6501 S. 10th Street
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Hunt Middle School, an 18 Middle Years Program believes that all children have the right to a robust and well-balanced global education. We strive for rigor, relevance, and relationships in and out of the classroom while providing opportunities for expression.
Our Vision
We Collaborate, We Create, We Make Connections with our Community.
Our Mission
Collaboration: Work with others to develop a product or solution using interpersonal skills. Create: Create understanding through experiences, high-yield strategies, student talk, structured inquiry, application, interdisciplinary learning, and reflection. Connections with community: Seek out what the community needs and apply our learning to provide and serve our communities.
Academic Goals
6th Grade
ELA 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 (21) students at level 1, (7) students at level 2, and (4) students at level 3. By (1117125), (21} of the students at a level 1, (7) of the students at a level 2, and (4) of the students at a level 3 will improve by (1 level) on (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.) as measured by (Common Lit Skills Assessment). The Culturally Responsive and Relevant Teaching practices (building relationships, prior knowledge, cultural backgrounds) will be used to create inclusive and equitable practices.
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
By implementing high-impact whole group instructional strategies such as modeling close reading, think-alouds, accountable talk, and the use of graphic organizers during core ELA whole group instruction, and high-impact flexible small group strategies such as guided text analysis, reciprocal teaching, and targeted skill conferencing during small group instruction, students will build understanding in RL.6.2 - determining a theme or central idea and summarizing details that develop it. By leveraging practice assignments, timely feedback, and opportunities for retakes, revisions, and item corrections, students will demonstrate growth as measured by formative assessments, unit common assessments, and the IB 1-8 rubric for RL.6.2.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also offer short stories at a variety of reading levels (below, on, HC).
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Given explicit instruction and structured practice, the student will improve foundational reading skills by increasing phonemic awareness, decoding accuracy, and fluency to support grade-level comprehension. The student will decode multisyllabic words using syllabication strategies with structured reading tasks.
Math Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 0% of my students were able to score a 5 or higher on 6.N5.A. By implementing Seminar, small groups, and Solve Squads, my goal is that by 10/21/2025, 70% will be able to demonstrate a 5 or higher on the similar assessment.
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
To improve engagement by emphasizing application, I will develop students' ability to use and build schema/background knowledge. Students will engage with the Step 1 tasks of envision Mathematics 6th grade with a focus on drawing upon prior knowledge, skills, and strategies to solve the problems to ensure students will be able to use positive rational numbers.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also include math fact drills. Students will choose an operation that they need support with based on prior data, they will solve a problem using any strategy they choose. They will pair with a partner who solved a problem with the same operation to share and compare their strategies. Together they will create a real-world example that could be solved using the problem they solved. Groups will pair with another group who used the same operation. Together they will create the important keys for solving a problem using that operation.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving Title/LAP services will participate in small group instruction for 80 minutes, 2 to 3 times a week with a focus on 6.NS.A.1 standard. Support teachers will implement note processing, games, and feedback protocols. Students will self-evaluate and peer- evaluate to reflect on their progress.
Science Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 10% of my students were able to develop a model to show how light is reflected and transmitted through an object based on its material. By implementing Stop and Jot Strategies my goal is that by October 16th 70% will be able to demonstrate their ability to develop a model to show how light is reflected and transmitted through an object based on its material on the similar assessment.
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
To improve equity by emphasizing access, I will develop student's ability to engage and interact with text because students will close read articles and use the Stop and Jot Strategy and read lab instructions and use Slow Down for Numbers Strategy with a focus on explaining with drawn models and/or written sentences how light travels in relationship to a variety of materials to ensure students will be able to develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also re-read and annotate articles and use Chunk and Sketch Strategy with a small group of students.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving Multi Language (ML) services will participate in small group instruction for 80 minutes, two times a week with a focus on MS-PS4-2 standard. Support teachers will help with math and literacy skills. Students will apply these skills to the science classroom, including gathering data and verbally speaking and writing in their INBs their ideas. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 90% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 20% of my students were able to show how humans interact with their environment. By implementing PBL, voice & Choice, and GLAD strategies my goal is that by 11128125, 90% will be able to demonstrate mastery on the similar assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.G2- Understands human interaction with the environment.
UNIT: Mesopotamian Milestones
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
To improve feedback by emphasizing revising with rubrics, I will develop student's ability to monitor for meaning because students will create maps that respond to peoples' needs (social structure, stable food supply, technology) with a focus on use of non-fiction text elements to ensure students will be able to understand how geography and humans interact.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also provide student choice in specific topics related to content so that they are able to apply their learning to the content (ancient civilizations) AND their lives today in Tacoma, WA. This will then set them up to make connections between content and their lives, but give them the power to determine which aspects of their lives best connect to that content.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving SPED services will participate in small group instruction for 40 minutes, 2-3 times a week with a focus on 6.G.2 standard. Support teachers will focus on pre teaching vocabulary, and study skills. Students will engage prior understanding via small group instruction so that they have already done so when participating in full group class lessons. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
7th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Based on a curriculum-provided reading pre-assessment of CCSS RL.7.2., 15 students are at level 3, 6 are at level 2, and 9 are at level 1. By Oct. 30, 80 percent of students will reach level 3 on another curriculum-provided reading assessment. I'll use the culturally responsive practices of structured discourse and anchor charts to help students meet the learning goal.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
UNIT: Informational/Explanatory Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
To improve feedback while emphasizing collaborative discourse, I will develop students' ability to determine importance because students will engage in structured discourse about texts they're reading with a variety of partners and use this discourse and an anchor chart with a focus on determining importance to ensure students will be able to identify and express thematic "big ideas" about texts.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support students' work toward the goal, I will use structured discussion and recall practice strategies.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Given explicit instruction and structured practice, the student will improve foundational reading skills by increasing phonemic awareness, decoding accuracy, and fluency to support grade-level comprehension. The student will decode multisyllabic words using syllabication strategies with structured reading tasks
Math Goal
Goal: What are we trying to achieve
Achieve a 80% 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 solve equations with integers. By implementing high yield strategies and targeted small group instruction based on formative data my goal is that by 9/30/2025, 80% will be able to demonstrate their ability to perform operations with integers.
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
Students will engage in whole group, small group, and independent activities to strengthen their understanding. For example, they will work in small groups to complete the first step investigations in their Sawas workbooks. They will go on gallery walks to observe other students' understanding. We will consolidate in whole group discussions and they will complete practice examples independently and in teacher facilitated small groups as necessary. I will utilize student experts to further support students who need additional support.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will receive visual representations, notebook inserts, and PPT printouts. Language supports will be provided as needed. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
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, 2 times a week with a focus on 7.RP.A standard. Support teachers will facilitate small group and utilize peer model 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 data, 13% of my students were able to analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. By implementing group/partner tasks, a word wall, and graphic organizers my goal is that by November 3rd, 50% will be able to demonstrate analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred on a 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
To improve in engagement by emphasizing application, I will develop student's ability to synthesize because students completing readings such as one about discoveries made by scientists centered around chemical reactions using the stop-and-jot strategy.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also use small group instruction to help support my ML students by using visuals and adjust the lexile level with reading activities. In addition to core instruction, students receiving ML services will participate in small group instruction for 20 minutes, 2 times a week with a focus on MS-PS1-2 standard. Support teachers will help with math and literacy skills. Students will apply their new learning in our science classroom. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to whole group instruction, students who need additional support will participate in small group instruction with a focus on MS-PS1-2 standard. I will implement_ Progress will be monitored by exit slips, consistent feedback and brought to team meetings to inform teachers of progress.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 32% of my students were able to accurately identify major components of the map and make appropriate inferences. By implementing detailed analysis of resources and visualizing them on student created maps, my goal is that by the end of the unit 85% of students will be able to demonstrate understanding of functional map components and point of view analysis on the post-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
To improve feedback by emphasizing rubrics, I will develop student's ability to monitor for meaning. Students will practice making observations (what do you see/notice) and connecting them to inferences (what do you think/wonder) to help them analyze the point of view of a source and place it in the appropriate context. As shown in rubrics, students will focus on using data/details directly from in class resources to support their mapping analysis to ensure that they have a complex understanding of multiple points of view.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also regularly include the see/think/wonder routine into our daily "Do Nows" in their INBs. Student notebooks are checked frequently and stamped for accuracy/thorough thought process. Students are then invited to share their understanding out to the whole class. Through this process, tier 2 students will get regular practice making observations and stretching to inferences which will help prepare them for deeper analysis of context and point of view.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving SPED [504/IEP] services will participate in small group/individual instruction 10 minutes 2 or 3 times a week with a focus on the H3 standard (understanding multiple perspectives). Support teachers will help tier 3 students identify the perspectives and focus on balancing each perspective against each other with text evidence. Students will develop a deeper understanding of multiple resources in Washington state and how they can teach us about different perspectives on Washington's economy and resource richness. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
8th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 70% of my students were able to W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research by completing a CER (Claim, Evidence, Reasoning) paragraph. By implementing additional practice by color coding parts of a CRE, use sentence stems for each part, incorporate a graphic organizer for a CRE, and providing a student checklist my goal is that by June 16th, 2026, students will be able to demonstrate 85% proficiency on a similar assessment.
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: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
The specific high impact strategies I will leverage to maximize student growth during my whole group instruction is reflective student learning practices, project-based learning techniques, collaborative learning techniques, differentiated learning techniques, rigor techniques incorporated with each lesson along with at least three 1B learner profiles in each lesson.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also include small group instruction that engages all students. I will incorporate a stop and sketch activity as students read in small groups as well as a whole group share out that circles back to the guided question of the unit. (Global question-statement of inquiry) to further support higher cognitive engagement with students.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
To support students with IEPs, 504 plans, language barriers, and other individualized needs, I will provide targeted Tier 3 interventions to strengthen their CRE writing skills. These supports will include frequent one-on-one or small-group conferencing, scaffolded sentence frames, and step-by-step writing guides. I will also integrate assistive technology tools and chunk writing tasks into manageable parts with immediate feedback. Progress will be closely monitored through writing checkpoints and rubric-aligned reflections to ensure each student makes meaningful growth.
Math Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 4% of my students were able to solve multi-step equations and inequalities. By implementing building schema/background through guiding questions that connect to the global question, my goal is that by 11121125, 70% will be able to demonstrate solving multi-step equations and inequalities 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
To improve engagement by emphasizing application, I will develop students' abilities to use and build schema/background knowledge by creating guiding questions that connect the essential questions (SOI) to 1st step (opening activity/problem) for each lesson strategies with a focus on solving linear equations and inequalities in one variable, including equations with coefficients represented by letters and explain each step in solving a simple equation
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will receive visual representations, notebook inserts, and PPT printouts. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving SPED services will participate in small group instruction for a minimum of 40 minutes 1O times per month with a focus on 8.EE.C.7 - solve linear equations in one variable. Support teachers will use acronyms, visuals, and repetition. Students will practice and master 1 step equations and 2 step equations before moving on to equations with distributing, combining like terms, and variables on both sides of the equal sign. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers or progress.
Science Goal
Goal: What are we trying to achieve
Achieve a 95% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 24% of my students were proficient in the 8-PS2-1 standard. By implementing our strategy non-fiction readers stop and jot and emphasizing synthesis, my goal is is that by November 10th 95% will be able to demonstrate proficiency on the similar standard.
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
To improve engagement while emphasizing application, I will develop student's ability to synthesize because students will synthesize and utilize the strategy nonfiction reading stop & jot with a focus on cause and effect to ensure students will be able to understand applying newton's 3rd law.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will have students complete a matching activity where students choose a partner and what two categories to sort the items into. Students will order things based on their personal importance. Then we will debate which two categories are most relevant to the whole class.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving IEP services will participate in small group instruction for 80 minutes 3 times a week with a focus on 8-PS2-1 standard. Support teachers will emphasis key vocabulary and comprehension of the reading. Students will be able to apply to stop and jot strategy. progress will be measured by exit slips, consistent feedback and brought to PLC meetings to inform classroom teachers of progress.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 45% of my students were able to make a claim and support with at least two pieces of evidence from the text. By implementing reading comprehension strategies, turn and talk protocols, and close reading strategies, my goal is that by November 7, 2025, 75% of students will be able to demonstrate mastery on the similar assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H2- Understands and analyzes causal factors that have shaped major events in history.
UNIT: Untold Stories of the Revolution
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
To improve equitable practice, while emphasizing differentiation, I will develop students' ability to comprehend vocabulary using the Freyer Model for vocabulary comprehension to ensure students comprehend important key ideas in the upcoming unit. This will support students' ability to analyze historical materials.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also use the Worksheet Completion strategy to help students determine importance and comprehension while reading.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving SPED services will participate in small group instruction for 90 minutes, 2 times a week with a focus on citing the textual evidence that most strongly supports an analysis of what the text says explicitly. Support teachers will use 1:1 and small group grouping while implementing the visualizing and determining importance reding strategies. Students will also be asked to share thinking in an A/B protocol. Progress will be measured by exit slips, consistent feedback and brought to PLC meetings to inform classroom teachers of progress.
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 60% of my students were able to identify attributes of the art element of shape at 75% proficiency. By implementing direct instruction, 1-to-1 instruction, and teacher modeling/demonstration, my goal is that by Dec 5, 2025, 75% will be able to demonstrate 75% proficiency (6 or higher on 8pt scale) on the similar assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: Art-1 Generate and conceptualize artistic ideas and work
UNIT: Art NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
To improve engagement while emphasizing application, I will develop student's ability to synthesize information from research into artistic form because students will employ schema (vocabulary, skills, techniques) strategies with a focus on building creative skill/technique and application of artistic shape to ensure students will be able to generate and conceptualize artistic ideas and work.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also use Lecture Note-taking (Frayer model) and 1:1 teacher modeling.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition tier 1 and tier 2 interventions, students who need additional support, I will implement 1:1 teacher-student conversation, teacher modeling, and peer conversation. Progress will be monitored by exit slips, consistent feedback, and brought to team meetings to inform teachers of progress.
Music Goal
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 75% of my students we're able to demonstrate multiple tools and techniques necessary to present familiar narratives in an engaging way to their target audience. By implementing teacher modeling, formative teacher assessment, and peer assessment, my goal is that 100% of my students will be able to demonstrate mastery on the similar assessment.
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
To improve engagement and feedback I will implement Teacher modeling. during the improve phase. Students will engage with a Rough draft creation and performance with a focus on peer feedback. Students will use feedback to give Final performance and receive audience feedback.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will offer opportunities for scaffolded contribution by students. Ex. Director vs stage manager, lead character vs ensemble, tech, etc.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, student receiving SPED services will participate in small group instruction 15 minutes twice per week with a focus on developing and refining the tools and techniques outlined in the rubric. Support teachers will join group work when needed. Students will find appropriate roles within their group's presentation. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
PE 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, 25% of students were able to demonstrate and apply a range of skills and techniques of coordination, timing, speed, and power. By implementing dynamic movement warmups, partner/peer feedback, inquiry chart on the topic, and student choice, our goal is that by October 22nd, 2025, 75% will be able to demonstrate and apply a range of skills and techniques of coordination, timing, speed, and cardio exercise health on the similar 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
By implementing dynamic movement warmups, partner/peer feedback during practice/performance, and inquiry chart using sentence stems of "What I think I know about the topic? What I want to know about the topic?", teachers will use whole group, partner, and small group instruction to support students' gaining the knowledge and skills to achieve and maintain health-enhancing level of physical activity to ensure that students are able to deepen understanding of health, cardiorespiratory endurance, and physical activity.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Additionally, students will compare and contrast on techniques and what they are doing right and what they could improve upon, will be intentionally paired up, and will experience repetition and modeling of cardiorespiratory movement and modification options to build up skills. Lastly, there will be a video link to a tutorial that breaks down the movement more slowly for one-on-one instruction.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Partnering student with peer support/peer model, guided notes and notetaking (fill in the blank option or copy of PPT slides), preferential placement for dynamic warmups and learning.
World Language Goal
Goal: What are we trying to achieve
Achieve a 90% pass rate for the selected standard by the end of the quarter.
Based on the pre-assessment data, 84% of my students were able to understand basic introductory conversation questions and answers, colors, and numbers 0-20, interpret and analyze introductions and answer questions about people based on those introductions. By implementing high expectations for all, teacher clarity, building schema, and vocabulary comprehension strategies such as sorting, pair-share/revoicing, pictures and gestures, my goal is that by 10/2012025, 90 % will be able to demonstrate understanding of introductions, colors, and numbers 0-20 and ability to interpret and analyze introductions based on the similar assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: World Language WL.1.2: Interpretive Communication- Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics
UNIT: World Language - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
To improve equity by emphasizing high expectations for all/teacher clarity, I will develop students' ability to monitor for meaning because students will use word sorts to categorize vocabulary and vocabulary graphic organizers (French word, English word, picture, sentence) with a focus on identifying implicit and explicit information in a text to ensure students will be able to understand, interpret, and analyze what is read on a variety of topics.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
To further support learners, I will also provide multiple opportunities for student choice by allowing student-selected categories (backward sorting), having students explain their thinking and provide evidence for their choices, and moving from small-group collaboration to whole-group analysis.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to whole group instruction, students who need additional support will participate in small group instruction with a focus on the reading standard. I will implement the use of a visual a one-page graphic organizer with visual and English representation of all of the unit vocabulary to provide structure for students who need additional scaffolding, as well as comprehension checks through multiple modalities to allow students to demonstrate understanding through drawing, speaking, or writing. Progress will be monitored by exit slips, consistent feedback, and brought to team meetings to inform teachers of progress.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 99% of students have behaviors NOT resulting in suspension or expulsion.
The whole child team will continue implementing SWANIMTSS practices to proactively capture students with needs and provide support, such as coaching, 2x1Os, and check in check out. We will also continue implementing Character Strong in advisory to promote positive, prosocial behaviors and coping skills. We will also continue implementing restorative practices to resolve conflicts. Staff will also continue writing "Caring Cards" to students, making them eligible for celebrations and incentives during Thunder Up on Fridays (PB/SJ.
Root Cause Analysis:
There could be gender bias, causing boys to be perceived as more aggressive, non-compliant, more likely to externalize behaviors, or less able to respond to support. The SWAN/MTSS process accounts for this by explicitly naming the tendency to focus on boys. To ensure that every student has access to needed learning opportunities, staff will develop rigorous lessons that encourage all students to make connections and meaning, increasing engagement and growth.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Our baseline is 99.1% of students NOT earning exclusionary discipline in the 24-25 SY. Our goal is for at least 99% of students to have behaviors NOT resulting in exclusionary discipline.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
At least once per month, the Whole Child/SWAN/MTSS team will analyze conduct referral data so that we can identify students needing additional support/coaching then intervene before behaviors intensify.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Staff will commit to following Whole Child team interventions, such as behavior trackers to earn incentives, other forms of data collection, 2x10s, and allowing coaches to pull students from class.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 97% positive rating on the selected Climate Survey item.
By June 2026, increase or maintain the percentage of staff who are ready for 18 changes, by implementing targeted strategies such as writing statements of inquiry, approaches to learning and adding /8 components such as rubrics, grasps, and rich tasks to units then visibly being able to see and hear it implemented in the classroom. This goal will be monitored quarterly and will include input from staff and groupings that are varied t collaboratively work with various colleagues.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Action Steps will include: 1. Analyzing current data /inventory of IB units and what they are comfortable with implementing. 2. Developing with staff a vision and path forward on IB standards and practices that need to have increased fidelity in their implementation. This will include Professional Development supporting by IB Coordinator and Administrators. 3. Design staff professional development to continue to build it in components of IB 4. Conducting quarterly staff survey check-ins to measure level of confidence in implementing IB standards and practices with increased fidelity. 5. Analyze staff feedback and be responsive to adjust Professional Development to support staff in implementation of IB standards and practices with increased fidelity.
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.
Our goal is to increase overall mental health for students, as measured by their ability to advocate to another person if a need arises, set stronger boundaries for themselves and improve sleep quality.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Plan school wide lessons to address healthy sleep habits, mental health and wellness strategies.