602 N. Sprague Ave.
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
This year, our school is launching a comprehensive plan focused on collaboration, equity, and student-centered learning. We are implementing structures like PLC+ and SWAN cycles to strengthen professional practice and ensure consistent support for all learners. Through AVID strategies, SEL integration, and restorative routines, we aim to build a culture of academic rigor and emotional safety. Our commitment to equity and whole educator development will be supported through targeted training, le
Our Vision
We are responsible. We are respectful. We are compassionate. We are safe. Vision: Equity and excellence for all.
Our Mission
Mission: Help students realize their potential by providing rigorous academics, equitable opportunities, and enriching programs. We allow for student creativity in a diverse community where all are accepted, valued, and supported.
Academic Goals
6th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment (or mid-assessment) data, 26% of my students were able to deeply discuss and prove a concise theme or life lesson they learned from the text. They are able to justify how the theme is developed throughout the text and can write a clear summary of that theme. By implementing feedback strategies (exit tickets and rubrics}, physical movement strategies, reading strategies (Signpost Reading strategy}, graphic organizers (theme tracking organizer}, theme summary stems, small group instruction and expert leads, my goal is that by Jan 31st 2026, 75% of my students will be able to demonstrate a meeting or above skill on the similar assessment.
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
I will improve equity through emphasis of reading and writing to develop students' ability to deeply discuss and prove a concise theme or life lesson they learned from the text. They are able to justify how the theme is developed throughout the text and can write a clear summary of that theme. Specifically, I will create exit tickets as formative checks and collaborative study groups. My BAME "Meeting" rubric look fors will be include students being able to identify a deep analysis of theme with a justification on how it is developed. They will be able to orally present and well express this information in a written theme summary paragraph. To further support learners, I will also quickwrites as do nows and will assess their INBs for understanding around the standard and learning targets.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students receiving SPED services will participate in small group instruction for at least 10 minutes, 2 times a week with a focus on the CCSS.RL.6.2 9 Determine Theme) standard. Support teachers will sought out for additional scaffolds and supports. Students will also receive support through collaborative students groups in which they will interact with the text and help each other's understanding. Progress will be measured by exit slips, consistent feedback, and brought to Content PLC meetings to inform classroom teachers of progress.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students in this tier will have additional small group instruction on the fundamental reading skills including reading accuracy and fluency (Title 1). They will do this through small group work on Weds, 1/1 Conferring during silent reading as well as assigned I-Ready MyPath lessons.
Math Goal
Goal: What are we trying to achieve
Achieve a 30% pass rate for the selected standard by the end of the quarter.
We want our students to be able to know the relationship between multiplication and division, visual representations of fraction division problems and be able to model fraction division, divide multi-digit numbers, add/subt/mult/div multi-digit decimals, create a story context for a division situation. By using Interactive Math Notebooks, giving positive recognition and authentic feedback, using AVID notetaking strategies, and integrating formative assessment and self-scoring practices authentic formative assessment practices, progress monitoring, and eliciting student-choice in note-taking resources (Understanding by Design}, using whole child strategies, consistency, predictability, structure, routine, assessment feedback and encouraging perseverance. Based on our Topic 1 pre-assessment, 0% of students are currently meeting 6.NS.A. 1 By February 3, 2026, 30% of the students will meet standard as measured by a Sawas adapted Topic 1 summative assessment. We will using the following Culturally Responsive and AVID strategies to create inclusive and equitable practices, and help students grow:
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 Interactive Math Notebooks, giving positive recognition and authentic feedback, using AVID notetaking strategies, and integrating formative assessment and self-scoring practices teachers will use whole group, partner and small group instruction to support student in understanding 6.NS.A.1 - Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem to ensure students are able to know the relationship between multiplication and division, visual representations of fraction division problems and be able to model fraction division, divide multi-digit numbers, add/subt/mult/div multi-digit decimals, create a story context for a division situation. Progress monitoring will be tracked through Topic 1 Pre and Post Test
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing authentic formative assessment practices, progress monitoring, and eliciting student-choice in note-taking resources (Understanding by Design) teachers will use whole group, partner and small group instruction to support students in understanding 6.NS.A.1 - Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem to ensure students are able to know the relationship between multiplication and division, visual representations of fraction division problems and be able to model fraction division, divide multi-digit numbers, add/subt/mult/div multi-digit decimals, create a story context for a division situation. Progress monitoring will be tracked through Topic 1 Pre and Post Test
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
By implementing whole child strategies, consistency, predictability, structure, routine, assessment feedback and encouraging perseverance, teachers will use whole group, partner and small group instruction to support student in understanding 6.NS.A.1 - Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem to ensure students are able to know the relationship between multiplication and division, visual representations of fraction division problems and be able to model fraction division, divide multi-digit numbers, add/subt/mult/div multi-digit decimals, create a story context for a division situation. Progress monitoring will be tracked through Topic 1 Pre and Post Test
Science 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 the Light and Matter unit, 85% of students will accurately demonstrate understanding of how light waves are reflected, absorbed, and transmitted through various materials by developing and explaining a model of the one-way mirror phenomenon. Instruction will include multiple entry points, visuals, sentence stems, hands-on modeling, and peer collaboration, to ensure all students can access and demonstrate learning. Based on the pre-assessment data, 10% of my students were able to partially explain how light interacts with materials. By implementing explicit modeling, hands-on investigations, scaffolded vocabulary, and targeted small-group instruction, my goal is that by Nov 1, 2025, 85% of students will be able to accurately develop and explain a model showing how light waves are reflected, absorbed, and transmitted through materials in the one-way mirror phenomenon.
CURRICULUM: The standards and units we are targeting
STANDARD: 6-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
UNIT: Unit 1: Light and Matter
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
I will improve engagement and equity through emphasis on Collaboration and Inquiry (WICOR strategies) to develop students' ability to develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Specifically, I will guide whole-group phenomenon-based discussions using sentence stems and collaborative model-building. Facilitate hands-on investigations where students collect evidence to revise their models and explanations. My BAME "Meeting": States a clear claim that explains the visibility difference through the one-way mirror. Provides relevant evidence about light behavior related to the one-way mirror that supports the claim. Explains the connection between evidence and claim, describing light wave interaction with materials. Creates an accurate model that represents light reflection and transmission and explains the phenomenon.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will use Writing and Inquiry strategies by providing guided notes, structured model templates, and targeted small-group sessions that use visuals, simulations, and vocabulary scaffolds to strengthen conceptual understanding of light behavior. Students will explain their models verbally and in writing at least twice per week to monitor growth.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to Tier I and II supports, I will implement the following accommodations/modifications: - Provide visual and step-by-step instructions for modeling activities. - Offer extended time for developing written explanations. - Use bilingual resources or translation tools for multilingual learners. - Conduct one-on-one check-ins with students receiving SPED or ML services to reteach reflection, absorption, and transmission using manipulatives and concrete examples. - Progress will be measured by mini-assessments, model revisions, and teacher feedback shared in PLCs.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 48% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment (or mid-assessment) data, 18 of my students were able to create a product that using social studies content to support a claim and present the product in a manner that meaningfully communicates with a key audience. By implementing WICOR strategies, my goal is that by end of November, 50% will be able to demonstrate standard on the similar assessment.
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
• I will improve engagement through emphasis of inquiry to develop students' ability to create a product that uses social studies content to support a claim and present the product in a manner that meaningfully communicates with a key audience. Specifically, I will use inquiry with Would You Rather and Leveled Questions.· My BAME "Meeting" rubric look-fors will be· Your Map: Has most parts (title, compass, scale, legend, labels). Shows land and people features with some small mistakes. Your City Plan: Looks like Mesopotamia. Has main landmarks in good places. Labels are mostly clear.· Your Map: Shows how land and water helped people, with mostly good reasons. Your City Plan: Makes clear connections between geography and city life. • Educational Feature: Explains how Mesopotamia grew as a civilization. Uses mostly correct facts. Includes some sources. Presentation: Organized and mostly clear. Answers the big question. Keeps the audience's attention most of the time.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also use organization by having students develop graphic organizers and sentence stems.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Peer tutor, adult check-ins, extended time, modified assignments, daily routines
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 the pre-assessment (or mid-assessment) data, 17% of my students were able to meet standard on RL 7.4. By implementing feedback strategies such as exit tickets and rubrics, my goal is that by end of November, 2025 40% will be able to demonstrate meeting standard on RL7.4 on the similar assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings - analyze the impact of rhymes and other repetitions of sounds (eg, alliteration) on a specific verse or stanza of a poem or section of a story or drama
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
I will improve feedback through emphasis of rubrics and exit tickets to develop students' ability to determine the meaning of words in a text and analyze word choice for impact on meaning and tone. Specifically, I will use exit tickets to take a snap of student understanding after the daily learning to assess progress. My "Meeting" rubric look-fors will be: student demonstrates understanding of connotative meanings and explains how word choice affects tone and meaning, & student identifies and explains most figurative language accurately; demonstrates clear understanding of how metaphors, similes, personification, etc. contribute to meaning.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also use sentence-stems for academic conversations to allow greater access for struggling learners. Small groups based on current data
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving SpED services will participate in small group instruction for 10 minutes, 2 times a week with a focus on RL 7.4 standard. Support teachers will use collaborative study groups. Students will build vocabulary and practice context clue strategies. Progress will be measured by exit slips, consistent feedback, and brought to Content PLC meetings to inform classroom teachers of progress.
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 the pre-assessment data, 0% of my students were able to identify and represent proportional relationships between quantities (7.RP.2). By implementing explicit instruction with visual models (tables, graphs, and double number lines), collaborative problem-solving routines, and targeted small-group interventions using iReady MyPath and AVID WICOR strategies (such as writing-to-learn and inquiry-based questioning), my goal is that by December 12, 2025, at least 40% of my students will be able to accurately identify, represent, and explain proportional relationships across multiple representations (verbal, tabular, graphical, and algebraic) on a similar post-assessment.
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
I will improve student engagement through emphasis on Inquiry and Collaboration, to develop students' ability to identify, represent, and explain proportional relationships between quantities (7.RP.2). Specifically, I will implement structured collaborative problem-solving routines (Think-Pair-Share, A/B Partner Talk, and group math tasks) where students discuss, question, and justify proportional reasoning using academic vocabulary (Inquiry+ Collaboration). And I will incorporate Costa's Levels of Questioning during warm-ups and small-group discussions to help students generate and respond to higher-level mathematical questions that deepen conceptual understanding (Inquiry).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also implement Focused Note-Taking and Writing-to-Learn strategies, where students use Cornell Notes and math journals to summarize their understanding of proportional relationships, explain the meaning of the constant of proportionality, and reflect on their problem-solving process (Writing+ Organization). Along with· Small-group reteaching based on exit tickets· Khan Academy videos and practice problems· Purposeful partnering based on formative assessments· Wednesday choice board activities with targeted or myPath on iReady for more support.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving SPED services will participate in small group instruction for 30 minutes, once a week or as needed with a focus on the 7.RP.2 standard - identifying, representing, and explaining proportional relationships. Support teachers will use data from i-Ready MyPath, classroom formative assessments, and IEP goal tracking to provide targeted interventions that address individual learning needs and skill gaps. Students will engage in scaffolded tasks that reinforce proportional reasoning, use visual models and manipulatives, and monitor their own growth through data reflection and goal-setting aligned to their IEP targets. Progress will be measured by exit slips, iReady progress data, ongoing teacher feedback, and shared during Content PLC meetings to inform classroom teachers of growth, instructional adjustments, and next steps for continued support.
Science Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment CER: "Where did the gas in the bath bomb come from?" data, 0% of my students were able to write a claim supported with evidence and reasoning that correctly answers, "where did the gas in the bath bomb come from?''. By implementing WICOR, focused notes, a warm demander, whole group, partner and small group. My goal is that by November 15th 75 % will be able to write a claim, supported with evidence from data collected in labs and supply a reasoning statement that includes a scientific principal on the similar assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: 7-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
UNIT: Unit 1: Chemical Reactions and Matter
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
I will improve student collaboration through emphasis of small lab group GLAD strategies, to develop students' ability to 7-PS1-2 - Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Specifically, I will use iReady data to group students based on reading scores and use GLAD collaboration strategies when students work in small lab groups to increase engagement. My BAME "Meeting" rubric look-fors will be:• Clearly states a claim that answers the investigative question• Provides at least 2 pieces of data/evidence from the lab that support the claim • Reasoning explains how the evidence supports the claim • Reasoning connects the evidence to a scientific concept• Has a labeled diagram OR graph illustrating the evidence • Uses complete sentences.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also implement note templates, word wall vocabulary development & whole group, partner and small group instruction to support student collaboration and increase rigor.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to Tier I whole group instruction and Tier II supports, I will ensure I implement the following accommodations/modification interactive science notebooks, structured focused notes for students with IEP's, intentional vocabulary building in notebooks and posted on the word wall.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment (or mid-assessment) data, 37% of our students were able to meet/exceed the HJ standard. By implementing AVID strategies, my goal is that by the end of 51, 50% of students will be able to demonstrate meeting/exceeding on the similar assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events.
UNIT: Connected
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
I will improve engagement through emphasis of Project Based Learning, Planners to develop students' ability to meet standard H3. Specifically, I will have students use planners for writing assignments and organizing their class work. My BAME "Meeting" rubric look-fors will be answering the prompts, using evidence-based learning and completing the assignment.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small group intervention reteaching, reteaching on review days, intervention structures
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Verbal feedback and understanding checks Reading strategies Guided notes 1:1 check-ins Regular communication with case managers/paras
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 the pre-assessment (or mid-assessment) data, 19% of my students were able to meet standard on RL 8.4. By implementing collaboration and investigative strategies my goal is that by end of November, 2025 40% will be able to demonstrate meeting standard on RLB.4 on the similar assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
AVID WICOR Warm Demander Ignite-chunk-chew-review
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Differentiation in Synergy Wednesday intervention using iReady supports and opportunities to redo assignments using resources and teacher feedback Exemplars/mentor texts Group collaboration ML support
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
promote SEL Wednesday interventions
Math Goal
Goal: What are we trying to achieve
Achieve a 35% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment (or mid-assessment) data, 4 [3 %] of my students were able to solve equations and inequalities in one variable. By implementing Interactive Math Notebooks, giving positive recognition and authentic feedback, using AVID notetaking strategies, student choice in learning mediums (Understanding by Design}, and integrating formative assessment and self-scoring practices my goal is that by January 31, 2026, 47 [35% %] will be able to demonstrate Solving equations and inequalities in one variable on the similar assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: HSA-REI.B Solve equations and inequalities in one variable
UNIT: Topic 1 - Solving Equations and Inequalities
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
I will improve Engagement through emphasis of Student INBS and positive and explicit feedback, to develop students' ability to Solve equations and inequalities in one variable. Specifically, I will provide structure (Cornell notes format) to promote taking notes in their INBs, and provide feedback on assessments. My BAME "Meeting" rubric look-fors will be: o Choosing a strategy that could lead to a correct solution o Uses inverse operations and/or Properties of Equality appropriately o Graphs and interprets inequalities and absolute values as needed o Arrives at a correct solution
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also provide multiple mediums for students to access for notes/learning.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving SPED services will participate in small group instruction for 15 minutes, 2+ times a week with a focus on HSA-REI.B standard. Support teachers will coach and prompt group discussions. Students will discuss possible solutions or steps leading to increased understanding. Progress will be measured by exit slips, consistent feedback, and brought to Content PLC meetings to inform classroom teachers of progress.
Science Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 0% of students were able explain force interactions in collisions using a claim, evidence, and reasoning format. By implementing WICOR strategies, collaboration, vocabulary strategies and being a warm demander, my goal is that by November, 20th, 75% will be able to meet or exceed the standard on the post assessment design challenge.
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
I will improve engagement through emphasis on inquiry and collaboration, to develop students' ability to apply Newton's Third Law to collision scenarios. Specifically, I will use structured group investigations (collaborative inquiry) and interactive modeling tasks (writing to learn). My BAME rubric look-fors will be: clearly states a claim that answers the investigative question, provides at least 2 pieces of data/evidence from the lab that supports the claim, reasoning explains how the evidence supports the claim, reasoning connects the evidence to a scientific concept, has a labeled diagram or graph illustrating the evidence.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also implement guided modeling using sentence frames and scaffolded diagrams to reinforce force concepts and design criteria
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to the Tier I whole group instruction and Tier II supports, I will ensure I implement the following accommodations/modifications: ML students: visual vocabulary supports and sentence starters, IEP students: extended time and sentence starters, 504 students: preferential seating and access to digital simulations.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment (or mid-assessment) data, 10% of my students were able to determine the meaning of words and phrases as they are used in a text. By implementing use of a combination of reading comprehension assessments, vocabulary checks, and formative performance tasks my goal is that by February 50% will be able to demonstrate 3 or 4 on the similar assessment.
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: Untold Stories of the Revolution
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
I will improve engagement through emphasis of Writing, Reading, and Inquiry to develop students' ability to RL.8.4. Specifically, I will use learning logs, quick writes, and Cornell Notes to promote reflection and retention, incorporate summarization tasks to deepen understanding, use of reciprocal teaching, text marking, think-alouds, encourage students to make text-to-self/world connections, and use of Inquiry. My BAME "Meeting" rubric look-fors will be Behavior (Actively engages in discussion about colonial life, geography, or economy); Academic (Uses evidence from texts, maps, or primary sources to support ideas); Mindset (Reflects on how colonial foundations influence modern American society); Engagement (Completes tasks with attention to detail and historical accuracy).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also focus on offering Sentence Frames and Paragraph Starters, Quick Writes or R/P Exit Tickets, and Graphic Organizers for Writing (Venn diagrams).
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving SPED services will participate in small group instruction for 10 minutes, 4 times per week. Progress will be measured by exit slips, consistent feedback, and brought to Content PLC meetings to inform classroom teachers of progress.
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
We want our students to be proficient in creating and refining glass arts projects that meet the student's highest standards. By giving positive recognition and feedback, and integrating authentic formative assessment, we will increase the percentage of students meeting standard by 65%.
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
By implementing [teacher clarity, instructional routines and summarization] teachers will use whole group, partner and small group instruction to support student in understanding [Anchor Standard 3 Refine and complete artistic work. The Enduring Understanding is: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work overtime.] to ensure students are able to [... be proficient in creating and refining glass arts projects that meet the student's highest standards]. Progress monitoring will be tracked through [teacher observation, rubrics and a summative group critique].
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing [Providing immediate corrective feedback, Validate, Brainstorming and Assest Based Feedback] teachers will use whole group, partner and small group instruction to support student in understanding [Anchor Standard 3 Refine and complete artistic work. The Enduring Understanding is: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work overtime.]to ensure students are able to [... be proficient in creating and refining glass arts projects that meet the student's highest standards]. Progress monitoring will be tracked through [teacher observation, rubrics and a summative group critique].
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
By implementing [1:1, additional instruction with teacher or counselor, Check and Connect with individual goals and social and emotional circles in the classroom] teachers will use whole group, partner and small group instruction to support student in understanding [Anchor Standard 3 Refine and complete artistic work. The Enduring Understanding is: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work overtime.]to ensure students are able to[ ... be proficient in creating and refining glass arts projects that meet the student's highest standards]. Progress monitoring will be tracked through [teacher observation, rubrics and a summative group critique].
Music Goal
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
I want students to be able to Count rhythms up 8th notes, identify treble/bass clef notes, react and initiate dynamics while playing, define musical symbols, and demonstrate good tone on their instrument. By Ensemble rehearsal, Student collaboration within sectionals, Student friendly language, Ignite, chunk, and chew, Reviewing lessons from the day before, Formative assessment: performance progress, positive recognition and authentic feedback. We will increase the number of students meeting or exceeding standard on Standard 5: Develop and refine artistic techniques and work for presentation.
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
1. Ensemble Rehearsal 2. Student Collaborations in Sectionals 3. Student friendly language 4. Ignite, Chunk, and Chew 5. Reviewing lessons from the day before 6. Formative assessment: Performance Progress 7. Positive recognition and authentic feedback
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Demonstrations Partner: Beginner with advanced student Partner: Check each other's work or play together Differentiated language and memory tricks
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Individualized extra resources Classroom accommodations Reading Strategies: Writing in note names/rhythm counts Scribe for students as needed to complete daily work Tracking for students as they read Resources in different languages
PE Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment (or mid-assessment) data, 45%[x %] of my students were able to meet or exceed the standard in a cardiorespiratory assessment [skill]. By implementing Tier 1,2, and 3 WICOR strategies, my goal is that by [1123126] 60% [x %] will be able to demonstrate a meeting or exceeding on a cardiorespiratory assessment.
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
I will improve [pick one: engagement, equity, feedback] Engagement. through emphasis of [pick one or two WICOR categories] Collaboration and Organization, to develop students' ability to [name the priority standard] Standard 3 (fitness). Specifically, I will [describe task and WICOR category strategy] provide authentic positive recognition, integrate formative and self-scoring practices, goal setting and student friendly language My BAME "Meeting" rubric look-fors will be Engagement, Effort, improvement of over time, Fitnessgram assessment rubrics.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also validate, affirm, build and bridge. Teachers will use whole groups, small group and partner instruction to support student learning in standard 3.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to Tier I whole group instruction and Tier II supports, I will ensure I implement the following accommodations/modifications: (teacher needs to review and list relevant accommodations/modifications from at least 3 504s, IEPs, ML status, etc. in the focus class): By implementing [intensive, highly structured individualized interventions and supports for students significantly below grade level, encouraging, consistency, authentic feedback] teachers will use whole group, partner and small group instruction to support student in understanding standard 3.
World Language Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 10% of my students were able to describe themselves in Spanish by conjugating Ser + Adjectivos. By implementing whole group instruction, call and response, small group and partner work, and interactive notebooks, my goal is that by 1215125, 50% will be able to demonstrate proficiency on a similar assessment.
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
I will improve student engagement through emphasis on Collaboration, to develop students' ability to Communicate in Spanish (World Language WL.1.1: Interpersonal Communication- Learners interact in spoken or written conversations to share information, reactions, feelings, and opinions.) Specifically, I will use Call and Response when students are learning new vocabulary for pronunciation and practice. I will use Student to Student Academic Conversations in small groups and with partners to create more authentic opportunities to speak and engage with their new language and vocabulary. My BAME "Meeting" rubric look-fors will be that students can conjugate the verb Ser and use at least five adjectives in Spanish to describe themselves and others.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also focus on Organization and the Interactive Notebooks to support students with notetaking and new vocabulary to use and practice in class.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to Tier I whole group instruction and Tier II supports, I will ensure I implement the following accommodations/modifications: IEP students will receive more time on assessments, one on one instruction, and modified assignments. ML students will receive scaffolded instruction, sentence starters, and visuals.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 90% of students have behaviors NOT resulting in suspension or expulsion.
Our goal is to reduce exclusionary discipline, as a percentage of our total population to less than 10% (it was 18.9% in 2024-2025). Moreover, a secondary goal is the school exclusion proportion will be nearer equal to the proportion of enrollment in the school. For 2025-2026 17% of students are Black, 22% identify as two or more races, and 33% are white. By June 2025, the proportional gap will be reduced by 5% or more from the previous year for Black students and students who identify with two or more races.
Root Cause Analysis:
There was a culture of exclusion last year that led to a very high exclusion rate of 18.9% of the entire population. Staff culture itself appeared to struggle with its relationship with administration where students were often out of class without adult supervision. Staff and students were feeling unsafe and there was not a formalized system of restoration when conflicts arose. There was no Whole Child Team to dive into data and determine next steps to address behaviors.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Fall: Whole Child Team to analyze and process discipline data; implementation of SEL curriculum to increase social/emotional growth and develop a stronger sense of school community; Edge Coaching, Mentorship Groups, Restorative Practice cycle, behavior support plans, family involvement, and Behavior Interventionist roles placed within discipline response system.?
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Establish systems and routines based on Whole Child Team data analysis (including Climate Culture Data, Discipline Data). Encourage staff-wide implementation of Character Strong Lessons to help students build their executive function skills, conflict resolution skills, and build upon relationships, self-management, self-awareness and awareness of others. Meanwhile, we have been working on training our restorative support team to include 2 counselors, 1 counselor interns, a building MTSS ESP, a BNC Reading/Mentor, Security Staff, and Admin. Part of that system is to increase door-to-door service (1st Responders) to address lower level needs and support students staying in class.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will be building upon our grade level team meeting/GLTs with tools and resources to discuss students with needs (SWAN), picking strategies to implement, collect data and reflection. There will be a tool document for strategy starters, a document to track students, and protocols at the GLT to help give all teachers voice with a concluding component that requires an action step by the teaching staff that they are responsible for. Meanwhile, TWCI team also reviews discipline and restorative data to create a cycle of problem-finding, reflections on systems and practices, and potential updates.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 15% positive rating on the selected Climate Survey item.
Reminder that in this case, the smaller the percentage the better, as it indicates less gap between I vs. They. By the next CEE survey, staff will be able to indicate at each level of ''gap" a 15% improvement (Openness to New Ideas, Willingness to Work at Change, and Willingness to be Held Accountable).
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Action Steps will include: 1. Analyzing current data for Hilltop Heritage around Whole Child implementation and AVID implementation. 2. Developing with staff a vision and path forward on AVID schoolwide practices that need to have increased fidelity in their implementation. This will include Professional Development supported by AVID Site Team and Whole Child Team. 3. Design staff professional development to continue to build it in components of AVID and Whole Child. 4. Conducting quarterly staff survey check-ins to measure level of confidence in AVID and Whole Child implementation and practices with increased fidelity. 5. Analyze staff feedback and be responsive to adjust Professional Development to support staff in AVID and Whole Child schoolwide practices with increased fidelity.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 30% positive rating on the selected Climate Survey item.
Hilltop Heritage Middle School improve conflict resolution skills from (12%) to (30%) by June 2026. The Whole Child Team will work in collaboration with teaching and support staff to intentionally develop conflict/resolution skills using Character Strong lessons, restorative training, systems and practices, as well as intervention groups for students identified by Whole Child Team.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
The Whole Child Team will work in collaboration with teaching and support staff to intentionally develop conflict/resolution skills using Character Strong lessons, restorative training, systems and practices, as well as intervention groups for students identified by Whole Child Team. 1. Develop Whole Child Team