Continuous Achievement Plan

Continuous Achievement Process & Plan - 2026 Quarter 1

As a public Montessori school, Bryant facilitates safe, empowering, connected learning communities. Our motto is Care for yourself, care for each other, and care for this place. Students learn to be responsible members of learning communities that develop through multi-year classrooms, choice within limits, and movement. The elements of this Continuous Achievement Plan emphasize student attendance, connection with others, prosocial behavior, restorative practices, and academic achievement.

Our Vision

Using the Montessori philosophy, we provide a peaceful, enriched educational environment in which each child is encouraged to grow to his/her fullest potential academically, socially, and emotionally.

Our Mission

To develop independent lifelong learners who are compassionate contributors to a global community.

Academic Goals

ELA Goals: Kindergarten – 5th Grade

Kindergarten

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 myView Unit 1, all Kindergarten students will demonstrate increased phonemic awareness aligned with CCSS RF.K.2 by identifying, isolating, and producing sounds in spoken eve words. Specifically, Tier 1 students (currently 24%) will maintain proficiency by producing all sounds in 6 of 6 eve words; Tier 2 students (currently 32%) will increase proficiency from producing sounds in 3-4 words to correctly producing all sounds in at least S of 6 eve words; and Tier 3 students (currently 43%) will increase from 0-2 words to producing at least one correct sound in 4 or more eve words. Progress will be measured through biweekly phonemic awareness probes and observational checklists during small-group instruction. Instruction will include multisensory, culturally responsive, and play-based approaches (songs, movement, manipulatives, and visual supports) to ensure equity and access for all learners, including multilingual and neurodiverse students, with growth celebrated individually to build confidence and engagement.

CURRICULUM: The standards and units we are targeting

STANDARD: RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Our team will utilize the following high-yield teaching strategies: activities that utilize all senses - visual, auditory, kinesthetic etc. We will model segmenting CVC words as well as blending CVC with use of pictures and objects. We will utilize our Montessori pink language materials, as well as the moveable alphabet, white boards and pens for all students. We will work on developing phonemic awareness for with the use of songs, poems and fingerplays.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Our team will utilize the following small group instructional strategies: More direct instruction and activities around letter sounds, activities that build phonemic awareness, and direct modelling of segmenting CVC words and blending CVC words with the use classroom materials, Elkonin boxes, Montessori materials like the pink work and the moveable alphabet.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Our team will utilize the following strategies to differentiate for individual support for students needing intervention The "Pound the Sound" micro-teaching routine is a short, one-on-one strategy (3-5 minutes, 2-3 times weekly) designed to strengthen fluent sound production and blending aligned with CCSS RF.K.2. During each session, the teacher guides the student through a say-stretch-snap routine using picture cards and counters to segment and blend CVC words (e.g., cat, map, bug). Immediate feedback, quick data checks, and individualized goal talk help refine phonemic awareness and build confidence. The routine supports equity and SEL by incorporating familiar words, predictable structure, and positive reinforcement, ensuring Tier 1 students deepen automaticity and engagement in early literacy foundations.

1st Grade

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.

2nd Grade

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

S: 70% of our 2nd grade students will be able to write personal narrative, meeting criteria on the rubric. MIA: Students will be able to make their idea clear to the reader. Students will be able to recount an idea in writing by elaborating about one big event or by writing about 3 or more connected events in order. It will include details that describe the actions, thoughts, and feelings in my narrative. It will use (temporal) words to show the order of the events in my narrative and have a closing. R: Teachers will provide whole group, small group, and individual conferencing culminating in writing instruction 2 hours weekly. T: End of January 2026. Progress will be monitored within weekly student conferences and in the end-of-unit post assessment. !IE: Individual Goal setting, provide rubric, choice of topic, self assessment practices, representational mentor text. Use technology, scribing, drawing, and dictation to modify assessment for ML students and students experiencing learning differences.

CURRICULUM: The standards and units we are targeting

STANDARD: W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

UNIT: ELA Unit 4

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Using mentor texts to model discrete skills in narrative writing. Direct feedback during student conferences. Model writing of personal narrative including thinking, revision, and editing practices. Utilize Author's Chair to practice sharing work and sharing feedback. Instructional routine of minilesson, practice, conferring, and sharing. Sharing rubric and grading samples.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Small groups focused on students needing to revisit or reinforce specific concepts. Additional direct instruction on foundational skills related to writing.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Additional direct instruction using research based curriculum.

3rd Grade

Goal: What are we trying to achieve

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

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

CURRICULUM: The standards and units we are targeting

STANDARD: L.3.4 Determine or clarify the meaning of unknown and multiple meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

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

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

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

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

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

4th Grade

Goal: What are we trying to achieve

Achieve a 60% pass rate for the selected standard by the end of the quarter.

There are 7 students at level 1, 22 students at level 2, and 23 students at level 3. By January 30, 2026, 4 of the students at a level 1, 15 of the students at a level 2, and 10 of the students at a level 3 will improve by 1 on the IR 4.1 rubric on IR 4.1 as measured by I Ready Standards Mastery. The Culturally Responsive and Relevant Teaching practices of high yield strategies, knowledge of our students such as the use of audio recordings and verbal/oral responses and the uses of rubrics will be used to create inclusive and equitable practices.

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

Direct Instruction of IR 4.1 using Sawas, Mystery Science and lnquireEd. Frequent formative assessments using Unit 1 Sawas materials and teacher created check-ins to gauge student comprehension. The use of high-interest Social Studies and Science articles will also be used to garner interest and gauge cross-curricular understanding.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Use of Montessori created shelf works and Reading Routines companion in small group setting. Progress monitoring for comprehension.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to IEP designated services and LAP, the use of small group instruction and reteaching using level appropriate readings from Sawas and teacher cultivated to increase understanding and teach the skill at the students' reading level.

5th Grade

Goal: What are we trying to achieve

Achieve a 60% pass rate for the selected standard by the end of the quarter.

Specific: Students will receive instruction with materials related to ELA standard 5.1 Measurable: This goal will be measurable by evaluating student data derived from district assessments, teacher-created materials, and student conferences. Data will be analyzed by the teaching team during PLCs to inform cycles of instruction, reteaching, and enrichment. Action Oriented: This goal is action oriented because all teachers will use Sawas, iReady, and teacher-created materials that are pre-determined and created by the team. PLCs and team-meeting agendas will reflect actions steps oriented to the goal. Relevant: This goal is relevant because it has been selected based on evaluation of data collected through multiple assessment tools and determined to be an area of need. Accurately reading informational text and inferring from it, are skills needed throughout life. Time Bound: Instruction for this goal will be confined to the period between October and the end of January. Inclusive: This goal be inclusive because we will utilize a wide array of literature materials representing many different cultures and identities. Materials will be differentiated to meet the needs of all learners. Equitable: This goal will be equitable because all steps will be individualized based on each student's specific needs.

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

Instruction will be provided in whole group, small group, and differentiated individualized settings. Sawas My Path curriculum will be used at grade level, with accommodations, to provide all students with access to the materials. Evidence of learning will be collected through a variety of modalities.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students identified for Tier 2 instruction will receive additional opportunities to acquire skills related to reading of informational text. Some will get systematic phonics and word work lessons to support fluency and comprehension. Progress monitoring will follow the TPS guidelines.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students identified for Tier 3 instruction may receive support from LAP, LRC, and ML teachers. These students may utilize accommodations such a immersive reader and speech-to-text tools. The classroom library will include decodable materials. In class, students will be included in progress monitoring and Tier 2 small group lessons.

Math Goals: Kindergarten – 5th Grade

Kindergarten

Goal: What are we trying to achieve

Achieve a 80% pass rate for the selected standard by the end of the quarter.

SMARTIE Goal (K.CC.B.4-5 - Count to Tell the Number of Objects) Specific: Students will accurately count sets of up to 20 objects in varied arrangements, match each set to its written numeral, and explain "how many" using complete sentences, demonstrating one-to-one correspondence and understanding that the last number said represents the total. Measurable: Based on current data (47% Tier 1, 27% Tier 2, 29% Tier 3), success will be measured when at least 80% of students perform at Tier 1 (meeting standard) by the end of the unit, demonstrating accuracy and independence in counting tasks aligned with K.CC.B.4-5. Achievable: With differentiated instruction, targeted Tier 2 supports, and intensive small-group interventions for Tier 3 students, this 33% growth target is realistic within the Unit 5 instructional cycle. Relevant: The goal directly supports mastery of Counting and Cardinality skills and aligns with Unit 5: Numbers to 100, building essential number sense for later operations. Time-Bound: Growth toward 80% Tier 1 proficiency will be achieved by the end of the Unit 5 assessment period. Inclusive & Equitable: Instruction will incorporate visual, tactile, and linguistic supports, culturally relevant materials, and technology-based practice to ensure all learners, including multilingual and neurodiverse students, have equitable access to demonstrate mastery.

CURRICULUM: The standards and units we are targeting

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

UNIT: Units Numbers to 100

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Tier 1 (Core Instruction): All students engage in daily, research-based counting routines that build one-to-one correspondence and cardinality through movement, songs, and manipulatives (Clements & Sarama, 2014). Teachers model accurate counting using think-alouds, highlight the concept that the last number said represents "how many," and provide multiple representations such as objects, ten-frames, and number lines. Instruction includes math talk prompts like "How do you know there are_?" to deepen reasoning and verbalization. Technology tools such as i-Ready learning games (Hungry Fish, Zoom) and interactive ten-frames reinforce fluency and visual understanding. Consistent opportunities to count in meaningful, culturally relevant contexts (classroom materials, nature items, student photos) ensure equitable access and engagement.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Tier 2 (Targeted Small Group Support): Students who are developing one-to-one correspondence receive scaffolded small-group lessons emphasizing guided practice and corrective feedback (Van de Walle et al., 2018). Teachers provide structured tasks that move from ordered to scattered sets while prompting students to track each object with physical gestures or counting mats. Supports include verbal cues ("touch and count," "check each one") and manipulatives grouped in tens to strengthen conceptual bridging. Peer modeling and guided math talk help students verbalize cardinality and self-correct errors. Short, high-frequency sessions (10-15 minutes, 3 times weekly) using concrete-to-representational transitions have been shown to accelerate growth in early numeracy (Gersten et al., 2009).

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Tier 3 (Intensive Intervention): Students needing intensive support participate in individualized, multisensory counting experiences grounded in explicit instruction and error analysis. Teachers limit set size to =10, use physical touch counting, and gradually build to 20 as accuracy improves. Real-world, story-based counting activities ("Put one apple in each basket") provide authentic purpose and engagement. Frequent progress monitoring with manipulatives and visual supports ensures skill generalization. Research supports using concrete manipulatives, explicit modeling, and immediate feedback to strengthen foundational number concepts and one-to-one correspondence (Witzel, Mercer, & Miller, 2003). Family engagement (home counting bags, number songs) reinforces practice and consistency beyond the classroom.

1st Grade

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: 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.

2nd Grade

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

Specific: Our goal matches the Common Core standard 2.NBTB and zones into 2 math operations of addition and subtraction. Measurable: \70% students will be able to add with numbers into the thousands place with regrouping. Action Oriented: Our goal is action- oriented because all teachers will use iReady interim assessments, Ready math checks, team-created formative assessments, classroom observations and oral answers during discussions. Relevant: Our goal is relevant because this is a need identified by our Fall 2025 iReady results. This is a skill that develops while children are becoming more accomplished mathematicians over their three years in Lower El. Time Bound: Our goal is Time-bound because it is unit-based and focuses on addition. Inclusive and Equitable: Our goal is Inclusive because we use a wide variety of materials both concrete and abstract to address the learning and skills needed.

CURRICULUM: The standards and units we are targeting

STANDARD: 2.NBT.B Use place value understanding and properties of operations to add and subtract

UNIT: Unit 3 Numbers Within 1,000: Place Value, Addition, and Subtraction

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

As specified in our SMARTIE goal we will meet to review and refresh our knowledge of Montessori math materials and lessons and will also share with our new teammates. We will use our first PLC day every month to study math materials, review student work and data, and set goals for the following month. We will use Direct Instruction with Montessori Materials.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

We will meet in December to create needed interventions. We will evaluate student work to see if our students have gained skills in adding and subtracting 3-digit numbers. We will also discuss differentiated enrichment opportunities for our HiCap students. High Yield Strategies will include overt Instruction with Montessori Materials to assist students not yet at the goal. We will also use reinforcing effort and recognizing effort by our students as they continue learn.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

We will use our PLC time in January to re-evaluate our student's results and celebrate successes. We will also design intensive interventions if needed for students who have not yet achieved our goal. High Yield Strategies include overt Instruction with Montessori Materials to assist students not yet at the goal. We will also use reinforcing effort and recognizing effort by our students as they continue learn. We will add nonlinguistic representations and cooperative learning with groups including peers who have achieved the goal.

3rd Grade

Goal: What are we trying to achieve

Achieve a 98% pass rate for the selected standard by the end of the quarter.

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

CURRICULUM: The standards and units we are targeting

STANDARD: 3.G.A Reason with shapes and their attributes

UNIT: Unit 6 Shapes: Attributes and Categories, Perimeter and Area, and Partitioning

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

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

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

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

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

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

4th Grade

Goal: What are we trying to achieve

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

5- By January 30, 2026, 50% or more 4th grade students will meet standard. M- Comprehension checks, on line Standards Mastery assessments, exit tickets from iReady math lessons, informal observations and feedback of student lessons and projects. A- We will provide feedback for each student focused on 4.G.A during this goal cycle. R- 50% or more of 4th grade students will show growth in their understanding of 4.G.A. T- October 2025 through January 2026 I- Intentionally invite students for geometry lessons based on their needs and data. E- Use whole group and small group instruction based on student centered strategies.

CURRICULUM: The standards and units we are targeting

STANDARD: 4.G.A Draw and identify lines and angles, and classify shapes by properties of their lines and angles

UNIT: Unit 5 Geometry and Measurement: Figures, Classification, and Symmetry

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Introduce and practice drawing points, lines, line segments, and rays. Teach and identify different types of angles (right, acute, obtuse). Explore perpendicular and parallel lines in two-dimensional figures. Classify shapes based on their properties and identify right triangles. Recognize and draw lines of symmetry in two-dimensional figures. Review and assess understanding through a final project.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Instruction will include differentiated activities to cater to diverse learning needs, ensuring all students, including those with learning differences, can participate and succeed.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

We will coordinate geometry lessons with LRC and possibly MLL teachers to support learning geometry vocabulary.

5th Grade

Goal: What are we trying to achieve

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

5.G.B - Classify two-dimensional figures into categories based on their properties - with a focus on equity and inclusion: SMARTIE Goal Specific: Students will classify two-dimensional figures (triangles, quadrilaterals, polygons} into categories based on their properties (e.g., number of sides, angles, symmetry}. Measurable: By the end of the unit, 90% of students will correctly classify at least 10 two-dimensional figures with 80% accuracy on a formative assessment. Achievable: Students will engage in hands-on activities, collaborative discussions, and use visual aids and manipulatives to support understanding. Relevant: This goal aligns with 5th grade geometry standards and supports critical thinking and mathematical reasoning. Time-bound: This goal will be achieved within a 3-week instructional unit. Inclusive: Instruction will include differentiated supports such as sentence frames, visual scaffolds, and multilingual resources to ensure all learners, including English Language Learners and students with IEPs, can access and engage with the content. Equitable: Students will have multiple ways to demonstrate understanding (e.g., oral explanation, drawing, digital tools}, ensuring that diverse learning styles and needs are honored.

CURRICULUM: The standards and units we are targeting

STANDARD: 5.G.B Classify two-dimensional figures into categories based on their properties

UNIT: Unit 4 Measurement, Data, and Geometry: Converting Units, Using Data, and Classifying Figures

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

We will begin with a whole-group lesson to introduce the key properties of two-dimensional figures, such as the number of sides, types of angles, and the presence of parallel or perpendicular lines. We will incorporate hands-on activities where students can manipulate shapes using Montessori materials and additional tools like pattern blocks, geoboards, or digital geometry apps to explore and classify figures. We will conduct interactive lessons where students work in pairs or small groups to classify a set of shapes based on their properties. We will encourage discussion and reasoning to deepen understanding of the properties of two-dimensional figures.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

We will use formative assessments and classroom observations to identify students who are struggling with classifying two-dimensional figures. We will use small group instruction to provide targeted small group instruction to address specific needs. Focus on reteaching key concepts and providing additional practice with classifying shapes. We will incorporate hands-on activities using Montessori materials and classroom manipulatives such as pattern blocks, geoboards, and shape cutouts to help students visualize and understand the properties of different figures. We will utilize interactive geometry software that allow students to explore and classify shapes in a dynamic and engaging way. We will pair students who need extra help with peers who have a strong understanding of the concepts. We will encourage peer tutoring where students can work together to classify shapes and discuss their properties.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

We will collaborate with LRC and possibly MLL teachers to encourage geometry vocabulary practice and review.

6th Grade

ELA Goal

Goal: What are we trying to achieve

Achieve a 85% pass rate for the selected standard by the end of the quarter.

By the end of May 2026, 85% of students will be proficient in effectively incorporate source-based evidence to support their claims and reasoning, while observing rules for plagiarism and copyright. The Culturally Responsive and Relevant Teaching practices of using jigsaw activities, and sentence stems will be used to create inclusive and equitable practices.

CURRICULUM: The standards and units we are targeting

STANDARD: W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research - a) Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics") - b) Apply grade 6 Reading standards to literary nonfiction (e.g., ''Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not")

UNIT: Informational/Explanatory Reading and Writing

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Whole group instruction: Teacher modeling how to incorporate a text evidence response, supporting a claim, accurately using citations.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In small groups: Teacher modeling how to incorporate a text evidence response, supporting a claim, accurately using citations. In addition, jigsaw strategies: activities in which students work together on parts of a CER paragraph, then regroup to share out their work. This strategy is a best practice for equity and inclusion.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Create a template for students to "fill in the blanks" to practice organizing information and citation of evidence. Utilize onsite LRC teacher for inclusive small group instruction.

Math Goal

Goal: What are we trying to achieve

Achieve a 75% pass rate for the selected standard by the end of the quarter.

By the end of the quarter, 75% of 6th grade math students will demonstrate proficiency in understanding and applying operations with decimals and fractions-as measured by performance on the end-of-quarter summative assessment-through targeted instruction, small-group practice, and ongoing progress monitoring.

CURRICULUM: The standards and units we are targeting

STANDARD: 6.NS.A Apply and extend previous understandings of multiplication and division to divide fractions by fractions

UNIT: Topic 1 - Use Positive Rational Numbers

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing the high-yield strategies listed below, teacher(s) will use whole group, partner, and small group instruction to support students in developing understanding of numbers and operations with decimals and fractions, aligned with standard 6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Allow for independent think time, partner talks, and whole-group discussions so students have opportunities to process decimal and fraction concepts individually and learn from each other. Present open-ended questions that promote discourse around decimal and fraction reasoning, encouraging multiple strategies for solving problems involving computation and number relationships. Facilitate structured math discussions and math talks that emphasize making connections between fraction and decimal operations, recognizing patterns in computation, and applying properties of operations to real-world and mathematical problem-solving.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Engage students in making connections between fractions, decimals, and visual models in real-world and mathematical contexts-this could include using graphic organizers, number lines, and area models to visualize these relationships. Work with flexible small groups based on common misconceptions in decimal and fraction operations, using error analysis strategies to help students refine their understanding of place value, equivalence, and computation accuracy. Explore real-world applications of fractions and decimals that frequently arise in science and daily life, allowing students to connect numerical reasoning with measurement, ratios, and data interpretation. Provide opportunities to practice and demonstrate proficiency in operating with decimals and fractions kinesthetically, verbally, and through concrete Montessori manipulatives to reinforce conceptual understanding and procedural fluency.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Engage students in making connections between fractions, decimals, ratios, and visual models in real-world and mathematical contexts-this could include using graphic organizers or number lines to visualize relationships between numbers and operations. Work with flexible small groups based on common misconceptions in decimal and fraction computation, using error analysis strategies to help students refine their understanding of place value, equivalence, and the properties of operations. Explore proportional and numerical relationships that frequently arise in science and daily life, allowing students to connect fraction and decimal reasoning with measurement, data, and real-world applications. Provide targeted small-group instruction to build mastery of decimal and fraction operations, reinforcing foundational number sense and extending to multi-step problem-solving strategies. Utilize flexible grouping with the math interventionist to strengthen understanding of fraction and decimal reasoning, while supporting students in confidently applying these skills to grade-level mathematical concepts.

Science Goal

Goal: What are we trying to achieve

Achieve a 75% pass rate for the selected standard by the end of the quarter.

By the end of the unit, 75% of students will demonstrate competence in explaining and modeling how thermal energy affects particle motion, temperature, and changes of state in pure substances, as measured by performance on the end-of-unit assessment and model rubric.

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

Provide explicit instruction and guided inquiry on how thermal energy affects particle motion, temperature, and changes of state by using visual models, simulations, and hands-on investigations accessible to all learners. Lessons will include clear learning targets, frequent checks for understanding, and structured peer discussions to reinforce key concepts. Students will regularly create and revise models to show their understanding, ensuring all learners have multiple entry points and opportunities to demonstrate mastery of the concept.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

For students needing additional support in understanding how thermal energy affects particle motion, temperature, and changes of state, teacher(s) will implement targeted small-group instruction using scaffolds from the OpenSciEd Unit 6.2: "How Can Containers Keep Stuff From Warming Up or Cooling Down?" This includes revisiting Anchoring Phenomena routines and Model Revision activities that make particle motion visible through simulations and physical models. Students will engage in structured sensemaking discussions using OpenSciEd's "Let's Put Our Ideas Together" and "Navigation" routines to connect their observations to core disciplinary ideas. Instruction will emphasize the use of visual representations (e.g., particle diagrams, energy transfer arrows) and guided prompts to help students reason through cause-and-effect relationships between thermal energy and matter changes. Progress will be monitored through formative checks such as exit tickets and model revisions aligned to the OpenSciEd Lesson 12 assessment tasks, ensuring students move toward mastery of the unit's performance expectation.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

For students requiring intensive support, I will provide individualized instruction and re-teaching using simplified particle models and concrete, hands-on investigations aligned with OpenSciEd Unit 6.2 supports for differentiation (e.g., Teacher Supports for Access and Equity section). Lessons will focus on building foundational understanding of energy transfer and particle motion through direct modeling, guided questioning, and visual scaffolds such as animations or manipulatives (e.g., beads or marbles to represent particles). Students will receive one-on-one or very small-group intervention focused on connecting sensory experiences (heating, cooling, phase change demonstrations) to visual and verbal explanations of particle behavior. Progress will be monitored frequently using oral check-ins, quick sketches, and simplified model revisions, ensuring mastery of key concepts before re-engaging with the full class investigation routines. Collaboration with the SPED support staff will ensure strategies are consistent, inclusive, and responsive to each student's learning needs.

Social Studies Goal

Goal: What are we trying to achieve

Achieve a 83% pass rate for the selected standard by the end of the quarter.

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: Egyptian Experiences

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Whole group instruction: Teacher modeling how to incorporate a text evidence response, supporting a claim, accurately using citations.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Create a template for students to "fill in the blanks" to practice organizing information and citation of evidence. Utilize onsite LRC teacher for inclusive small group instruction.

7th Grade

ELA Goal

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

By the end of January 2026, 70% of students will be proficient in effectively incorporate source-based evidence to support their claims and reasoning, while observing rules for plagiarism and copyright. The Culturally Responsive and Relevant Teaching practices of using jigsaw activities and sentence stems will be used to create inclusive and equitable practices.

CURRICULUM: The standards and units we are targeting

STANDARD: W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research - a) Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history") - b) Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims")

UNIT: Informational/Explanatory Reading and Writing

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Model how to annotate an article and write CER for students using Educurious curriculum, as well as current event articles. Students can become more confident in their ability to annotate and write CERs. I can see this in their consistent practice and writing of CERs for summative assignments, without a teacher model and their ability to participate in seminar.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Modelling the process for writing evidence-based CER responses and for annotating articles, works very well. It is evident in their responses that are not practiced first and in their ability to participate in seminar. Meaning, over time, we stopped the practice test and just had a whole group discussion.

Math Goal

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

By implementing a variety of instructional practices, such as building on prior knowledge, using manipulatives and visual representations, structured number talks and class discussion, relating knowledge to real-world examples by the end of the semester, at least 70% of 7th grade students will be able to achieve proficiency solving real-world and mathematical problems involving the four operations with rational numbers according to SAWAS and teacher created assessments. Real-world examples will be intentionally designed to represent familiar concepts from a variety of experiential backgrounds.

CURRICULUM: The standards and units we are targeting

STANDARD: 7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

UNIT: Topic 1 - Integers and Rational Numbers

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing high-yield strategies listed below, teacher(s) will use whole group, partner, and small group instruction to support students in developing algebraic thinking aligned with standard 7.NS.A • Allow for independent think time, partner talks, and whole-group discussions so students have opportunities to process algebraic concepts individually and learn from each other. • Present open-ended questions designed to promote discourse around algebraic reasoning, encouraging multiple solution paths and different strategies for solving equations and expressions.· Facilitate structured math discussions and math talks that emphasize recognizing patterns, making connections between operations, and applying properties of operations to algebraic problem-solving.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Engage students in making connections between algebraic expressions, equations, tables, and graphs in various real-world and mathematical contexts-this could include using a graphic organizer to visualize relationships between variables. Work with flexible small groups based on common misconceptions in algebraic reasoning, using error analysis strategies to help students refine their understanding of equation-solving, properties of operations, and variable relationships.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Engage students in making connections between algebraic expressions, equations, tables, and graphs in various real-world and mathematical contexts-this could include using a graphic organizer to visualize relationships between variables. Students will also receive intentional, explicit lessons on how to interact with a math problem. Students will be given an accessible list of vocabulary words, and I will use SAWAS intervention strategies/assignments with this group. Work with flexible small groups based on common misconceptions in algebraic reasoning, using error analysis strategies to help students refine their understanding of equation-solving, properties of operations, and variable relationships.

Science Goal

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

By January 26, 2026, 70% will improve from beginning/approaching standard to meeting standard level on the mastery scale. 7-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Students will demonstrate understanding on a summative assessment task critiquing created scientific processes. Students will engage in scaffolds, formative assessments, INBs, progress tracker, and providing prompt feedback will be used to create an inclusive & equitable environment.

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

• Present students with a pre- assessment on the topic at the beginning of the unit demonstrating prior understanding to the standard and creating a driving question board. (Formative assessment) • Providing entry & exit tickets that allows student to show areas of strengths and misconception.· Provide feedback, weekly, assessing student's progress on scientific reasoning on taught concepts through conferencing and a progress tracker. • Allow independent think time, partner talks, and whole group discussions so students have opportunities to process individually and learn from each other. • Engage students in working through investigations, graphs; using graphic organizers and student created public document displayed in classroom.· Allowing scientific discourse by using science circles to engage further understanding and sharing of knowledge.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Flexible small group instruction based on misconceptions and misunderstandings, group reading responsibilities calibrated to student reading level. Teacher will implement these additional strategies to check for understanding: - Verbal responses -Graphic organizers (written notes/responses) -Sentence stems to assist with writing prompts -One-on-One guidance with teacher assistance -Access to lesson notes, videos, and simulations through technology

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Small groups determined by formative assessments and identified misconceptions Explore the application of displaying, describing, and summarizing data in science to allow students to make connections with science learning and real-world application. strategies to check for understanding: - Verbal responses -Graphic organizers (written notes/responses) -Sentence stems to assist with writing prompts -Daily check ins for understanding and work completion -Access to lesson notes, videos, and simulations through technology -One-on-One guidance with teacher assistance

Social Studies Goal

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

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: Connected

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Whole group instruction: Teacher modeling how to incorporate a text evidence response, supporting a claim, accurately using citations.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Create a template for students to "fill in the blanks" to practice organizing information and citation of evidence. Utilize onsite LRC teacher for inclusive small group instruction.

8th Grade

ELA Goal

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

CURRICULUM: The standards and units we are targeting

STANDARD: W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research - a) Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new") - b) Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced")

UNIT: Informational/Explanatory Reading and Writing

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Whole group instruction: Teacher modeling how to incorporate a text evidence response, supporting a claim, accurately using citations.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Create a template for students to "fill in the blanks" to practice organizing information and citation of evidence. Utilize onsite LRC teacher for inclusive small group instruction.

Math Goal

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

By implementing a variety of instructional practices, such as building on prior knowledge, using manipulatives and multiple representations, relating knowledge to real-world examples, and spiraling in concepts throughout the quarter, by January 2026 at least 70% of 8th grade students will be able to achieve proficiency in solving systems of equations that describe numbers or relationships.

CURRICULUM: The standards and units we are targeting

STANDARD: HSA-CED.A Create equations that describe numbers or relationships

UNIT: Topic 1 - Solving Equations and Inequalities

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing high-yield strategies listed below, teacher(s) will use whole group, partner, and small group instruction to support students in understanding standard, HSA-CED.A Solve systems of equations. Support students in understanding their Rights as a Learner and having this be part of the classroom Build a culture where mistakes are part of the learning and engaging in rough draft thinking is the norm Confer with 5 students during work on practice problems sets to give feedback and assess student progress toward goal.· Allow independent think time, partner talks, whole group discussions so students have opportunities to process individually and learn from each other.· Engage students in making connections between equations and graphs of the system. This could be a graphic organizer or poster.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the math concepts being taught/instruction, students will participate in flexible small group instruction based on misconceptions and misunderstandings. These small, fluid groups will be identified through exit, entry tickets and online discussion posts-use error analysis ideas and strategies to help students revise their thinking. Teacher will use student discourse strategies such as student talk to encourage and provide opportunities to discuss and interpret reading knowledge, summarizing information. Explore the application of displaying, describing, and summarizing math information to allow students to make connections with algebraic learning and real-world application. The teacher will facilitate groups with the aid of the LRC teacher, to calibrate struggling areas. During small groups, teachers will implement these additional strategies to check for understanding: - Verbal responses -Graphic organizers (written notes/responses) -Sentence stems to assist with writing prompts -One-on-One guidance with teacher assistance -Access to lesson notes, videos, and simulations through technology Progress will be measured by exit slips, daily feedback & brought to PLCs to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to the core science instruction, students will participate in flexible small group instruction based on misconceptions and misunderstandings. These small, fluid groups will be identified through exit, entry tickets and online discussion posts-use error analysis ideas and strategies to help students revise their thinking. Teacher will use student discourse strategies such as student talk to encourage and provide opportunities to discuss and interpret reading knowledge, summarizing information. Explore the application of displaying, describing, and summarizing data in science to allow students to make connections with science learning and real-world application. The teacher will facilitate group calibration to student's are of struggle. During small groups, teachers will implement these additional strategies to check for understanding: - Verbal responses -Graphic organizers (written notes/responses) -Sentence stems to assist with writing prompts -Daily check ins for understanding and work completion -Access to lesson notes, videos, and simulations through technology -One-on-One guidance with teacher assistance

Science Goal

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

By January 26, 2026, 70% will improve from beginning/approaching standard to meeting standard level on the mastery scale on MS- LS/-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. as measured by Genetics, Lesson 17, Summative Assessment. Students will demonstrate understanding on a summative assessment transfer task involving redwood trees. practice of scaffold, formative assessments, INBs, progress tracker, and providing prompt feedback will be used to create an inclusive & equitable environment.

CURRICULUM: The standards and units we are targeting

STANDARD: 8-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms

UNIT: Unit 5 Genetics

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing high-yield strategies listed below, teacher(s) will use whole group, partner, and small group instruction to support students in understanding standard, MS-LS1-5, students explore how environmental and genetic factors both influence the trait variation we see & realize the phenotypic variation is complex and multifactorial • Present students with a pre- assessment on the topic at the beginning of the unit demonstrating prior understanding to the standard and creating a driving question board. (Formative assessment) • Providing entry & exit tickets that allows student to show areas of strengths and misconception. • Provide feedback, weekly, assessing student's progress on scientific reasoning on taught concepts through conferencing and a progress tracker. • Allow independent think time, partner talks, and whole group discussions so students have opportunities to process individually and learn from each other.· Engage students in working through investigations, graphs; using graphic organizers and student created public document displayed in classroom. • Allowing scientific discourse by using science circles to engage further understanding and sharing of knowledge.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to the core science instruction, students will participate in flexible small group instruction based on misconceptions and misunderstandings. These small, fluid groups will be identified through exit, entry tickets and online discussion posts-use error analysis ideas and strategies to help students revise their thinking. Teacher will use student discourse strategies such as student talk to encourage and provide opportunities to discuss and interpret reading knowledge, summarizing information. Explore the application of displaying, describing, and summarizing data in science to allow students to make connections with science learning and real-world application. The teacher will facilitate group reading responsibilities calibrated to student reading struggle level. This will range from following along while the teacher reads, to smaller passages, to equal parts reading aloud to small group. During small groups, teachers will implement these additional strategies to check for understanding: - Verbal responses -Graphic organizers (written notes/responses) -Sentence stems to assist with writing prompts -One-on-One guidance with teacher assistance -Access to lesson notes, videos, and simulations through technology Progress will be measured by exit slips, daily feedback & brought to PLCs to inform instructional moves.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to the core science instruction, students will participate in flexible small group instruction based on misconceptions and misunderstandings. These small, fluid groups will be identified through exit, entry tickets and online discussion posts-use error analysis ideas and strategies to help students revise their thinking. Teacher will use student discourse strategies such as student talk to encourage and provide opportunities to discuss and interpret reading knowledge, summarizing information. Explore the application of displaying, describing, and summarizing data in science to allow students to make connections with science learning and real-world application. The teacher will facilitate group reading responsibilities calibrated to student reading struggle level. This will range from following along while the teacher reads, to smaller passages, to equal parts reading aloud to small group. During small groups, teachers will implement these additional strategies to check for understanding: - Verbal responses -Graphic organizers (written notes/responses) -Sentence stems to assist with writing prompts -Daily check ins for understanding and work completion -Access to lesson notes, videos, and simulations through technology -One-on-One guidance with teacher assistance

Social Studies Goal

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

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: Civil War and Reconstruction

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Whole group instruction: Teacher modeling how to incorporate a text evidence response, supporting a claim, accurately using citations.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Create a template for students to "fill in the blanks" to practice organizing information and citation of evidence. Utilize onsite LRC teacher for inclusive small group instruction.

Specialized Program Goals

Preschool Goal

Goal: What are we trying to achieve

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

Note: TK does not participate in Fall CAP.

CURRICULUM: The standards and units we are targeting

STANDARD: Cognitive: 11) Demonstrates positive approaches to learning: a) Attends and engages

UNIT: [Unit name]

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Note: TK does not participate in Fall CAP.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Note: TK does not participate in Fall CAP.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Note: TK does not participate in Fall CAP.

Music Goal

Goal: What are we trying to achieve

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

Students will participate individually in creating a group video and soundtrack for a silent movie. -Students will be able to practice individually and in groups percussive sounds to use in the final production. -Students will be able to use a variety of instruments. -Students will collaborate with others using the same instrument to prioritize when and where they should play. -Students can create, provide feedback, and refine the sounds that they are hearing or want to hear.

CURRICULUM: The standards and units we are targeting

STANDARD: Music 2 Create- Organize and develop artistic idea and work

UNIT: Music - NA

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

I will teach small groups how to strike or play new percussion instruments. The more obscure the instrument, the more individual instruction will be needed.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

I will personally show students how to play certain instruments or how to achieve a certain sound from an instrument. I will also use student tutors who understand the concepts and techniques.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

I will help select an instrument that the students will be successful with. I will then work with them to ensure that they know when and how to play the instrument.

PE Goal

Goal: What are we trying to achieve

Achieve a 80% pass rate for the selected standard by the end of the quarter.

There are currently 42% of 5th grade students meeting standard 1.E14.5a. By January 30th, 2026, the percent of students meeting the standard will increase to 80% as measured by visual skill assessments using the overhand throwing rubric as guidance. I will accomplish this by establishing an inclusive and equitable PE culture that adheres to grade-level standards. This includes providing a safe space for learning and trying new things and maximizing participation time for students.

CURRICULUM: The standards and units we are targeting

STANDARD: PE-3 Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness

UNIT: PE- NA

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

During whole group instruction, I will use modeling, movement exploration, and peer coaching teaching strategies to teach the fundamental movement markers necessary to perform the skill correctly. Additionally, I will provide games and station activities that emphasize the skill of the overhand throw.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

During stations and small group instruction, I will reteach the skill. I will provide a visual maker of the stepping foot for those who need extra assistance. Using an ipad, I will provide a video playback of the skill to help students refine their form. I also will offer a variety of throwing implements for learners to choose from.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

For ELL students I will provide pictures and videos to demonstrate the skills and appropriate steps to performing it. For children with sensory needs I will provide headphones to reduce the noise overstimulation in PE. For ADD/ADHD students I will provide a listening space during instruction where they can move and fidget without disrupting class.

School Climate & Support Goals

Behavior Goal

Goal: What are we trying to achieve

Ensure 98% of students have behaviors NOT resulting in suspension or expulsion.

By Spring 2026, 98% of our students will have behaviors NOT resulting in suspension or expultion. This will be measured using the Exclusionary tab of Basecamp. By providing proactive approaches outlined in Action Step 1 and intervention strategies outlined in Action Step 2, we will work to make sure all students feel safe, included, and supported. We will check data disaggregated data regularly to monitor disparities and make changes to ensure our students are receiving the best supports to be successful at Bryant Montessori.

Root Cause Analysis:

As stated above, our exclusions so far are all boys of color in primary grades. It is believed that these students are in need of accountability measures, explicit SEL instruction, and positive feedback. By putting these measures in place, we are ensuring that each student is being provided the opportunity to become successful socially and emotionally within their classroom.

STEPS: How we will accomplish this goal

ACTION STEP INTRODUCTION

During the first six weeks of school, we have had 6 exclusions, which are all boys of color in primary grades.

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

As a whole school, we will work on proactive approaches to positive relational behavior that includes schoolwide Character Strong lessons and BEARS recognitions for showing bravery, empathy, awareness, responsibility, and safety. We will also implement restorative circles to problem solve with students.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Teachers will provide explicit SEL instruction to our primary students who are struggling with pro social behavior. Students will also use a Check In, Check Out with their classroom teachers to provide for clear communication with family and positive reinforcement.

Staff Goal

Goal: What are we trying to achieve

Support staff SEL (social awareness or relationship skills), resulting in at least 80% positive rating on the selected Climate Survey item.

By May 2026, 80% of Bryant Montessori staff will answer positively to the statement, "When there is a problem, we talk about how to solve it." This will be measured in the winter and again in the spring using the same survey given to staff in October of 2025. We will ensure all staff have a voice through equitable discussion protocols and intentionally incorporate conflict resolution techniques in problem solving.

STEPS: How we will accomplish this goal

PROMOTING SEL FOR STUDENT IMPACT

Building administration will meet with representative bodies on a monthly basis to discuss problems that arise. Teach staff conflict resolution techniques by using role playing scenarios, reteaching restorative circles, learning the PAUSE protocol, and providing support to staff to help effectively manage conflictual conversations.

Student Goal

Goal: What are we trying to achieve

Implement Whole Child practices with fidelity, resulting in at least a 80% positive rating on the selected Climate Survey item.

By May 2026, the percentage of students who respond positively to the statement, "I am good at solving conflict with others," on the student climate survey will increase from 54% to 80%. This will be achieved through the implementation of explicit social-emotional learning (SEL) lessons, restorative practices, and conflict resolution strategies taught and modeled schoolwide. Progress will be monitored through mid-year student surveys, classroom observations, and student reflections. The goal is inclusive and equitable, ensuring that all student groups-including multilingual learners, students receiving special education services, and historically underserved populations-have access to and representation in SEL instruction and restorative opportunities.

STEPS: How we will accomplish this goal

PROMOTING SEL FOR STUDENT IMPACT

Implement weekly, schoolwide SEL and conflict resolution lessons, using our CharacterStrong schoolwide challenge, that explicitly teaches strategies for identifying emotions, active listening, perspective-taking, and peaceful problem-solving. All staff will model these strategies during class meetings and real-time conflicts to reinforce skills consistently. Strengthen the use of restorative practices by training all staff in restorative language and circle protocols. Staff will facilitate restorative conversations following conflicts to help students repair harm, build empathy, and practice problem-solving, with attention to ensuring equitable participation across all student groups. Finally, a group of middle school students will be training in restorative circles to help build connection and mentorship to help problem solve with our elementary students.