Continuous Achievement Plan

Goal: What are we trying to achieve

Achieve a 50% pass rate for the selected standard by the end of the quarter.

By December 20, 2025, the kindergarten grade team will increase student proficiency on RF.K.3A and RFK.38 from 28% proficient to 50% proficient, as measured by district benchmark assessment and classroom-based assessments, with particular attention to closing opportunity gaps for multilingual students and Black/African American students, and progress will be monitored bi-weekly and at data team meetings to ensure realistic growth considering our current intervention resources and professional learning focus. This also suggests that our instructional focus should intensively target explicit phonics instruction and providing high-leverage practice to ensure all students, particularly our ML and Black/African American subgroups, achieve automaticity with these foundational building blocks of reading. Our immediate goal is to implement differentiated small-group instruction that regularly addresses the missing letter-sound correspondences.

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 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Teachers will use whole group, and workshop model instruction to support students in their understanding of R.F.K.3A AND 3B BY: Action: Increase the explicitness and frequency of daily whole-group phonics instruction. Activity: Implement a non-negotiable 10-minute Phonics Fluency Routine (e.g., sound cards, whole-body movements for sounds) daily for all 39 students. Focus: Consistent and rapid review of all 26 consonant and vowel sounds, taught with clear, explicit articulation models.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Action: Utilize the small-group differentiation block to target skill deficits. Activity: Implement the three differentiated lessons co-planned in the PLC (consonants, short vowels, mixed). Groups should be fluid and based on the specific sounds students are missing. Also, can use multi-sensory techniques (sand, magnetic letters etc.) to build muscle memory. Focus: Prioritize students from the ML and Black/African American subgroups who are included in the '"'Below Proficient"" count. Measure progress weekly using the PLC-developed CFA.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Action: Provide high-frequency, intensive, and individualized instruction. Activity: Deliver 5-minute one-on-one or pair (two-student) targeted sound drills 3 to 5 times per week. Instruction focuses on a maximum of 3 high-priority missing sounds until mastery is achieved. Focus: Students who have not shown adequate growth after 4 weeks of consistent Tier 2 support.

Goal: What are we trying to achieve

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

NA: First grade uses the MTSS process in place of the CAP.

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: First grade uses the MTSS process in place of the CAP.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

NA: First grade uses the MTSS process in place of the CAP.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

NA: First grade uses the MTSS process in place of the CAP.

Goal: What are we trying to achieve

Achieve a 50% pass rate for the selected standard by the end of the quarter.

By the end of the quarter, 2nd grade students will improve their ability to use information gained from the illustrations and words in a print or digital text to demonstrate understanding of characters, setting, or plot (RL.2.7). This goal includes all students, with particular attention to closing opportunity gaps for multilingual students and black/African American students. The percentage of students meeting the standard will increase from 3% to 50% as measured by i-Ready Diagnostic data, common formative assessments, and comprehension checks.

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

To support student growth, teachers will implement the following high-impact strategies: Interactive Read-Alouds with purposeful stopping points to analyze illustrations and make connections to character actions, setting, and plot Think-Pair-Share and Turn-and-Talk routines to encourage student discourse and comprehension processing Anchor charts and graphic organizers (such as story maps and character/setting comparison charts) to support visual and language comprehension Explicit modeling of text-to-image connections, showing how illustrations support or enhance meaning Guided practice with digital texts to ensure transfer of skills across multiple formats These strategies will provide multiple access points for all learners, strengthen visual literacy, and support students in making deeper meaning from both text and illustrations.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

During small groups, teachers will implement the following supports:· Leveled texts selected to highlight clear relationships between illustrations and narrative elements.· Student discourse strategies such as accountable talk stems and think-pair-share to encourage discussion about how illustrations support understanding.· Vocabulary-building routines to support comprehension of story elements and descriptive language.

Students will complete activities designed to apply and reinforce the target skill, such as: • Reading books from the book room library with strong visual-text connections. • Using graphic organizers or personal anchor charts to retell stories, with a focus on how illustrations support understanding of characters, setting, or plot. • Discussing comprehension questions in small groups, referencing both illustrations and text for evidence. Student growth will be tracked using: • Exit tasks aligned to RL.2.7 objectives• Conferring notes from teacher observations and discussions· Ongoing feedback based on the TPS single-point rubric for RL.2.7 • Student data will be reviewed during PLC and data team meetings to guide next steps in instruction and provide targeted reinforcement.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to core instruction, these students receiving Title/LAP services will also participate in small group instruction for at least 25-30 minutes 5 times per week, receiving instructional intervention on CCSS RL.2.7. The support teacher will implement the following practices and or strategies: • Explicit instruction in phonemic awareness activities. • Study letter-sound associations. • Decoding strategies to pronounce and spell unknown words. • Practice systematic spelling instruction and sight word fluency. • Convey expression and accuracy during reading practice.

Students will complete tasks like practicing letter sound relationships using nonsense words and common English configurations (CVC, CVCC, CCVC, CVCe, and CWC). They will also practice spelling dictation to strengthen the reciprocal relationship between decoding and encoding. Student progress will be measured regularly using Really Great Reading assessments and shared during monthly team data meetings.

Goal: What are we trying to achieve

Achieve a 51% pass rate for the selected standard by the end of the quarter.

By the end offal/ CAP window, January 30th, 2026, the 3rd grade team will increase student proficiency on RL.3.9 from 24% proficient to 51% proficient, as measured by district benchmark assessment and classroom-based assessments, with particular attention to closing opportunity gaps for multilingual students. Progress will be monitored bi-weekly and at data team meetings to ensure realistic growth considering our current intervention resources and professional learning focus.

CURRICULUM: The standards and units we are targeting

STANDARD: Rl.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Teachers will use whole group, partner, and small group instruction to support students in their understanding of RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Teachers will do this by implementing the following culturally responsive high-yield strategies:· Student Goal Setting & Effective Feedback to give student clear, next step to move learning forward.· Explicit Vocabulary Instruction to build background knowledge, use of context clues to develop understanding of unknown words and develop understanding of word parts.• My View shared reading strategies. Based on the criterion for standard mastery, students will engage in the following types of tasks:• Turn and Talk• Use Graphic organizers Progress will be monitored by teachers and students, using:• exit slips• 1:1 conferring with notes• student partners, using single-point rubrics for the standard.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students requiring additional support with comparing and contrasting themes, settings, and plots of stories written by the same author about the same characters. (RL.3.9) Students will participate in small group instruction for 20 minutes, 3 times a week. During small groups, teachers will implement these strategies:· Additional literary strategy practice with leveled texts· student discourse strategies: accountable talk starters, think-pair-share;· vocabulary-building: realia, TPR, Cognitive Content Dictionary Students will complete tasks, like: • reading texts from book room library• retelling using a graphic organizer or a personal anchor chart and discussing comprehension questions with the group Progress will be measured by teacher and students, using: • exit tasks• conferring notes• consistent feedback using the TPS single-point rubric for RL.3.9 • brought to PLC and data team meetings to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to core instruction, students receiving Title/LAP services will participate in small group instruction for at least 25-30 minutes 5 times per week, receiving instructional intervention on CCSS RL.3.9. The support teacher will implement the following practices and or strategies:· Explicit instruction in phonemic awareness activities. • Study letter-sound associations. • Decoding strategies to pronounce and spell unknown words. • Practice systematic spelling instruction and sight word fluency. • Convey expression and accuracy during reading practice. Students will complete tasks like practicing letter sound relationships using nonsense words and common English configurations (CVC, CVCC, CCVC, CVCe, and CWC). They will also practice spelling dictation to strengthen the reciprocal relationship between decoding and encoding. Student progress will be measured regularly using Really Great Reading assessments and shared during monthly team data meetings.

Goal: What are we trying to achieve

Achieve a 50% pass rate for the selected standard by the end of the quarter.

By December 20, 2025, the 4th grade team will increase student proficiency on 4.Rl.1 from 10% proficient to 50% proficient, as measured by district benchmark assessment and classroom-based assessments, with particular attention to closing opportunity gaps for multilingual students and Black/African American students., and progress will be monitored bi-weekly and at data team meetings to ensure realistic growth considering our current intervention resources and professional learning focus.

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

Teachers will use whole group, and workshop model instruction to support students in their understanding of Rl.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. . Teachers will do this by implementing the following culturally responsive high-yield strategies:· Ongoing student Goal Setting & Effective Feedback to give student clear, next step to move learning forward.• Explicit Vocabulary Instruction to build background knowledge, use of context clues to develop understanding of unknown words and develop understanding of word parts. • My View shared reading strategies. Based on the criterion for standard mastery, students will engage in the following types of tasks:• Turn and Talk• Use Graphic organizers Progress will be monitored by teachers and students, using:• exit slips· 1:1 conferring with notes· student partners, using single-point rubrics for the standard.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Roosevelt Specific Strategies will be used at least 2x per week with classroom teacher. Saavas my focus intervention lessons as well as iready small group lessons will be used.· ELA: Use progression of learning or iReady Groupings report to clearly identify the needs of PRIORITY STUDENTS to get to grade level standard.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to core instruction, students receiving Title/LAP services will participate in small group instruction for at least 25-30 minutes 5 times per week, receiving instructional intervention on CCSS RI 4.1. The support teacher will implement the following practices and or strategies:• Explicit instruction in phonemic awareness activities. • Study letter-sound associations. • Decoding strategies to pronounce and spell unknown words. • Practice systematic spelling instruction and sight word fluency. • Convey expression and accuracy during reading practice. Students will complete tasks like practicing letter sound relationships using nonsense words and common English configurations (CVC, CVCC, CCVC, CVCe, and CWC). They will also practice spelling dictation to strengthen the reciprocal relationship between decoding and encoding. Student progress will be measured regularly using Really Great Reading assessments and shared during monthly team data meetings.

Goal: What are we trying to achieve

Achieve a 50% pass rate for the selected standard by the end of the quarter.

"By December 20, 2025, the 5th grade team will increase student proficiency on RI 5.1 from 30% proficient to 50% proficient, as measured by district benchmark assessment and classroom-based assessments, with particular attention to closing opportunity gaps for multilingual students and Black/African American students., and progress will be monitored bi-weekly and at data team meetings to ensure realistic growth considering our current intervention resources and professional learning focus."

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

Teachers will use whole group, and workshop model instruction to support students in their understanding of Rl.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Teachers will help students build quote accuracy skills, such as using quotation marks and quoting word for word from the text. This will aid in their ability to use text evidence to make and support a claim. Teachers will also build on these skills by scaffolding inference skills with text evidence, using the "claim-evidence-reasoning" structure.. Teachers will do this by implementing the following culturally responsive high-yield strategies:• Ongoing student Goal Setting & Effective Feedback to give student clear, next step to move learning forward.• Explicit Vocabulary Instruction to build background knowledge, use of context clues to develop understanding of unknown words and develop understanding of word parts.• My View shared reading strategies.

Based on the criterion for standard mastery, students will engage in the following types of tasks:· Turn and Talk· Use Graphic organizers Progress will be monitored by teachers and students, using: • exit slips • 1:1 conferring with notes • student partners, using single-point rubrics for the standard. 

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Roosevelt Specific Strategies will be used at least 2x per week with classroom teacher. Saavas my focus intervention lessons as well as iReady small group lessons will be used.• ELA: Use progression of learning or iReady Groupings report to clearly identify the needs of PRIORITY STUDENTS to get to grade level standard.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

"In addition to core instruction, students receiving Title/LAP services will participate in small group instruction for at least 25-30 minutes 5 times per week, receiving instructional intervention on CCSS RI 5.1. The support teacher will implement the following practices and or strategies:· Explicit instruction in phonemic awareness activities. • Study letter-sound associations. • Decoding strategies to pronounce and spell unknown words. • Practice systematic spelling instruction and sight word fluency. • Convey expression and accuracy during reading practice. Students will complete tasks like practicing letter sound relationships using nonsense words and common English configurations (CVC, CVCC, CCVC, CVCe, and CWC). They will also practice spelling dictation to strengthen the reciprocal relationship between decoding and encoding. Student progress will be measured regularly using Really Great Reading assessments and shared during monthly team data meetings. 

Goal: What are we trying to achieve

Achieve a 69% pass rate for the selected standard by the end of the quarter.

Upon analyzing the WA kids counting and cardinality assessment for standard K.CC.8.4 20 out of 39 students (51%) performed at grade or above grade level, 3/39 (8%) students are approaching mastery of the standard. 14/39 (36%) are below grade level. Trends show that students at grade level or above attended preschool or prior schooling and have some number formation skills. Students approaching mastery understand the number sequence but not all the way to 10 and may not have 1-1 or cardinality mastery. Students who are below did not attempt to count or know some numbers from 0-5.

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

Teachers will use whole group, partner, and small group instruction to support students in their understanding of K.CC.B.4 What: Daily 10-minute whole-class counting routine focused on explicitly modeling the correct counting principles for K.CC.B. Activity 1 (1-to-1): Model Touch-Counting every day using large classroom objects (cubes, blocks, chairs). Verbally emphasize: ""One touch, one number!"" Activity 2 (Cardinality): The ""Last Number is the Boss"" Rule. After every count, model pointing to the entire group and saying, ""The last number I said was 8, so there are 8 things here."" Activity 3 (Scattered): Practice counting objects arranged in different ways (lines, circles, and scattered) to reinforce that the count is the same regardless of arrangement (K.CC.4b). Tier 1 Extension (Flexible Small Group - 20 Proficient Students) New Standard Focus: K.OA.A.1 (Understanding Addition/Subtraction within 5). New Goal: 80% (16 of 20) of the proficient students will correctly model and solve simple addition and subtraction problems within 5 using objects or drawings. Activity: Math Stations focused on reading and acting out basic joining and separating story problems with counters (e.g., using 5-frames to model 2+3).

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

What: Focused small group time on numbers 6-10. Activity: Use "Stop and Check"-count a group, then ask, "How many in total?" to teach the final number rule (cardinality). Students will participate in small group instruction for 15 minutes, 3 times per week. During small groups, teachers will implement these strategies: Explicit Use of Academic Vocabulary: Discourse Strategies:. Targeted Strategy (Stop and Check): NEW: Incorporate more fluency practice: Daily 1-minute drills counting groups of 6, 8, and 10. Students will complete tasks such as: Completing small group lesson assignments focusing on scattered arrays (K.CC.5) and circling the final number to show cardinality. Using mental math strategies to compare small quantities (e.g., "Which is more, 5 or 8? How do you know?"). Kinesthetic Counting: Progress will be measured by teacher and students, using: Exit tasks (e.g., counting a set of7 objects and writing the number). Conferring notes (teacher records 1-to-1 and cardinality accuracy during small group work). Weekly Quizzes (Team-Created Counting Fluency Checks). Data will be brought to PLC and data team meetings to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

What: 5-minute, one-on-one drills 3 times per week. Activity: Practice rote counting and recognition of numbers 0-5 using flashcards and blocks. In addition to core instruction, students in need of individualized math supports will participate in small group instruction for 30 minutes 3-5 times per week, receiving instructional intervention on foundational mathematical skills according to their goals. The support teacher will implement the following practices and/or strategies: • Counters, touch math, images, physical and digital manipulatives • iReady prerequisite lessons, reteaching using tools for instruction, reinforce math center activities and enrichment activities using visual and tactile hands on learning Progress Monitoring Assessment will be administered bi-weekly, to track student growth toward goals, provide consistent feedback, and be shared at monthly PLC meetings to inform classroom teacher of progress.

Goal: What are we trying to achieve

Achieve a 99% pass rate for the selected standard by the end of the quarter.

NA: First grade uses the MTSS process in place of the CAP.

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

NA: First grade uses the MTSS process in place of the CAP.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

NA: First grade uses the MTSS process in place of the CAP.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

NA: First grade uses the MTSS process in place of the CAP.

Goal: What are we trying to achieve

Achieve a 50% pass rate for the selected standard by the end of the quarter.

By the end of the quarter, 2nd Grade Students will improve on 2.OA.A.1- Use addition and subtraction within 100 to solve one- and two-step word problems from zero meeting standard in the Fall to 19 students (50%) meeting standard by the end of January as measured by Lesson Quizzes, Unit Assessments and !ready Diagnostic data. This goal includes all students, with particular attention to closing opportunity gaps for multilingual students and black/African American students.

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

Teachers will use whole group, partner, and small group instruction to support students in their understanding of 2.OA.A.1-using addition and subtraction within 100 to solve one- and two-step word problems involving adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. Instruction will include the use of drawings and equations with symbols for unknowns to represent problems. To support this, teachers will implement the following high-yield, culturally responsive strategies: Student goal setting and effective feedback to provide students with clear next steps to move their learning forward Explicit vocabulary instruction to build background knowledge, use context clues to develop understanding of unfamiliar words, and analyze word parts Use of manipulatives to support conceptual understanding and provide access to the standard Turn and Talk opportunities for students to discuss and process their thinking with peers Completion of student work in their math workbooks aligned to the standard Participation in i-Ready lessons that reinforce targeted skills Use of exit slips to quickly assess daily understanding 1:1 conferring between teacher and student, with anecdotal notes to track growth Peer feedback using single-point rubrics aligned to the standard to promote reflection and ownership of learning These strategies and activities will help ensure that students develop a strong foundation in solving add/sub wrd problems

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

To accelerate student growth during double-dose small group instruction, targeted support will be provided to select students needing additional help with standard 2.OA.A.1-solving one- and two-step word problems involving addition and subtraction within 100. These problems will reflect real-world contexts, including adding to, taking from, putting together, taking apart, and comparing, with unknowns in various positions. Students will represent problems using drawings and equations with symbols for unknowns. Teachers will use high-impact instructional strategies to strengthen both skills and conceptual understanding. Students will practice reading and understanding word problems using leveled texts to improve comprehension and contextual understanding. Strategies such as accountable talk stems and think-pair-share will be used to promote mathematical reasoning, peer collaboration, and verbal expression of thinking. Academic language will be built using supports to deepen understanding of key terms. Students will engage in targeted, hands-on learning tasks designed to reinforce concepts, such as Solving problems in math workbooks Using mental math strategies to improve fluency and confidence Progress will be continuously monitored through a variety of formative assessments, including: Exit tasks that check for mastery of the day's learning target One-on-one teacher-student conferences to document individual growth and address misconceptions Standards-aligned quizzes

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Tier 3 Strategies will include all above along with targeted instruction for selected students in: Prerequisite Skill Review (based on i-Ready Prerequisite Report): Strengthen place value understanding and number combinations within 20 Intensive support with understanding part-part-whole relationships and basic addition and subtraction facts through manipulatives and number bonds Use of oral language routines to build mathematical vocabulary and support word problem comprehension Use manipulatives to represent parts of the problem concretely Transition to drawing representations Guide students in writing corresponding number sentences and equations Break down one- and two-step word problems together using color-coding, highlighting key information, and identifying the type of problem Use visual sentence frames to help students explain their thinking and problem-solving process Focus on Tier 2 and Tier 3 vocabulary words using word banks, visuals, and repeated exposure through oral rehearsal and anchor charts Provide immediate feedback and engage students in analyzing their mistakes Use worked examples and non-examples to reinforce problem structure Progress will be monitored through Weekly exit tickets and targeted math checks aligned to small group instruction fluency checks for basic facts and structured problem-solving Increased modeling and guided practice with gradual release during every small group session weekly review of growth using i-Ready lessons Data Tm Mtgs

Goal: What are we trying to achieve

Achieve a 51% pass rate for the selected standard by the end of the quarter.

By the end offal/ CAP window, January 30th, 2026, the 3rd grade team will increase student proficiency on 3.OA.A from 0% proficient to 51% proficient, as measured by district benchmark assessment and classroom-based assessments, with particular attention to closing opportunity gaps for multilingual students. Progress will be monitored bi-weekly and at data team meetings to ensure realistic growth considering our current intervention resources and professional learning focus.

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

Teachers will use whole group, partner, and small group instruction to support students in their understanding of 3.OA.A- Use multiplication and division within 100 to solve word problems in situations. Teachers will do this by implementing the following culturally responsive high-yield strategies: Student Goal Setting & Effective and timely Feedback to give student clear, next steps to move learning forward. Explicit Vocabulary Instruction to build background knowledge, use of context clues to develop understanding of unknown words and develop understanding of word parts. Use of manipulatives Based on the criterion for standard mastery, students will engage in the following types of tasks: Practice with connecting skip-counting to creating equal groups/arrays Try discuss, connect routine Turn and Talk Complete student work in workbook Participate in i-ready lessons Progress will be monitored by teachers and students, using: exit slips 1:1 conferring with notes student partners, using single-point rubrics for the standard.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, students in need of individualized math supports will participate in small group instruction for 30 minutes 3-5 times per week, receiving instructional intervention on foundational mathematical skills according to their goals. The support teacher will implement the following practices and/or strategies:· Counters, touch math, images, physical and digital manipulatives • iReady prerequisite lessons, reteaching using tools for instruction, reinforce math center activities and enrichment activities using visual and tactile hands on learning Progress Monitoring Assessment will be administered bi-weekly, to track student growth toward goals, provide consistent feedback, and be shared at monthly PLC meetings to inform classroom teacher of progress.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to core instruction, students in need of individualized math supports will participate in small group instruction for 30 minutes 3-5 times per week, receiving instructional intervention on foundational mathematical skills according to their goals. The support teacher will implement the following practices and/or strategies:· Counters, touch math, images, physical and digital manipulatives • iReady prerequisite lessons, reteaching using tools for instruction, reinforce math center activities and enrichment activities using visual and tactile hands on learning Progress Monitoring Assessment will be administered bi-weekly, to track student growth toward goals, provide consistent feedback, and be shared at monthly PLC meetings to inform classroom teacher of progress.

Goal: What are we trying to achieve

Achieve a 50% pass rate for the selected standard by the end of the quarter.

By December 20, 2025, the 4th grade team will increase student proficiency on 4.NBT.A from 3% proficient to 50% proficient, as measured by district benchmark assessment and classroom-based assessments, with particular attention to closing opportunity gaps for multilingual students and Black/African American students., and progress will be monitored bi-weekly and at data team meetings to ensure realistic growth considering our current intervention resources and professional learning focus.

CURRICULUM: The standards and units we are targeting

STANDARD: 4.NBT.A Generalize place value understanding for multi-digit whole numbers

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

Teachers will use whole group, partner, and small group instruction to support students in their understanding of 4.NBT.A Generalize place value understanding for multi-digit whole numbers Teachers will do this by implementing the following culturally responsive high-yield strategies: Student Goal Setting & Effective and timely Feedback to give student clear, next steps to move learning forward. Explicit Vocabulary Instruction to build background knowledge, use of context clues to develop understanding of unknown words and develop understanding of word parts. Use of manipulatives Based on the criterion for standard mastery, students will engage in the following types of tasks: Try discuss, connect routine Turn and Talk Complete student work in workbook Participate in i-ready lessons Progress will be monitored by teachers and students, using: exit slips 1:1 conferring with notes student partners, using single-point rubrics for the standard.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students requiring additional support with Generalizing place value for multi-digit whole numbers 4.NBT.A will participate in small group instruction for 15 minutes, 3 times per week. During small groups, teachers will implement these strategies: • Use small group lessons recommended through iReady • student discourse strategies: accountable talk starters, think-pair-share, turn and talk· incorporate more fluency practice •Explicit use of academic vocabulary Students will complete tasks such as:• completing small group lesson assignments• Use mental math strategies. Progress will be measured by teacher and students, using: • exit tasks • conferring notes • Quizzes • brought to PLC and data team meetings to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to core instruction, students receiving SPED services will participate in small group instruction for 30 minutes 4-5 times per week, receiving instructional intervention on foundational mathematical skills according to their IEP goals. The support teacher will implement the following practices and/or strategies:* Counters, touch math, images, physical and digital manipulatives * iReady prerequisite lessons, reteaching using tools for instruction, reinforcement math center activities and enrichment activities using visual and tactile hands-on learning. Students will complete tasks, like multisensory hands-on learning activities, such as touch math, connecting math concepts, and digital learning opportunities. Progress will be measured by IEP progress monitoring, formative assessments, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress. Students receiving SPED services in math.

Goal: What are we trying to achieve

Achieve a 50% pass rate for the selected standard by the end of the quarter.

By December 20, 2025, the 5th grade team will increase student proficiency on NBT3a3 from /33 to 50%, as measured by district benchmark assessments and classroom-based assessments, with particular attention to closing opportunity gaps for multilingual learners and Black/African American students, and progress will be monitored bi-weekly at data team meetings/PLC meetings to ensure realistic growth considering our current intervention resources and professional learning focus.

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

Teachers will use whole group, partner, and small group instruction to support students in their understanding of 4.NBT.A Generalize place value understanding for multi-digit whole numbers Teachers will do this by implementing the following culturally responsive high-yield strategies: Student Goal Setting & Effective and timely Feedback to give student clear, next steps to move learning forward. Explicit Vocabulary Instruction to build background knowledge, use of context clues to develop understanding of unknown words and develop understanding of word parts. Use of manipulatives Based on the criterion for standard mastery, students will engage in the following types of tasks: Try discuss, connect routine Turn and Talk Complete student work in workbook Participate in iReady lessons Progress will be monitored by teachers and students, using: exit slips 1:1 conferring with notes student partners, using single-point rubrics for the standard.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students requiring additional support with reading and writing decimals ( NBT 3a3). During small groups, teachers will implement these strategies:· Use small group lessons recommended through iReady • student discourse strategies: accountable talk starters, think-pair-share, turn and talk· incorporate more fluency practice ·Explicit use of academic vocabulary Students will complete tasks such as:• completing small group lesson assignments• Use mental math strategies. Progress will be measured by teacher and students, using:• exit tasks• conferring notes• Quizzes• brought to PLC and data team meetings to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to core instruction, students in need of individualized math supports will participate in small group instruction for 30 minutes 3-5 times per week, receiving instructional intervention on foundational mathematical skills according to their goals. The support teacher will implement the following practices and/or strategies:· Counters, touch math, images, physical and digital manipulatives • iReady prerequisite lessons, reteaching using tools for instruction, reinforce math center activities and enrichment activities using visual and tactile hands on learning Progress Monitoring Assessment will be administered bi-weekly, to track student growth toward goals, provide consistent feedback, and be shared at monthly PLC meetings to inform classroom teacher of progress.