Continuous Achievement Plan

Goal: What are we trying to achieve

Achieve a 45% pass rate for the selected standard by the end of the quarter. 

By implementing a variety of supportive instructional strategies, such as Whole Group Sawas Phonics instruction, small group guided reading and skill instruction, EL and reading interventions, 1:1 conferring, and ongoing assessments, kindergarten students will improve from a 19% proficiency level for letter recognition (RF.K.1) to a 45% proficiency level by January 2026. 

CURRICULUM: The standards and units we are targeting

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

UNIT: ELA Unit 2 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing explicit phonics instruction, using collaborative learning to foster peer learning, and exposing students to learning letters through visual, auditory and kinesthetic experiences, teachers will use whole group, partner and small group instruction to support students in understanding letter recognition skills to ensure students are able to demonstrate knowledge of letter-sound correspondence through identifying letters and sounds with a focus on accuracy. Additionally, students will monitor their progress by setting a goal and feedback will be given during 1 :1 conferring meetings twice a month. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing additional differentiated small group instruction two-three times a week that uses manipulatives (e.g., magnetic letters, letter tiles, etc), songs/chants to enhance memory, and alphabet games (e.g., letter identification Bingo, matching lower case and upper case letters, etc.), students will participate in additional practice with letter-sound correspondence which supports students in understanding letter recognition skills to ensure students are able to identify letters and their sounds with accuracy. During small group support and 1 :1 instruction, teacher and students will discuss student growth so students can monitor their progress. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students will receive learning opportunities focused on letter identification/sounds during intervention class (approx. 20 minutes/day). Students will receive interventions based on their English Language Learning plan and their IEP accommodations and modifications. 

Goal: What are we trying to achieve

N/A

CURRICULUM: The standards and units we are targeting

STANDARD: RF.1.1 Demonstrate understanding of the organization and basic features of print

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

Goal: What are we trying to achieve

Achieve a 20% pass rate for the selected standard by the end of the quarter. 

The percentage of 2nd grade students meeting standard will increase from 0% to 20% on standard 2.Rl.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe. This will be measured by iReady Reading Instructional tools (Informational text strand); or meeting 75% in weekly Sawas Checks for Understanding. 

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 1 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Utilize differentiation and small group instruction to support students gaining information from text and text features to identify the main idea, details and/or author's purpose of a nonfiction text. Teacher will guide class discussions. Students will read passages to determine the main idea, details and/or author's purpose using sentence stems to help them have meaningful discussions. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Utilize small group instruction with timely feedback using Sawas curriculum and resources, teachers will facilitate discussion around using text and text features to identify the main idea, details, and/or author's purpose of nonfiction texts. Progress will be measured using iReady diagnostics, Sawas Checks for Understanding, and weekly quizzes. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students will receive intervention services with LAP/Title I as well as whole and small group instruction in the classroom. 

Goal: What are we trying to achieve

Achieve a 40% pass rate for the selected standard by the end of the quarter. 

There are 4% of students proficient in the Rl.3.2 standard, which is determining the main idea of a text, recounting the key details of a text, and explaining how the key details support the main idea. By December 19, 2025, the percent of students proficient in the standard will increase to 40% as measured by weekly quizzes, exit tickets from Sawas and teacher-created common formative assessments focused on main idea and key details. Teachers will accomplish this goal by implementing whole group, small group, and 1: 1 instruction centered on highly engaging and effective strategies (using visuals, graphic organizers, break and chunk texts, highlighting), technology integration (online annotating tools, video shorts, iReady lessons), and culturally relevant teaching practices (modeling, questioning, engaging texts, partner learning) to enhance understanding of main idea and key details. In addition, teachers will use a main idea and key details checklist based on the single point rubric for Rl.3.2 and provide feedback to each student and support students in setting goals and self-evaluating their understanding of main idea and key details. 

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

The following high-impact strategies will be used to maximize student growth: -Use of graphic organizers and highlighters -Student rubric and checklist of how to find main idea and key details (with pictures to support language learners) -Small group instruction (using the Rl3.2 resources in Sawas that will support pre-teaching, multiple practice opportunities, and re-teaching of main idea and key details) -Sawas Unit 2 Lessons throughout week 1 through week 5 -iReady pathway lessons for Rl3.2 -Explicit teaching of vocabulary around nonfiction text features and the concepts main idea and key details (drawing pictures, defining words, talking about similar words,etc.) -Peer Talk & Feedback (model and teach how partner conversations should look and sound; some questions to model: What do you think this will be mostly about? Why? What is the main idea of the paragraph (or text)? Which sentence from the text best supports your answer? What are the key details within the text that support the main idea? Which sentences from the text best support your answer?) -Create and use anchor charts to go along with words related to main idea and key details (for ML and students developing language skills) -Chunk texts so all students can access grade level text 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

The following additional small group instruction will occur: -Small group intervention 4 times a week for 20 minutes using the iReady Tools for Instruction, Sawas Intervention Manual, and teacher created materials for main idea and key details -Reteaching tier 1 skills in small group setting using smaller chunks of texts -Use of guiding questions related to main idea/key details with sentence stem responses to support their thinking and enable peer talk in a small group setting (Example: The main idea or key detail is_ and I know this because_.) -Explicit teaching of academic vocabulary around text features; pre-teach vocabulary for students with language needs (using pictures, songs, and actions)- - PREREQ iReady lessons assigned for Rl3.2 (this might include reviewing the second grade standard) -Graphic organizers for Main Idea and Key Details -Interactive videos from Sawas, Nearpod, Flocabulary and iReady about Main Idea and Key Details -Intentional Pairing of students for language support (NB partners) 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

For intervention support, push-in ML model and extra small group in-class support the following strategies will be used: -Pre-teach vocabulary for students with language needs USING Glad strategies (visuals, song, hand gestures) -iReady lessons assigned for Rl3.2 *prior grade levels assigned for students needing more practice -Graphic organizers for Main Idea and Key Details with a model/exemplar of one for students to see and use - Provide appropriate I exile level of text for students to complete learning tasks independently, in pairs or with small group -ML Teacher push-in support to assist students with ELA terms and helping students assess technology resources 

Goal: What are we trying to achieve

Achieve a 20% pass rate for the selected standard by the end of the quarter. 

By implementing a variety of instructional practices such as walk to read, graphic organizers, echo reading, partner reading, explicit instruction in academic vocabulary related to nonfiction 4th grade will explain events, ideas or procedures based on specific information in the text. We will improve from 16% proficiency to 23% proficiency by the end of January. 

CURRICULUM: The standards and units we are targeting

STANDARD: Rl.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 

UNIT: Rl.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing quality collaborative planning during Professional Learning Communities (PLCs), creating rigorous learning experiences where teachers ask open-ended questions and encourage peer discussions, modeling high quality work samples, and analyzing mentor texts, teachers will use whole group, partner and small group instruction to support students in understanding Rl.4.3 Explain events, procedures, ideas, or concepts in a historical, to ensure students are able to identify the events/procedure/concept and provide supporting details using text based evidence through the use of gradual release of responsibility (do together, do in small groups, do independently), as well as through the use of a variety of non-fiction articles. Teacher practices will include the use of interactive notebooks as a student resource, modeling the process for determining the main ideas and providing text based supporting details, think-pair-share opportunities for students to use constructive conversations to share their ideas, and a variety of instructional groupings. Students will use close-reading strategies, annotate texts, keep detailed notes of text evidence and produce informational/explanatory essays with a focus on providing key text-based details to support a main idea about a given text or pair of texts. Additionally, teachers and students will monitor progress by daily use of daily exit slips, weekly unit check-ins. and unit writing. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to implementing quality collaborative planning during Professional Learning Communities (PLCs), creating rigorous learning experiences where teachers ask open-ended questions and encourage peer discussions, modeling high quality work samples, and analyzing mentor texts, during core instruction, students will participate in small group instruction for 15 minutes, 4 times a week with a focus on standard Rl.4.3 explain events/procedures/concepts and provide text based supporting details . Teachers will provide leveled texts to support student understanding, multiple opportunities to practice and master the skill, and guided practice to support student success in identifying the main ideas and using text evidence to support those ideas. Students in the small group will work on reviewing the strategies taught in whole group and trying new strategies with their group. They will work with different leveled texts to identify the main idea/details and providing text evidence to support their ideas. Students will use peer talk in the small group setting to enhance their understanding of how to use evidence to support the main idea of a text. 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 quality collaborative planning during Professional Learning Communities (PLCs), creating rigorous learning experiences where teachers ask open-ended questions and encourage peer discussions, modeling high quality work samples, and analyzing mentor texts, during core instruction, students receiving Title/LAP, EL, or SpEd services will participate in small group instruction for 25 minutes, 5 times a week with a focus on foundational skills {phonics/vocabulary) with the support teacher. Support teachers will provide focused instructional on foundational skills such as phonics and vocabulary to support the overall reading growth of students. Students will engage in peer discussion, direct instruction, and repeated practice to support their overall reading growth. 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 31% pass rate for the selected standard by the end of the quarter. 

By implementing a variety of instructional practices such as graphic organizers, partner reading, explicit instruction in root words, prefixes and suffixes, think, pair, shares 5th grade will quote accurately from the text when explaining what the text says. We will improve from 12% proficiency to 32% proficiency by the end of January. 

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 2 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing quality collaborative planning during Professional Learning Communities (PLCs), creating rigorous learning experiences where teachers ask open-ended questions and encourage peer discussions, modeling high quality work samples, and analyzing mentor texts, teachers will use whole group, partner and small group instruction to support students in quote accurately from the text when explaining their thinking using text based evidence through the use of gradual release of responsibility (do together, do in small groups, do independently), as well as through the use of a variety of non-fiction articles. Teacher practices will include the use of modeling the process for determining the finding evidence and providing text based supporting details, think-pair-share opportunities for students to use constructive conversations to share their ideas, and a variety of instructional groupings. Students will use close-reading strategies, annotate texts, keep detailed notes of text evidence and produce informational/explanatory paragraphs with a focus on providing key text based details to quote for the texts. Additionally, teachers and students will monitor progress by daily use of daily exit slips, weekly lesson assessments, and unit assessments. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to implementing quality collaborative planning during Professional Learning Communities (PLCs), creating rigorous learning experiences where teachers ask open-ended questions and encourage peer discussions, modeling high quality thinking, and analyzing mentor texts during core instruction, students will participate in small group instruction for 25 minutes, four times a week with a focus on standard Rl.1. Teachers will provide leveled texts to support student understanding, multiple opportunities to practice and master the skill, and guided practice to support student success in identifying the main ideas and using text evidence to support those ideas. Students in the small group will work on reviewing the strategies taught in whole group and trying new strategies with their group using iReady resources. They will work with different leveled texts to identify quotes to use and providing text evidence to support their ideas. Students will use peer talk in the small group setting to enhance their understanding of how to use evidence to choose a quote. 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 quality collaborative planning during Professional Learning Communities (PLCs), creating rigorous learning experiences where teachers ask open-ended questions and encourage peer discussions, modeling high quality work samples, and analyzing mentor texts, during core instruction, students receiving Title/LAP, EL, or SpEd services will participate in small group instruction for 25 minutes, 5 times a week with a focus on foundational skills (phonics/vocabulary) with the support teacher. Support teachers will provide focused instructional on foundational skills such as phonics and vocabulary to support the overall reading growth of students. Students will engage in peer discussion, direct instruction, and repeated practice to support their overall reading growth. 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 75% pass rate for the selected standard by the end of the quarter. 

By implementing a variety of supportive instructional practices (such as high quality lesson planning using iReady Classroom, small group reteaching opportunities, problem solving approach using the try-discuss-connect routine and ongoing formative assessment), kindergarten students will count to tell the number of objects and name/identify numbers 1-1 O and improve from 47% proficient to 75% proficient on the WaKids Number Recognition Data by the end of January 2026. 

CURRICULUM: The standards and units we are targeting

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

UNIT: Unit 4 Numbers to 1 O and Shapes 

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing high quality collaborative planning using the iReady Classroom Curriculum, creating mathematically rigorous learning experiences where classroom teachers ask open-ended questions and encourage peer discussions, and using manipulatives or pictorial models within lessons, teachers will use whole group, partner and small group instruction to support students in understanding counting to tell the number of objects to ensure students are able to count objects and understand the relationship between numbers and quantities to 1 O through modeling with mathematics and attending to precision. Additionally, students will monitor their progress by setting goals for number recognition and counting and feedback will be given by classroom teachers approximately twice a month during 1 :1 conferring. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Twice a week for 15 minutes, students will meet in a math small group to work on K.CC.B.4 (count to tell the number of objects). Students in the small group will work on reviewing the math strategies presented during whole group instruction and provide additional reteaching opportunities where students will work with manipulatives, white boards, songs/chants, and physical strategies understanding the relationship between numbers and quantities to 10. Students will focus on making representations/models of the quantity and attend to precision when counting and naming numbers. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Learning opportunities focused on counting to tell the number of objects will be provided during the students' math intervention class (approximately 25-30 minutes daily) and aligned with the IEP goals around the standard. 

Goal: What are we trying to achieve

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

Goal: What are we trying to achieve

Achieve a 25% pass rate for the selected standard by the end of the quarter. 

The percentage of 2nd grade students meeting standard will increase from 0% to 25% on standard 2. DA.A. 1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. This will be measured by iReady diagnostics, Ready Math quizzes and common formative assessments. 

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

Utilizing manipulatives and models to support students in solving addition and subtraction problems within 100. Students will engage in conversations to make sense of problems and explain their strategies and think. Progress will be measured by exit tickets, Ready Math quizzes, and common formative assessments. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Utilizing small group instruction and one on one conferring, teachers will support understanding of addition and subtraction strategies using models and manipulatives. Teachers will lead number talk conversations to build conceptual understanding of addition and subtraction. Students will use sentence stems to explain their thinking and solutions. Progress will be measured by exit tickets, Ready Math quizzes and common formative assessments. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Small group interventions will be provided by Kristina Schlitz. Teachers will use models and manipulatives and one on one conferring to support individual needs. These groups are flexible, and change based on student needs and daily formative assessments such as exit tickets, iReady lesson scores, and Ready Math quizzes/common formative assessments. 

Goal: What are we trying to achieve

Achieve a 40% pass rate for the selected standard by the end of the quarter. 

There are 0% of students proficient in the 3OA.A.3 standard, which is representing and solving problems involving multiplication and division. By December 19, 2025, the percent of students proficient in the standard will increase to 40% as measured by weekly quizzes, exit tickets from daily RCM lessons, curriculum-based measures, and teacher-created common formative assessments focused on multiplication and division. Teachers will accomplish this goal by implementing whole group, small group, and 1: 1 instruction centered on highly engaging and effective mathematical practices (three reads, number talks, using multiple representations and models), technology integration (iReady lessons and interactive practices, Fluency Flight, Nearpod, Math Videos), and culturally relevant teaching practices (intentional partner pairing, real world examples, math games) to enhance understanding of multiplication and division. In addition, teachers will use the single point rubric for 3OA.A.3 and provide feedback to each student and support students in setting goals and self-evaluating their understanding of multiplication and division. 

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

The following high-impact strategies will be used to maximize student growth during whole group and small group instruction: 1. Tier 1 Instruction (include CRT strategies/high impact strategies/technology integration) -Unit 2 RCM and Rough Draft Thinking for Try It-Discuss it-Connect it (and 3 reads) -Use visual models to represent multiplication and division -Teach vocabulary using pictures, song, acting out, Flocabulary (post in the classroom on anchor charts) -Assign Interactive Practices in Ready Classroom -Use White boards to draw pictures of groups -Use arrays to show equal groups -Use manipulatives to model or draw a model with colors to represent equal groups -Assign iReady pathway lessons for 3OA if students are not working within the Domain -Watch videos/brain breaks that use multiplication and division - Tic-tac-toes for skip counting (building working memory for multiplication facts) -Make personal connections to how students use multiplication and division in their daily lives (4 equal groups of 5 Pokémon card; divide 20 Pokémon cards into 4 equal piles, etc.)-Teach the relationship between multiplication and division - Number talks about how to solve multiplication and division problems -Rephrase/Repeat during class conversations - Intentional pairing of students (partner NB)

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

The following high-impact strategies will be used for additional small group instruction: -Assign iReady pathway lessons for 3OA if students are not working within the Domain -Use Tools for Instruction to guide small group teaching and use manipulatives (blocks, beads, or counters) for additional practice -Assign iReady teacher lessons and interactive practices for PREREQ skills -Provide multiplication charts available for reference while students learn facts (relate to repeated addition and repeated subtraction) 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

The following high-impact strategies will be implemented to support students during intervention time: -Share vocabulary with ML teacher for additional vocab work and understanding (with pictures in class) -Create and use games focused on multiplication and division -Guided practice with skip counting chants -Provide completed tic tac toes of skip counting so students have a model to copy (multiplication facts) -Assign iReady lessons and interactive practices (prereq lessons) -ML Teacher push-in support to assist students with math terms and helping students assess technology resources 

Goal: What are we trying to achieve

Achieve a 41% pass rate for the selected standard by the end of the quarter. 

By implementing a variety of supportive instructional practices (such as instructional talks, small groups, 1 :1 check-ins, and ongoing formative assessment), 4th grade will generate a number or shape pattern that follows a given rule from 39% proficiency to 41 % passing rate for the proficiency by the end of January. 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: 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

By implementing on the spot and timely feedback in small group and 1 :1 conferring, regularly referring to visual classroom anchor charts, and designing effective NB partner talk (with support of sentence frames) during the three reads strategy, teachers will use whole group, partner and small group instruction to support students in generating and analyzing patterns that follow a given rule (4.OA.C.5). Students will engage in conversations with partners or groups to make sense of a given rule for a number or shape pattern, explain and defend their solution strategies verbally and use representations to understand the pattern to generate terms in the resulting sequence. The teacher will ask questions and prompt students to discuss with others the patterns that follow a given rule and think about how their answers compare to their peers and identify how the students' approaches are the same or different. Additionally, students will monitor their progress through comprehension checks, CFAs, and exit tickets, and feedback will be given daily in whole group, small group, and conferring. High Yield Strategies: Student Discussions (partners and groups) & Providing Feedback (focus on growth and improvement). 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to implementing the three reads strategy during core instruction, students will participate in small group instruction for 20 minutes 3 to 4 times a week with a focus on generating and analyzing patterns that follow a given rule (4.OA.C.5). Teachers will use prerequisite lessons in the i-Ready Classroom Curriculum to provide "just in time support" for students, provide five to fifteen minutes of number talk conversations to build conceptual understanding of a number or shape pattern that follows a given rule and promote the use of models and manipulatives to represent their mathematical thinking. Students will use think-pair-share or discussions during small groups to explain their thinking and recognize their errors or their peers' errors and use rough-draft thinking to make changes. Progress will be measured by exit slips, consistent feedback, and student data will be brought to PLC meetings to inform instructional moves. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

These students will receive pull out supports from support staff and targeted instructions based on their needs identified in tier two instruction. There will be weekly communication from general educators of what tier one and two instruction is currently focusing on for the standard. This will allow tier three to accommodate the students' needs in that standard and provide them with strategies that have already been introduced. Instructional strategies used - encouraging revoicing and the trying out of classmates' strategies as well as discussing how student thinking is alike and different for a task. 

Goal: What are we trying to achieve

Achieve a 20% pass rate for the selected standard by the end of the quarter. 

By implementing a variety of supportive instructional practices (such as instructional talks, small groups, 1 :1 check-ins, and ongoing formative assessment), 5th grade will understand concepts of volume and relate addition and multiplication from 096 proficiency to 2096 proficiency by the end of January. 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: 5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition 

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

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing on the spot and timely feedback in small group and 1 :1 conferring and designing effective A/B partner talk (with support of sentence frames) during the three reads strategy, teachers will use whole group, partner and small group instruction to support students in concepts of volume (5.MD.C). Students will engage in conversations with partners or groups to make sense of the concepts of volume and explain and defend their solution strategies verbally. The teacher will ask questions and prompt students to discuss the concepts of volume and think about how their answers compare to their peers and identify how the students' approaches are the same or different. Additionally, students will monitor their progress through comprehension checks, CFAs, and exit tickets, and feedback will be given daily in whole group, small group, and conferring. High Yield Strategies: Student Discussions (partners and groups) & Providing Feedback (focus on growth and improvement). 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to implementing the three reads strategy during core instruction, students will participate in small group instruction for 20 minutes 3 to 4 times a week with a focus on the concepts of volume (5.MD.C). Teachers will use prerequisite lessons in the i-Ready Classroom Curriculum to provide "just in time support" for students, provide five to fifteen minutes of number talk conversations to build conceptual understanding of a volume and promote the use of models and manipulatives to represent their mathematical thinking. Students will use think-pair-share or discussions during small groups to explain their thinking and recognize their errors or their peers' errors and use rough-draft thinking to make changes. Progress will be measured by exit slips, consistent feedback, and student data will be brought to PLC meetings to inform instructional moves. 

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

These students will receive pull out supports from support staff and targeted instructions based on their needs identified in tier two instruction. There will be weekly communication from general educators of what tier one and two instruction is currently focusing on for the standard. This will allow tier three to accommodate the students' needs in that standard and provide them with strategies that have already been introduced. Instructional strategies used• encouraging revoicing and the trying out of classmates' strategies as well as discussing how student thinking is alike and different for a task.