8001 South J Street
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Baker sees CAP as a tool to publicly document the work we are doing as a community to grow in our instructional practices so that all stakeholders can grow and develop. This tool reflects our Inquiry/PLC cycle that focuses on teacher learning. It documents our inquiry and research into best practices for each content area and our action research and implementation in the classroom. The success is analyzed through data collection of both instructional implementation as well as student work.
Our Vision
At Baker We Believe: 1. Lifelong learners thrive through belonging, access, and connection. 2. A safe environment is created by all stakeholders engaging in practices that lead to positive relationships that honor and include all perspectives. 3. Collaboration leads to agency and larger resources for success. 4. The future we deserve is achieved through high expectations for all. 5. Embracing change promotes positive outcomes in achievement and growth, both collectively and individually.
Our Mission
The Baker Why: Empowered Learning and Opportunities for all stakeholders.
Academic Goals
6th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 40% pass rate for the selected standard by the end of the quarter.
Based on formative assessment data and iReady, 27% of students were able to determine the theme of text and identifying textual evidence that supports literary themes. By leveraging high interest texts (Refugee novel) and engaging in collaborative discourse through Conversation class conversation protocols to expand comprehension of text and identify thematic elements by having rich conversations about character growth, choice and change, impact of setting, and text-to-self/text-to-world connections. Tier 2 and Tier 3 students will be provided with graphic organizers, strategic grouping, and small group opportunities. By rotating with students and collecting note-catchers, exit tickets, and common formative assessments Teachers will be able to provide targeted and timely feedback using one-point rubrics, student self-evaluation checklists, and small-group work. By the end of CAP data cycle 100% of 6th grade ELA students will make growth and/or improvements in their ability to present theme from literary works, specifically citing evidence that supports the theme, and summarizing the plot lines that allow access to understanding theme. Based on formative data 40% of students will gain mastery in identifying theme, summarizing plot elements that reveal theme, supporting theme with text evidence, and making a text-to-text/self/world connections.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Conversation Stations https://www.cultofpedagogy.com/chat-stations/
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
Math Goal
Goal: What are we trying to achieve
Achieve a 35% pass rate for the selected standard by the end of the quarter.
SMARTIE Goal: Based on fall i-Ready data, 20% of students were on performing at-grade level for the Algebra and Algebraic Thinking domain. By engaging each and every student in the Decide and Defend instructional routine, students will participate in more purposeful discourse which will lead to more engaged students and develop their mathematical vocabulary. By the end of the CAP data cycle January 28th, 2026), 100% of students will make growth and/or improvements in their understanding of algebraic expressions based on common formative assessment data. 35% of students will be successful in explaining whether or not two algebraic expressions are equivalent by combining like terms, accurately using the distributive property, and evaluating an algebraic expression for a given value which demonstrate meeting standard.
CURRICULUM: The standards and units we are targeting
STANDARD: 6.EE.A Apply and extend previous understandings of arithmetic to algebraic expressions
UNIT: Topic 3 - Numeric and Algebraic Expressions
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Decide and Defend
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.?
Science Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
Student will build visual and mental models along with describing and predicting changes in a phenomenon. There were 10% who met the standard 6-PSJ-4. Students will be measured using classroom-based assessments including summative. A single point rubric will be used throughout the goal window. The goal will be engaged within a tier 1, tier 2 small group, and 1:1 instruction in a conference-based context with direct and guided instruction. Our goal will be at a 60% pass rate.
CURRICULUM: The standards and units we are targeting
STANDARD: 6-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
UNIT: Unit 2: Thermal Energy
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will use the consensus board strategy where students will brainstorm initial ideas of a phenomenon and build consensus using a group chart and poster that displays a visual model of the phenomenon presented as a problem or prompt.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
I will be using 1:1 conferencing using the high yield strategy asset based feedback along with sentence frames for direct instruction.
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.
There are 30% of 6th grade students meeting the standard based on the common pre-assessment using a given text. 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 ljanuary 28, 2026), 100% of students will show growth in their analysis of the text and 75% will successfully analyze positions and provide evidence supporting an issue or event in a common post-assessment using a given text. We will accomplish this by establishing an inclusive and equitable class culture that supports small group instruction and group work, ensuring that all text is relevant and at or above grade level in complexity.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-8.SSS4- Creates a product that uses social studies content to support a claim and presents the product in a manner that meaningfully communicates with a key audience
UNIT: Mesopotamian Milestones
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Creating gist statement as a comprehension strategy, students will identify main ideas in a text to summarize concisely.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.?
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
7th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 40% pass rate for the selected standard by the end of the quarter.
Based on formative assessment data, 26% of all students and 0% of the focus students were able to determine the central idea/theme of a text and use evidence to support their thinking. By implementing supportive instructional practices that are differentiated by small group and skill, as well as high engagement strategies involving student discussion. Teachers will give targeted feedback to increase the students' understanding of text. By the end of the data cycle, 40% of focus students will successfully determine the central idea/theme of a text, explain it with their own thinking, and support their ideas with evidence from the text (this assessment will be measured in a variety of ways). 100% of focus students will demonstrate growth.
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: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
https://www.cultofpedagogy.com/chat-stations/
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.?
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.?
Math Goal
Goal: What are we trying to achieve
Achieve a 41% pass rate for the selected standard by the end of the quarter.
Based on SBA data from the Fall of '25, approximately 21% of students were on grade level standards. In an attempt to improve these numbers we will engage in strategies around structured math talk called, "Decide and Defend." Students must view, work with, formulate opinions and justifications as to why one set of work is correct vs. another. This will help elicit more engagement, intentional math vocabulary usage, and a deeper level of comprehension when students both talk about and listen to exemplars prior to whole group discussions, where students should have an anchor to further relative examples. Students will be intentionally paired with a partner at a different achievement level than themselves. One student will naturally incline to the activator position while the other becomes the question & clarification transcriber. By the end of the CAP cycle, 41% of students will be able to recognize and represent proportional relationships between quantities and use proportional relationships to solve multistep ratio and percent problems based on summative assessment data collected at the end of the instructional unit.
CURRICULUM: The standards and units we are targeting
STANDARD: 7.RP.A Analyze proportional relationships and use them to solve real-world and mathematical problems
UNIT: Topic 3 - Analyze and Solve Proportional Relationships
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Students are intentionally grouped with a different level achievement. They will view and work on the "Decide and Defend" discussion strategy to elicit responses alone first. Then they will share with their partner their position and justification.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.?
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.?
Science Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
There are 25 students at level 1, 75 students at level 2, and 20 students at level 3. By January 28th 2026, 10 of the students at a level 1, 50 of the students at a level 2, and 10 of the students at a level 3 will improve by 1 level on Visualizing their ideas and sharing their models on Standard 7-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. This will be measured by Curriculum assessment in 7.2 lesson 6. The Culturally Responsive and Relevant Teaching practices of consensus boards will be used to create inclusive and equitable practices.
CURRICULUM: The standards and units we are targeting
STANDARD: 7-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
UNIT: Unit 2: Chemical Reactions and Energy
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
All students will be using the Consensus Board strategy to give help identifying criteria and constrains of a system.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
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.
There are 09% of 7th grade students meeting the standard, SOC6-8.SSS4, based on the common pre-assessment using a given text. 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, 75% will meet the goal by successfully creating a gist statement by analyzing positions, providing evidence supporting an issue or event in a common post-assessment using a given text. We will accomplish this by establishing an inclusive and equitable class culture that supports small group instruction and group work, ensuring that all text is relevant and at or above grade level in complexity
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-8.SSS4- Creates a product that uses social studies content to support a thesis, and present the product in an appropriate manner to a meaningful audience.
UNIT: Advocacy in Action
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Summarizing- getting the gist https://tps10.sharepoint.com/sites/cap/SitePages/lnstructional-Strategies.aspx
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.?
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.?
8th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 40% pass rate for the selected standard by the end of the quarter.
Based on formative assessment data, 17% of all students and 0% of the focus students were able to determine the central idea/theme of a text and use evidence to support their thinking. By implementing supportive instructional practices that are differentiated by small group and skill, as well as high engagement strategies involving student discussion. Teachers will give targeted feedback to increase the students' understanding of text. By the end of the data cycle, 40% of focus students will successfully determine the central idea/theme of a text, explain it with their own thinking, and support their ideas with evidence from the text. 100% of focus students will demonstrate growth
CURRICULUM: The standards and units we are targeting
STANDARD: RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Conversation stations https://www.cultofpedagogy.com/chat-stations/
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the supports students need
Math Goal
Goal: What are we trying to achieve
Achieve a 40% pass rate for the selected standard by the end of the quarter.
Based on pre and post assessment data, 10% of students were able create equations, graphs, and tables when given a written description of a real-life scenario and make connections between the multiple representations (context, graph, equation, table). By engaging each and every student in the decide and defend protocol, students will deepen their understanding of the different representations by engaging more in meaningful math discourse with their peers and using more accurate math vocabulary. Small group interventions will allow teachers to give targeted feedback to support learning. Using sentence stems, vocabulary supports, and strategic peer pairings will help students grow in their academic discourse. By the end of the CAP data cycle January 28), 40% of students will make growth and/or improvements in their ability to interpret the essential information in a given mathematical representation and use that information to create other representations. That growth will be based on the pre assessment data collected at the start of the CAP cycle. 40% of students will be successful in explaining the unique characteristics of the different representations of a linear relationship, articulating how key information is conveyed in the four different representation types (graph, table, equation, written scenario) which demonstrates meeting standard.
CURRICULUM: The standards and units we are targeting
STANDARD: HSA-CED.A Create equations that describe numbers or relationships
UNIT: Topic 2 - Linear Equations
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Decide and defend.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
Science Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
Students will analyze and interpret data from group investigations that leverage student experiences in order to explain how objects and forces interact. They will demonstrate learning by making a claim about developing a solution to a problem, use evidence from their own investigations & reasoning to support their claim. They will achieve a 60% pass rate for the standard 8-PS2- 1 by the end of the CAP cycle.
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
Visualization using consensus boards: students brainstorm independently in their own corner on a shared poster, then discuss collaboratively, and finally come to consensus by writing shared ideas on the poster in the center.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.??
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.??
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.
There are 10% of 8th grade students meeting the standard, SOC6-8.SSS4, based on the common pre-assessment using a given text. 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, 75% will meet the goal by successfully creating a gist statement by analyzing positions, providing evidence supporting an issue or event in a common post-assessment using a given text. We will accomplish this by establishing an inclusive and equitable class culture that supports small group instruction and group work, ensuring that all text is relevant and at or above grade level in complexity.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-8.SSS4- Creates a product that uses social studies content to support a thesis, and presents the product in an appropriate manner to a meaningful audience
UNIT: The American West
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Summarizing/Getting the Gist https://tps1 0.sharepoint.com/sites/cap/SitePages/lnstructional-Strategies.aspx
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) Tier 2 strategies will be determined based on experience (both teacher and student) of Tier 1 strategy to better match the support students need.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) Tier 3 strategies will be determined based on experience (both teacher and student) of Tier 1 strategy to better match the support students need.
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By the end of Fall Semester of the 25-26 school year, students will be able to refine and complete work in CTE and Visual Art. Students will utilize problem solving strategies to work through challenges, and literacy strategies to interpret information from a range of media sources to support their refinement of their work. Students will improve from a 20% baseline proficiency to a 70% proficiency based on classroom data (assessments and student self-assessments). Teachers will utilize tier 2 and 3 instructional supports to increase access for struggling students.
CURRICULUM: The standards and units we are targeting
STANDARD: Art-3 Refine and complete artistic work
UNIT: Art NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier 1: Questioning - Engaging in meaningful learning dialogues with the text (authors), peers, and teachers through self-questioning, question generation, question answering, and practicing with partners using follow-up questions.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
Music Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Based on data collected during the Spring 2025 semester, our students need support in problem solving (CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.) To support our building goal, we are also focusing on reading information texts for understanding (CCSS.ELA.LITERACY.Rl.6-8.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue). For Fall 2025, our goal is to build to a 70% baseline proficiency in problem solving and use of questioning with our new students. Given a content-relevant problem, students will be able to read relevant texts for information, identify constraints and givens in a problem, develop a plan to solve the problem, and reflect and re-try based on the result of their plan. To do this, teachers will model problem solving while teaching adaptability and flexibility. Using intentional grouping and rigorous tasks, we will build a culture of problem solving and all students will engage in honing these skills.
CURRICULUM: The standards and units we are targeting
STANDARD: Music-5 Develop and refine artistic techniques and work for presentation
UNIT: Music - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Questioning - Engaging in meaningful learning dialogues with the text (authors), peers, and teachers through self-questioning, question generation, question answering, and practicing with partners using follow-up questions.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
PE Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Based on data collected during the Fall 2025 semester, our students need support in problem solving (CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.) The baseline percentage has been adjusted due to new students in our classes, which resulted in a 20% baseline score. To support our building goal, we are also focusing on reading information texts for understanding (CCSS.ELA.LITERACY.Rl.6-8.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue). For Fall 2025, our goal is to build to a 70% baseline proficiency in problem solving & use of questioning with our students. Given a content-relevant problem, students will be able to read relevant texts for information, identify constraints and givens in a problem, develop a plan to solve the problem, and reflect and re-try based on the result of their plan. To do this, teachers will model problem solving while teaching adaptability, questioning strategies, and flexibility. Using intentional grouping and rigorous tasks, we will build a culture of problem solving and all students will engage in honing these skills.
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
Questioning - Engaging in meaningful learning dialogues with the text (authors), peers, and teachers through self-questioning, question generation, question answering, and practicing with partners using follow-up questions.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
World Language Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Our shared challenge is to integrate multi-modal reading strategies with mathematical thinking and social-emotional learning (SEL) to deepen student understanding and foster meaningful problem solving. Through this approach, students will learn to interpret and analyze information across diverse media formats, empowering them to engage in both independent and collaborative prob/em-solving experiences.
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
Questioning - Engaging in meaningful learning dialogues with the text (authors), peers, and teachers through self-questioning, question generation, question answering, and practicing with partners using follow-up questions.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
After teacher learning (research, practice, and initial implementation) tier 2 and 3 strategies will be determined based on experience (both teacher and student) of tier 1 strategy to better match the support students need.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 97% of students have behaviors NOT resulting in suspension or expulsion.
By the end of the 2025-2026 school year, we will reduce exclusionary discipline practices so that at least 97% of students are not subjected to exclusionary discipline, with outcomes that are proportionate to our student demographics. We will achieve this by implementing school-wide conflict resolution training, expanding the use of restorative practices, and increasing family engagement, particularly among historically marginalized communities, to ensure inclusive and equitable discipline practices.
Root Cause Analysis:
Students are frequently escalating in the classroom or school environment due to emotional dysregulation and lack effective coping strategies to self-regulate. S These escalations often result in removal from the classroom, office referrals, or other exclusionary practices. S Root causes identified are: Lack of explicit and consistent SEL instruction, Insufficient staff training de-escalation strategies.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Action Step 1 is what adults/staff will do Action Step 2 is what students will do
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Multiple systems and strategies for conflict resolution and de-escalation. Especially those that are restorative. teachers will engage in accountability circles in the classroom. Restorative circles will be ran by those who have learned the facilitation.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will select from a menu of choices for de-escalation strategies and self advocate to use them when needed to prevent large escalations.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 9% positive rating on the selected Climate Survey item.
By May 2026, all instructional staff will engage in monthly peer micro-teaching and feedback sessions focused on instructional strategies, in order to increase openness to change, shared accountability, and collective efficacy. Progress will be measured by a 10% increase in positive responses on the CEE survey items related to readiness for change and collective responsibility, specifically targeting a reduction in the perceived "I vs. They" gap
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Micro teaching
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 90% positive rating on the selected Climate Survey item.
Our goal is for 90% of students to meet standard, which will be measured by utilizing the universal screener data 2x/year (specifically the question "I get along with my peers"). The method for achieving this goal will include Tier 1 Whole school instruction (Character Strong), Tier 2 interventions (small groups/C/CO/etc.) and Tier 3 individual support.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Whole class Advisory lessons (Character Strong), Small group counseling sessions, Check In-Check Out, Individual counseling interventions, Collaboration with community partners (in building and in community)