common Lit writing prompt using a specific text. By end of Unit 1 (early November), 100 % of students will show growth in this literary analysis standard, and 70% will demonstrate proficiency. We will accomplish this by focusing on structured C.E.R instruction and context clue vocabulary instruction.
CURRICULUM: The standards and units we are targeting
STANDARD: W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research - a) Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics") - b) Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not")
UNIT: Informational/Explanatory Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
C.E.R. format: We will introduce claim, evidence and reasoning with consistent vocabulary and colors to track essential parts of a literary analysis. Specific lessons on selecting evidence to support a claim (and highlighting evidence) and modeling reasoning as the essential part of analysis rather than a summary Reviewing of student work to highlight organization of paragraphs (what's working well) and common pitfalls (relying on evidence to do the 'proving') Culturally relevant re-introducing of claim, evidence reasoning with claim statements that students can better latch on to practice writing claims, evidence and reasoning. Context Clues - substituting words as an identified strategy for Marking the Text and figuring out the meaning of unknown words that may impede understanding Create 2 anchor charts and reference throughout lessons: one on Context clues and the other on CER anchor charts with color-coding techniques around the room.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Working with small groups to address misunderstandings: Confusing summarizing with analyzing Using sentence starters to support students' going deeper on reasoning Introducing direct quotes as evidence Highlighting students writing to identify their own claims, evidence and reasoning.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Graphic organizers for this group to support Development of CER paragraph Targeted Marking ofTextjust focusing on identifying unknown words and practicing substituting words
Math Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
11% of students in grade 6, math meeting standard 6.NS.C (Apply and extend previous understandings of numbers to the system of rational numbers) based on iReady data. By December 12, 80%, of students will show growth in 6.NS.C and 60% will show proficiency. We will accomplish this by using visual instruction with visual representations such as number lines and coordinate grids. We will also use collaborative pair work (tum-and-talk, think pair share). We will provide tier 2 students with strategic small-group instruction that includes language support for our ML learners. We will provide support to our tier 3 students with scaffolded instruction, one-on-one conferencing, language-supportive intervention and enrichment lessons.
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
As a PLC, we are committed to increasing student growth and proficiency in 6.NS.C by collaboratively analyzing i-Ready data to identify learning gaps and form targeted small groups. We will co-plan lessons using high-impact Tier 1 strategies such as explicit instruction with visual models and formative assessments with immediate feedback. Together, we'll share Tier 2 and Tier 3 supports, monitor progress bi-weekly, and examine student work to address misconceptions. By integrating equity (differentiated supports), technology (interactive tools like Desmos and i-Ready), and SEL (growth mindset and collaboration), we ensure our instruction is inclusive, engaging, and aligned with our December 12 goals.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Use iReady data to identify students needing support. Form flexible small groups based on specific skill gaps. Plan targeted lessons with scaffolds and visuals. Use high-impact strategies like modeling and guided practice. Monitor progress weekly with quick checks or i-Ready tools. Collaborate in PLCs to share strategies and adjust instruction.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Use Individualized Instruction Plans, Provide frequent Small-Group or One-on-One Support (including daily check-ins), Use visual aids, hands-on activities, and interactive technology (e.g., Desmos, virtual manipulatives) to reinforce concepts in accessible ways.
Science Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By implementing Guided Notes; Student Paced Nearpod; Interactive Notebook; Open Sci Ed tool set; Tacoma Access Foundation projects, Student proficiency will reach 70% Proficient or Exceeding in 6th grade, with a focus on IEP & 504 measured by Pre-Assessments and Summative Assessments on priority standards MS-PS4-2 and MS-LS1-8 by end of unit (11119/25).
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
Will be utilizing Guided Notes, Student Paced and Teacher Directed Nearpods, Interactive Notebooks, Open Sci Ed, etc. for class instruction as well as Think-Pair-Shares, Project based learning, sentence stems, and student focused learning labs. Literacy focused strategies such as 12, summaries of reading, reflections on readings, Notice/Wonder chart. Class Brain Breaks.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small-group instruction opportunities during work time, conversations with table groups, individualized questioning strategies. Translated documents, PowerPoint translated subtitles, advantageous seating, ML team visits. Literacy focused strategies. Intentionally set teams for peer assistance.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Will be utilizing preferential seating, note-taking assistance (e.g., copies of notes, example of teacher notes), breaks available, allowing extra time to respond, additional graphic organizers, repeating or paraphrasing directions 1:1. Literacy focused strategies. 1:1 instructor assistance. Verbal responses and varied ways of showing information.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 20 % of 6th grade students meeting the standard based on the common pre-assessment given. 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 and by the end of 1st semester, 50% of students will show growth in their ability to understand multiple perspectives as they create their Mesopotamia City. We will accomplish this by establishing an inclusive and equitable class culture that supports small group instruction and group work, ensuring that multiple perspectives are taught and supported as they work together to create their civilization.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.G1- Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface.
UNIT: Mesopotamian Milestones
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Instructional Strategy #1 Think-Pair-Share (for Quick Write & City Design Brainstorm)· How it works: Students first brainstorm individually (e.g., sketching a Mesopotamian city or quick-writing about daily life). Then, they pair up to share ideas before presenting to the class. Instructional Strategy #2 Concept Sorting with Discussion (for Civilization Elements & Map Skills)• How it works: Students sort the civilization element cards into "I know about this" and "Not sure yet." Afterward, hold a whole-class discussion where students explain their reasoning and compare answers. All students will have access to: Graphic Organizers Short answer responses Anchor Charts Large Group Discussions Summarize Learning Focus Note taking
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small Group: Student and Teacher led jigsaw activities, Hands on activities and vocabulary understanding. Small Group: Teacher led reteaching opportunities for students who are not showing proficiency. ML push in support weekly
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
ML push in support at least 3 times per week. Differentiating assignments Extending due dates Conferring one-on-one
7th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 11% of students in grade 7, subject ELA meeting RL.7.2 standard, based on Fall 2025 iReady reading scores. By the end of first semester, 80% of students will show growth in standard RL.7.2, and 50% will demonstrate proficiency in standard RL.7.2. We will accomplish this by teaching the use of context clues for unknown words by substituting known vocabulary and using the CER (claim, evidence, reasoning) format to summarize, analyze theme development, and more.
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: Informational/Explanatory Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Use context clues for unknown words by substituting known vocabulary. Use the CER (claim, evidence, reasoning) format to summarize, analyze theme development, and more. Use highlighting strategies to color-code and identify the separate parts of a CER in different texts, example sentences, and their own writing. Can use sticky note tabs as an alternative for highlighting. Have sentence starters available.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Have students take notes on unknown vocabulary words by writing down the word in another language, finding a synonym that makes sense, using it in a sentence, and drawing a visual to help students. Taking guided notes with fill in the blank options. Working in small group environments when possible. Reteaching how to find quotes within the text. Create a context clue anchor chart to have around the classroom. Create a CER anchor chart with color-coding techniques around the room. Have CRE examples of CERs that vary in social/academic or formal/informal settings or prompts to practice identifying what claim, evidence, and reasoning looks like in a variety of different writing styles and forms of texts in ways that may relate more to them.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Create a notes sheet/mini anchor chart/bookmark with context clue steps for students to have in their notebooks. Create a half sheet of prefix/suffix definitions to keep in their notebooks. Provide opportunities for students to verbalize answers, as opposed to solely writing them.
Math Goal
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
There are 1.6% of students in grade 7 math meeting 7.EE.B 3 standard based on iREADY score. By the end of November, 80% will show growth in solveing multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals) and applying properties of operations to calculate with numbers in any form, and 50% will demonstrate proficiency in the learning identified above. We will accomplish this by intentional use of exit tickets asking students to practice skills identified and partner/pair work to discuss written scenarios that need to be translated into numerical expressions.
CURRICULUM: The standards and units we are targeting
STANDARD: 7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions and equations
UNIT: Topic 2 - Real Numbers
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Scardina's and Razzaq's 4th period classes: Whole group strategies: - Entry tasks (choice) - Intentional Exit tickets (word problems) - Pair/group work (think pair share) - Whiteboard work - Varied technology resources and supports - Instantaneous feedback though online resources
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2 Additional Supports: - Intentional seating with grade level partners - Language supports for ML students - Reteach with intention based on formative assessments.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Encouragement to join Math Club Working with interventionist Small group reteach and instruction
Science Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are O % of students in grade 7, subject science meeting MS-7-PS1-2 standard, based on the OSE Unit 7.1 Lesson 1 Bath Bomb Initial Model Pre-Assessment. By Winter Break (12119124), 80% of students will show growth in MS-7-PS1-2, and 70% will demonstrate proficiency in using and constructing models as helpful tools for representing ideas and explanations. We will accomplish this goal by purposefully cultivating rich student discourse and implementing interactive notebooks as essential tools for learning. By fostering a classroom environment where students regularly engage in meaningful conversations, we aim to deepen their understanding, critical thinking, and collaborative skills. At the same time, interactive notebooks will serve as a dynamic space for students to organize their thoughts, reflect on learning, and make connections across concepts. In order to support small-group (Tier 2) instruction, we will find opportunities to visit individual table groups during work time, implement individualized questioning strategies, use translate tools to provide instruction in a student's primary language, and support students through Review, Revise, Redo Workdays (with additional instructor support available during this time). In order to provide intervention for Tier 3 students, we will be utilizing preferential seating, note-taking assistance (e.g., copies of notes, example of teacher notes}, breaks available, and allowing extra time to respond.
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
One Tier 1 instructional strategy our team will focus on during this unit is student discourse. We will use structures like think-pair-share, elbow partner discussions, full-class conversations, and wrap-around sharing to ensure every student has a voice. Sentence stems will support academic language development, and tools like equity sticks will help us engage all learners. These strategies give students repeated opportunities to articulate their thinking, ask questions, and build on others' ideas-skills that directly support scientific reasoning and communication. By practicing how to explain their models, defend their claims, and respond to peer feedback, students will strengthen their ability to construct and critique scientific arguments, a key skill identified in step 3. A second Tier 1 instructional strategy is the use of interactive notebooks. Student notebooks will include a table of contents, page numbers, guided notes, vocabulary, diagrams, data tables, progress trackers, and space for reflection. This structure helps students organize their learning and track their growth over time. It also supports visual modeling and evidence-based reasoning, which are central to our unit goals. By regularly updating their notebooks with observations, models, diagrams, vocabulary, and reflections, students will build a personalized resource that reinforces their understanding of chemical reactions and the conservation of mass.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In order to support small-group (Tier 2) instruction, we will find opportunities to visit individual table groups during work time, implement individualized questioning strategies, use translate tools to provide instruction in a student's primary language, and support students through Review, Revise, Redo Workdays (with additional instructor support available during this time). We will also support students in developing arguments about chemical reactions by emphasizing the TPS literacy strategies of vocabulary and predict/infer. In order to support scientific vocabulary acquisition at the Tier 2 Level, we will also assign students to mixed-level groups in class discussions and reinforce new vocabulary with individual table groups during Redo, Revise, Review lessons. In order to support students in predicting/inferring at the Tier 2 Level, we can provide students with additional sentence starters if needed, translated copies of sentence stems and readings, and use think-aloud strategies at individual table groups to demonstrate how to use context clues and prior knowledge.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In order to provide intervention for Tier 3 students, we will be utilizing preferential seating, note-taking assistance (e.g., copies of notes, example of teacher notes), breaks available, allowing extra time to respond, additional graphic organizers, and repeating or paraphrasing directions 1:1, among other strategies. Strategies will be individualized for each student, per the student's specific assets and needs.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 35 students at level 1, 6 students at level 2, and 2 students at level 3. By 11124, 35 of the students at Level 1, and 6 of the students at Level 2, and 2 of the students at Level 3 will improve by 70% of levels and 60% of all students in proficient on the List Rubric for Standard SOC6-12.H3 as measured by the summative assessment. We will accomplish that by annotating texts, employing student notetaking strategies to capture thoughts and learnings and modeling high-level questioning techniques will be used to create inclusive and equitable practices.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events.
UNIT: Decisions That Define Us
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Marking the text
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small group ELD reviews, low-stake practice, increased instruction, chunking positive reinforcement, modeling, multiple examples, conversations (miles on the tongue)
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Support-provided notes, side-by-side, summarize notes, model what good reader's and writer's think, take notes, annotations, extra time to complete, scaffold assignments
8th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Students will determine the meaning of unfamiliar words and phrases in a text, 70 % will demonstrate growth with standard RLB.4 byJanuary 2026 using iReady Reading Assessments, Classroom assessments.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts
UNIT: Informational/Explanatory Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Common Lit teacher led vocabulary Students will look at photos, captions, look at examples, and make a prediction. Students will use vocabulary words in fill in the blank sentences, fill in the blank scenarios, matching, application of vocabulary, and complete a pre and post quiz for unit vocabulary words
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
During small groups, pause every few minutes and ask a targeted comprehension question aligned to the standard. Graphic organizers, common lit context predictions vocabulary word Power Points, student discourse, and prefix and suffixes work.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Small group, one on one, annotating the text, making predictions using context clues, writing definitions, student discourse using academic vocabulary in their daily oral and written communications
Math Goal
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
By the end of 5 weeks, 65% of students will demonstrate proficiency in summarizing, representing, and interpreting data on two categorical and quantitative variables by participating in in-class discussions, taking notes, monitoring progress through formative assessments, and scoring at least 3 (meeting standard) on a summative assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: HSS-ID.B Summarize, represent, and interpret data on two categorical and quantitative variables
UNIT: Topic 3 - Linear Functions
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Direct instruction with focused note taking and modeling think-alouds. Turn and talks/ Think Ink Pair Share. Gallery walks. Routine formative assessments with feedback.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Peer tutoring with collaborative problem solving. Differentiated instruction with resources from Sawas including: Reteach, Enrichment, Mathematical Literacy and Vocabulary
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Work with interventionists. After school support opportunities on Mon. and Wed. Small-group pull-out
Science Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
From a baseline of 0% of students meeting standard, we will increase to a level of 20% of students in 8th grade meeting standard, including 8/POC, Multi-Language (ML} and SPED students, as measured by Pre-Assessments and Summative (Post} Assessments on priority standard 8-PS2-1 by Winter Break (12/19/24),
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
Will be utilizing Guided Notes, Student Paced and Teacher Directed Nearpods, Interactive Notebooks, GO Science team in Synergy, etc. for class instruction as well as Think-Pair-Shares, Project based learning, sentence stems, and student-focused learning labs. We will collaborate with other content areas when and where appropriate, most notably the math team.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small-group instruction opportunities during work time, conversations with table groups, individualized questioning strategies, Review and Redo Workdays (with additional instructor support available), interactive notebook conferences with individual students,
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Will be utilizing preferential seating, note-taking assistance (e.g., copies of notes, example of teacher notes), breaks available, allowing extra time to respond, additional graphic organizers, repeating or paraphrasing directions 1:1, translation as needed.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By the end of the "Road to Revolution" unit, I want my 8th-grade students to show clear growth in historical reasoning and evidence-based argumentation, which I will measure through their work on the Revolutionary-Era Persuasive Pamphlet summative assessment. My goal is for the percentage of students meeting or exceeding proficiency on the rubric criteria for historical reasoning (SOC6-12.H2) and evidence-based communication (SOC6-8.SSS4) to increase from 50% to at least 75% by the end of this CAP cycle. This goal is: Specific: I am focusing on helping students analyze the causes of the Revolution and support claims using historical evidence. Measurable: I will track progress using a common rubric aligned to CAP outcomes and state standards. Achievable: I will scaffold learning with structured academic discussions, CER graphic organizers, and ongoing, targeted feedback. Relevant: This work builds critical skills in historical analysis and persuasive writing, directly tied to the curriculum and report card standards. Time-bound: I aim to reach this target by the end
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H2- Understands and analyzes causal factors that have shaped major events in history.
UNIT: Untold Stories of the Revolution
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier 1 Action Step - Whole Group and Flexible Small Group Instruction: During whole-group instruction, I will lead structured academic discussions using primary and secondary sources to help students deepen their historical reasoning and perspective-taking. I'll use strategies like Think-Pair-Share, Socratic Seminars, and guided questioning to scaffold their ability to analyze causes, interpret multiple viewpoints, and connect events to broader Revolutionary themes. In flexible small groups, I will provide targeted support based on formative assessment data. Students will work with CER (Claim-Evidence-Reasoning) graphic organizers to strengthen their argumentation and evidence-based writing. I will organize groups based on skill level or learning needs, model reasoning, provide sentence starters, and give immediate feedback on their claims, evidence, and reasoning. I will also incorporate technology tools, such as digital timelines, interactive primary source analysis platforms, and collaborative documents, to engage students and differentiate learning. These strategies will help ensure all students-including English Learners and those needing extra support-have equitable access to developing historical reasoning, analytical writing, and persuasive communication skills.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
I will work with students who are below or approaching proficiency in small, targeted groups to focus on analyzing causal relationships, interpreting multiple perspectives, and constructing evidence-based arguments. During these sessions, we'll use scaffolded CER organizers, primary source close readings, and mini-lessons on historical reasoning and persuasive writing. I will model my thinking, provide sentence starters, and guide students as they connect evidence to their claims. I will use formative assessment data from class discussions, exit tickets, and draft pamphlets to determine group composition and the skills we need to focus on. Technology, such as digital annotation tools and collaborative documents, will support engagement and practice. These double-dose sessions give students more guided practice, immediate feedback, and differentiated support, helping them build the skills they need to reach proficiency on the CAP summative assessment.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
I will work with students who continue to struggle with historical reasoning, perspective-taking, and evidence-based writing through intensive, individualized support in LRC, LAP, or Title 1 settings. I will meet with students one-on-one or in very small groups to provide targeted instruction tailored to their needs. We will use scaffolded CER organizers, guided primary source analysis, and personalized mini-lessons to help them strengthen their claims, select relevant evidence, and clearly articulate reasoning. I will monitor student progress closely through formative assessments, draft reviews, and observation, adjusting instruction as needed to address gaps. I will also incorporate technology tools, like digital annotation platforms, interactive timelines, and collaborative writing tools, to give students extra practice and engagement. These interventions will help ensure that every student has the support they need to grow in historical reasoning, build confidence, and reach proficiency on the CAP summative assessment.
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Achieve a 90% pass rate for the selected standard by the end of the quarter.
Students will use learn overlapping and cropping to plan a drawing about themselves. I will know they will have achieved this goal when their sketch includes overlapping and cropping. The lessons are broken down into small bits that they check off as they complete the task. 90% of students will achieve this by the end of 1st semester. Students chose which artwork they want to complete (Heart Map or Pennant) subject is all about them, brainstorm who they are and what's important to them, choose to work with a partner throughout or not, and get help from other students and teacher. Students score themselves on progress learning specific skills which are taught from the ground up, rather than how well they draw or any assuming possession on any prior skills. Students have scoring rubric from beginning, so they know what they are scoring themselves on.
CURRICULUM: The standards and units we are targeting
STANDARD: Art-2 Organize and develop artistic idea and work
UNIT: Art NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Flipped classroom. Lessons are posted and prerecorded. Mastery-based progression. All students complete MUST DOs. Capitalizing on high levels of student choice and independence.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
SHOULD DOs posted with extra scaffolding, steps, explanations, demonstrations, etc.... Students work with peers to find solutions. One-on-one problem-solving with teacher.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
One-on-one check-ins, additional scaffolding, chunking of tasks, simplifying reading and writing.
Music Goal
Goal: What are we trying to achieve
Achieve a 90% pass rate for the selected standard by the end of the quarter.
By second semester, 90% of beginning music students will be able to identify and demonstrate whole, half, dotted half, quarter and eighth notes and rests in simple time signatures by performing individually 4 measures of rhythmic exercise and accurately identify rhythmic patterns aurally using premade rhythm cards.
CURRICULUM: The standards and units we are targeting
STANDARD: Music-1 Generate and conceptualize artistic ideas and work
UNIT: Music - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Rehearse playing/singing rhythms in class from printed/projected examples. Students will practice reading rhythms aloud individually on Sight Reading Factory, Musicca, or Make Music app. Practicing as a group will support struggling students. Immediate feedback on performance accuracy during group practice. Individual practice with online SRF exercises will give immediate feedback on performance accuracy.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Have students make and practice with rhythm cards. Making their own cards will reinforce what each note/rest looks like & identification. Students will be able to create the rhythms they hear accurately with the note cards provided, solidifying the relationship between seeing a rhythm and then hearing it. Students can then split into smaller groups to practice with each other and practice both creating the rhythms and making them with the cards. This will provide smaller groups for the teacher to work with to clear up common misconceptions or misunderstandings as needed.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Intentional grouping & seating to provide peer support as needed· Music vocabulary cheat-sheet· Music notation cheat sheet· 1:1, additional instruction with teachers • Provide learning opportunities and individual support in your core class that align with the students' intervention classes, IEP, and or 504. Note: Pull-out intervention is not during the core classroom time.
PE Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
PE-1 Volleyball: Serving & Movement Patterns Specific: By the end of the 6-week volleyball unit, PE students will develop competency in serving by applying correct movement patterns (stance, arm swing, weight transfer, eyes on target, and follow-through) in a structured practice and game setting. Measurable: At least 80% of students will successfully complete a serving performance task with 2 out of 4 serves landing in bounds and demonstrate proper form in at least 3 of 5 criteria on the movement rubric. Action-Oriented I Achievable: Students will participate in progression drills, peer feedback sessions, and accuracy challenges weekly. Teachers will use checklists, visual models, and demonstration videos to support improvement. Relevant: Serving is a core volleyball skill that reinforces balance, coordination, and goal setting. Time-Bound: This goal will be achieved over a 6-week unit. Progress will be monitored bi-weekly through skill checks and peer feedback, with a final assessment during week 6. Inclusive: Instruction will include modified equipment (lighter balls, closer serving lines}, peer coaching roles, and flexible entry points (underhand and overhand options) to ensure all students can actively participate and experience success. Equitable: Students will set personal improvement goals rather than competing only against a standard. Effort, growth, and reflection will be celebrated alongside performance.
CURRICULUM: The standards and units we are targeting
STANDARD: PE-1 Students will demonstrate competency in a variety of motor skills and movement patterns
UNIT: PE- NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Explicit Skill Modeling & Breakdown (Whole Group) Action Steps: Teacher demonstrates proper serving sequence-stance, arm swing, weight transfer, eyes on target, follow-through. Use visual aids (poster or video replay) to show correct movement patterns. Students practice shadow serves (without the ball) to internalize movement before full execution. Teacher circulates and provides immediate corrective feedback. Impact on Growth: Builds foundational understanding for all learners. Supports visual, auditory, and kinesthetic learners. Establishes a common language for feedback in small groups.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Scaffolded Skill Progressions (Break It Down & Build It Up) What This Looks Like: Small group receives step-by-step practice of serving skills with simplified tasks: Toss and swing only (no ball). Serve from a closer distance or with a lighter ball. Gradually move back to the serving line. Use guided prompts: "Bend knees, step, swing, follow through." Goal: Reinforces correct movement pattern for students who struggle with power or coordination. Reduces cognitive load where students master one component at a time.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Individualized Skill Adaptations Allow closer serving distance (half-court or front-court line). Offer alternative serving techniques (e.g., two-hand underhand push). Use softer/larger balls (trainer ball, beach ball) to support control. Increase success opportunities to build confidence and participation. One-on-One or Para-Educator Coaching Provide adult or peer buddy to reinforce one step at a time (stance? contact? follow-through). Use consistent verbal cues or visual cards ("Step... Swing... Reach..."). Allow repetition without game pressure.
World Language Goal
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
Goal: By the end of the semester, 50% of Spanish 1 students will improve their vocabulary proficiency by at least 40%, as measured by pre- and post-assessments. I will provide differentiated instruction, including visuals, sentence frames, and games, to ensure inclusion of ELL, SPED, and heritage learners. SMARTIE Breakdown: Specific: Focus on vocabulary growth Measurable: 40% improvement on vocabulary assessments Achievable: Based on baseline data (40%) Relevant: Directly supports language proficiency and communication goals Time-Bound: By the end of the semester Inclusive: Uses visual, auditory, and kinesthetic activities for all learners Equitable: Targets support for students with limited academic background or language confidence
CURRICULUM: The standards and units we are targeting
STANDARD: World Language WL.1.1: Interpersonal Communication- Learners interact in spoken or written conversations to share information, reactions, feelings, and opinions
UNIT: World Language - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
List specific high- impact strategies your WL team will leverage to maximize students on track to earn a C or better in each WL course: students goal setting, worked examples, multiple exposures, and collaborative learning. The WI team leverage the TPS grading regulations to maximize students on track to earn a C or better in each WL course. Grades reflect evidence of student learning- District grading scales- grade book for 7 and 8 grading. Timeliness and communication- retakes- revisions and item corrections. Teacher feedback and late work impact of a grade- impact of attendance on grades: students will have deadlines for late work which will encourage them to finish their work on time and be better prepared for summative assessment. The emphasis on grades and attendance is essential and will support or not their learning. I will also allow them to retake assessments as needed.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
What specific high- impact strategies will you leverage to maximize support for students with a Cor D in WL? Feedback, flexible group, multiple opportunities or Din WL. Feedback, flexible group, multiple opportunities, re-takes of summative assessments, extended time, chunking of standards.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
What specific high- impact strategies will I leverage to maximize support for students with an E in WL? It's important to consider a variety of strategies sharing of the learning target and standards, goal setting, students' reflection, and providing multiple ways for students to demonstrate they have met the standards.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 93% of students have behaviors NOT resulting in suspension or expulsion.
This year, 4% fewer students will have behaviors not resulting in suspension or exclusion, down from 11.8% in 2024-25. Further, African American and Hispanic male students will have 5% fewer behaviors leading to suspension overall. Interventions on the classroom level will include opportunities for short breaks and/or calm down spaces, referrals through Synergy rather than students being removed from class when appropriate, and more frequent family communication for positive and negative behaviors in class. Interventions on the administrative level will include more frequent restorative discipline to help resolve student conflict and more family and student conferences before problems escalate.
Root Cause Analysis:
Equity is being addressed in the classroom with a focus of increasing student engagement through the use of total participation techniques, specifically focused on increasing student talk. When students are engaged academically, behaviorally, and emotionally, there are fewer reasons and opportunities for conflict. When students are experiencing disengagement or brewing conflict, teachers will utilize calming and short breaks for students to reset and reengage.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Last year, 11.8% of students had an exclusionary incident at school. There were significant discrepancies by grade level and by gender. Sixth grade students had an exclusionary rate of 17.1%, seventh grade was 8.2%, and 8th grade was 12%. Male exclusion rates were 17.9% while female exclusion rates were 6.9%. Our action steps are designed to target sixth grade students and African American and Hispanic male students with the overall goal of decreasing exclusionary rates by 4% overall.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Teachers will provide students with a calm-down space or a short break when students communicate the need or when teachers see a need arising. Teachers will also use the MTSS dashboard to report minor behaviors and document their level 1 behaviors, including calling home, rather than sending students to the office, unless removal is necessary.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Administrators and school counselors will engage students in restorative conversations to resolve conflicts before they escalate to physical or verbal altercations. We will also increase family and student conferences at earlier junctions of the progressive discipline process to mitigate the need for exclusionary action.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 90% positive rating on the selected Climate Survey item.
By the end of the school year, 100% of staff will integrate SEL practices into daily instruction to foster a positive and supportive learning environment, as measured by classroom observations, staff and student feedback. 100% of students to be able to identify and define monthly SEL themes.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Professional Development: Provide ongoing SEL training for all staff on evidence-based strategies like trauma-informed teaching, restorative practices, and emotional regulation techniques. Classroom Integration: Incorporate daily SEL activities into lessons, such as morning check-ins, mindfulness exercises, or peer collaboration routines. Collaboration: Whole Child Team will collaborate with staff, utilizing a month SEL focused theme. Student feedback will be gathered and utilized for SEL practices and positive behavior supports in the school. Student Voice: Implement regular student surveys to gather feedback on how SEL practices impact their school experience and adjust strategies accordingly.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 80% positive rating on the selected Climate Survey item.
The SMARTIE Goal for the academic year is to enhance coping skills and emotional regulation in 6th, 7th, and 8th-grade students. This goal is Specific in targeting the improvement of students' ability to manage stress and challenging situations through positive self-talk and coping strategies. The Measurable aspect involves reviewing and lowering tardies and absences. The Action-Oriented approach emphasizes targeted interventions, including formative assessments, coping strategy instruction, and counseling sessions, to equip students with effective self-regulation skills. The goal is Relevant by aligning interventions with the class culture, integrating coping strategies into daily activities, and providing support in small group settings to address individual needs. Time-Bound, the improvements are to be achieved over the academic year, with ongoing assessments and observations monitoring progress. The Inclusive aspect ensures interventions cater to diverse learning styles and needs across 6th, 7th, and 8th grades. Lastly, the goal is Equitable, implementing strategies like differentiated instruction and additional support for students who may require it.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Analyze healthy youth survey, analyzing current SEL practices, seeking input from stakeholders, and utilizing data to inform targeted foundational supports. Key steps include establishing a dedicated cross-functional SEL team, providing regular professional development opportunities for educators, integrating SEL into the curriculum, implementing a school-wide assessment system, and creating clear SEL policies and procedures aligned with existing school policies. Additionally, the plan promotes family and community engagement through workshops and events, emphasizes the importance of a supportive school environment through positive initiatives, and establishes ongoing monitoring and evaluation systems to collect feedback and assess effectiveness. These steps collectively aim to create a robust foundation for SEL practices, enhancing the school's capacity to deliver effective social-emotional learning experiences.