Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Mann Elementary is committed to our students' growth and development of self through explicit and implicit social-emotional learning, delivering academic learning based on high expectations, and creating an encouraging school climate. Our goals are created, monitored and reflected on by students, staff, and families. Partnerships and establishing proactive and responsive MTSS are critical in our work to support students' achievement.
Our Vision
Our actions and intentions cultivate student success and well-being within and beyond school walls.
Our Mission
Mann Elementary empowers students to become responsible successful learners and kind, caring contributors to their communities by ensuring: • High expectations for ALL students are standards-based and clearly communicated;· Technology and social-emotional learning are intentionally and regularly integrated; • Diversity, equity and inclusion are promoted and celebrated; • Approaches to teaching and learning are high yield, varied and engaging; and • Advocacy and independence are explicitly devel
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
There are 59% of Kindergarten students meeting the standard of RF.K. 1d for this point in the year, recognizing and naming a majority of upper- and lowercase letters of the alphabet, as measured by individual student assessment data. By January 30 2026, the percent of students meeting the standard will increase to 75% as measured by the TPS single point rubric for RF.K.1 and the key indicator associated with RF.K.1d at that point in the year. One way we will accomplish this is through implementing a variety of strategies that build an inclusive and equitable culture that represents a wide variety of learners, such as the CRT practice of authentic relationships and high-yield strategies to build high expectations for all learners.
CURRICULUM: The standards and units we are targeting
STANDARD: RF.K.1 Demonstrate understanding of the organization and basic features of print
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
During whole group instruction, all students are exposed to grade-level content relevant to RF.K.1 daily. Exposure to written text, identifying and naming letters, and Templates are used daily, and the high-yield strategy of immediate corrective feedback is utilized during this instructional routine. Students will work with peers and teacher in center rotations, starting in November, to further letter naming development including within tier 1 texts. Using students' prior knowledge and connecting to previously mastered letter shapes and names helps develop Tier 1 understanding. Having a predictable schedule and classroom environment, and using a consistent instructional routine, also helps develop student understanding.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
During MTSS small-group time, we use a focused Templates instructional routine developed based on student data, in response to areas they are still developing their understanding. "I say/you say" direct instruction routines using flashcards aligned with student level of understanding are also utilized. Letter manipulatives such as magnetic letters and self-correcting puzzles are also used, as well as whole-body learning with immediate corrective feedback.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
The following high-yield strategies are used: during MTSS small-group time, a focused instructional routine is used; immediate teacher feedback is provided; total body response is used for targeted students during small group intervention time (example: "stand on the letter A"). Modifications are provided to existing Tier 2 supports in alignment with specific students' IEP goals and needs. All supports are provided in alignment with Title/LAP and LRC.
1st Grade
Goal: What are we trying to achieve
Achieve a 0% pass rate for the selected standard by the end of the quarter.
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CURRICULUM: The standards and units we are targeting
STANDARD: RF.1.2 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
By implementing data-driven, explicit instruction, using Sawas phonics and phonemic awareness instructional materials, we will activate prior knowledge, use class discussions during core reading whole group instruction and setting goals, opportunities for reflection and self-assessment, adequate scaffolding, and immediate corrective feedback during flexible small group instruction, students will build understanding and fluency with phoneme segmentation and manipulation. By leveraging repetition and practice, feedback, and item corrections, students will demonstrate growth as measured by the Acadience and Sawas assessments.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In small groups, students will work on cooperative learning by sharing and explaining their thinking to a partner or the small group using text-based evidence to build understanding of Rl.2.3. Fostering productive struggle through differentiation to make sure students are working in their zone of proximal development will allow students greater access to historical, scientific, and how to texts. Concept mapping and graphic organizers along with explicit instruction in vocabulary strategies will support students' understanding of what they read and lead to deeper understanding of standard Rl.2.3
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Technology will be used for multiple modes of instruction and expression. Digital texts in Sawas myView will allow students multiple opportunities to listen to texts read aloud. Newsela articles, Sawas myView teacher-led options including strategy groups, the Okapi digital library texts can be used with text to speech to further support students' access to texts.
2nd Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By January 30, 2026, 70% of students will perform at benchmark level on RL.2.7 as measured by SAWAS based assessments and exit tasks from the baseline of 5.4%. The CRT practice of High Yield Strategies such as Appropriately Challenging Goals, Feedback, Teacher Clarity, and Graphic Organizers will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing High Yield Instructional Strategies such as, Appropriately Challenging Goals, Feedback, Teacher Clarity, and Graphic Organizers teachers will use whole group, partner, and small group instruction to support students in understanding standard RL.2.7 to ensure students use information from the text to demonstrate understanding of its characters, setting, or plot through explicit, whole group instruction, oral and written practice with partners, and individual practice. Teacher practices will include explicit routines for comprehension instruction, opportunities for practice and reflection, echo reading, and choral reading. Students will read along as texts and practice items are read in class with a focus on using text evidence to understand its characters, setting, or plot. Additionally, teachers and students will monitor progress towards appropriately challenging goals by using small group decodables provided by SAWAS, feedback will be given daily in the form of immediate corrective feedback, asking questions such as who, what, where, why, and how.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing the above 4 High Yield Instructional Strategies during core instruction, students will participate in small group instruction for 15 minutes, 4 times a week with a focus on RL.2.7 standard. Teachers will review comprehension instruction used in whole group, using visuals and manipulatives. Students will practice reading aloud grade-level words while answering questions such as who, what, where, when, and why, as a small group, in pairs, and individually. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing the above 4 High Yield Instructional Strategies during core instruction, students will participate in small group instruction for 30 minutes, 4 times a week with the support teacher. Students will read grade-level text, with support, as well as work on prerequisite skills. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
3rd Grade
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
By December 2025, 65% of third grade students will improve by one level on the mastery scale on RL3.2 as measured by daily exit tasks and My View assessments. The CRT practice of contextual learning, in this context defined as referring to fairy tales and folk tales from students' home cultures with previously understood themes and allowing students to construct their own thematic meaning form a text based on their previous understanding will be used to create an inclusive and equitable environment. Intentional space will be created in the classroom to allow for student discussion and voice. Students will use turn and talk for group discussion.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing the high yield strategy of summarization with graphic organizers, teachers will use whole group, partner and small group instruction to support students in RL.3.2 to ensure students are able to identify key details and events as well as determine sequence of events in order to identify the central lesson, message or moral of a passage. Summarization is an effective HYS for RL.3.2 because understanding the events of the passage, and demonstrating their understanding through peer discussion, will better allow students to make inferences, including related to theme. Teacher practices will include using first read strategies, Close Read notes and previewing vocabulary. We will unpack the daily learning target as well as the text and questions with students.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing the use of graphic organizers to summarize the plot and details of the story during core instruction, students will participate in small group instruction for 30 minutes, five times a week with a focus on RL.3.2 Teachers will model notetaking and synthesizing skills. Students will demonstrate progress towards the standard by using graphic organizers, engaging with the text using multiple modalities, such as reading the text, listening to the text independently or during read aloud. Progress will be measured by exit tasks and consistent teacher feedback. Students will listen to the online SAWAS stories to help them summarize the story.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing summarization during core instruction, students receiving LAP, LRC and ML services will participate in small group instruction for 10-20 minutes, five days a week with a focus on RL.3.2 with the support teacher. Students will be intentionally paired with student leaders during partner work to allow for another voice to assist with understanding the standard. Progress will be monitored by classroom and support teachers via exit tasks and mid-lesson student check ins for extra instruction and different strategy options.
4th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By January 30th, 2026, 70% (from 13%) of 4th-grade students will achieve mastery of the standard RI 4.1 as measured by Sawas practice tests (pre and post), exit tickets throughout the unit, and the Sawas Unit 1 summative unit test. Through the use of appropriately leveled texts with high student interest, instructional grouping and small group support, and immediate corrective feedback students of all backgrounds and abilities will have access to the learning.
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
We will use whole group explicit instruction to teach comprehension skills such as note-taking, word attack and vocabulary skills, anchor charts, mentor texts, and strategies to determine minor versus important details. Students will also learn to distinguish internal and external character traits and how those traits contribute to the motivations of a certain character. We will encourage students to use academic vocabulary during student discourse and think-pair-share through the use of sentence-stems and talking points, especially in small group instruction. Students will connect these comprehension skills to then make inferences that are not explicitly stated in the text.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
All students will participate in small group instruction twice a week for fifteen minutes, with a focus on determining the meaning of a text, main idea, and making inferences. In these small groups we will use texts at students' instructional level which will provide all students with an access point and allow them to dig deeper into a text and build comprehension strategies, before attempting with a grade level text. We will encourage peer led discussions with the teacher as the facilitator. Teachers will use scaffolding and modeling of graphic organizers to provide students with a visual strategy for making inferences and determining meaning of a text.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to individual conferences, feedback, and modified assignments and exit tickets, Gen Ed teachers will provide small group instruction for students receiving pull-out Title, LAP, SPED, or ML services for 15 minutes 2-3 times a week with a focus on Rl.4.1. We will meet with students with tier 3 needs who are not receiving pull-out services 4-5 times a week to ensure they are receiving adequate support. Teachers will guide students at their instructional level toward mastery of the standard, providing scaffolding as needed. Progress will be measured by exit tickets and teacher observation and brought to PLC meetings. During Tier 1 instruction, students with tier 3 needs will be provided with an anchor chart with sentence stems to encourage participation in discussions about grade level texts.
5th Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By January 30, 2026, 60% of 5th grade students will be proficient in W5.2 as measured by teacher providing exit tasks, weekly quizzes, end of unit assessments, classroom observation. The CRT equitable practice will be supported through providing tools for tracking their own progress towards learning target, unpacking learning targets, and setting appropriately challenging goals to create an inclusive & equitable environment for each student to meet their individual needs.
CURRICULUM: The standards and units we are targeting
STANDARD: W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing the use of infographics, anchor charts, vocabulary building, and close reading strategies such as first, second, and third read strategies, modeling skills and strategies using the text such as annotating important details and creating daily exit tasks with questions that require students to find text evidence to support their thinking. Teachers will use whole group, partner, and small group instruction to support students in understanding W.5.2. Teacher practices will include data sharing with students for goal setting, unpacking learning targets for clarity, and modeling. Students will self-assess, monitor progress and create goals, and participate in class discussions with a focus on conveying ideas and information clearly and in an organized format. Additionally, teachers and students will monitor progress by assessing daily participation and exit tasks (formative and summative). Feedback will be given daily to whole group, small group, and/or individual students.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing High Yield Instructional Strategies during core instruction, students will participate in small group instruction with a focus on W.5.2 Through data identification, teachers will strategically target specific skills to meet individual needs through scaffolding. Mini lessons will focus on identifying information about the topic and decide if it is relevant, organizing related information about the topic, introducing the topic, grouping related information into paragraphs, and writing a concluding statement that relates to the information. Students will participate in process of self-assessment and creating personal growth goals. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves. Small groups will meet 3 times a week for 15 minutes.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Conferring and teaming with LRC, LAP, and Title. During small group instruction/discussion students will learn specific strategies through verbal and visual examples, receive immediate feedback from teacher while learning new concepts and strategies, exit slips, one-on-one conference, and/or written feedback targeted at specific rubric.
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
By January 30 2026, 85% of students will demonstrate mastery of 5 concepts of understanding numbers and the counting sequence of 0-5, as measured by pre & post summative assessments. Currently, 62.5% of students have demonstrated mastery. The CRT practice of giving positive and authentic feedback, providing time for student collaboration and discourse, leveraging peer modeling, and having high standards for all will be used to create an inclusive and equitable environment. We will be using multiple modes of assessing & choice for student learning, such as manipulatives, visual representations, and hands on learning. We will use our knowledge of student backgrounds to create real world mathematical connections.
CURRICULUM: The standards and units we are targeting
STANDARD: K.CC.B Count to tell the number of objects
UNIT: Unit 2 Numbers to 5, Shapes, and Weight
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing goal setting, immediate corrective feedback, and classroom discourse, teachers will use whole group, partner, and small group instruction to support students in understanding the relationship between numbers and quantities (KCC.B4) to ensure students are able to 1) count to 5 2) match objects with numerals 3) maintain cardinality 4) demonstrate 1 to 1 counting 5) identify numbers 0-5 through modeling, counting with manipulatives, hands on counting, matching & identifying activities students will use the mathematical practices of 1) modeling with mathematics and 2) attending to precision. Teacher practices will include direct instruction, goal setting, immediate and corrective feedback, turn and talks, number talks, breaking down academic vocabulary, using formative assessment to guide instruction. Students will practice these skills in a variety of formats including math centers, math games, whole group and small group instruction, and teacher assigned relevant Ready Math digital lessons. Students count from 0-5 in a variety of ways, count and touch items with one-to-one correspondence, be able to describe one more, be able to match items to numerals. Additionally, teachers and students will monitor progress by weekly exit tickets and one on one conferring with teacher. Feedback will be given daily by classroom teacher.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to High Yield Strategies during core instruction students will participate in small group instruction for 10 minutes 2 times per week to focus on KCC.B4. Teachers will use explicit teacher 1:1 modeling and explicit feedback to support students' growth and understanding of these mathematical concepts. Students will engage in hands on counting and cardinality daily, they will practice mathematical discourse in guided turn and talks with specific teacher prompts and questions.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
During core instruction time, Tier 3 students will be supported through providing more processing time, intentional pairings with other students, and explicit teacher 1:1 modelling. In addition to these High Yield Strategies during core instruction, students receiving SPED services will participate in small group instruction for 30 minutes, 4 times a week with a focus on KCC.B4 with the support teacher. Support teachers will use their discretion to provide differentiated instruction. Progress will be shared with PLC to inform classroom teachers of progress. Students will attend and engage in their daily peer small groups. Support teacher will determine how progress will be measured and shared with the PLC to inform classroom teachers of progress. Core teacher will use intentional pairings and daily 1:1 check-ins during math core time to monitor student progress and share progress with support teacher as needed.
1st Grade
Goal: What are we trying to achieve
Achieve a 0% pass rate for the selected standard by the end of the quarter.
By December 5, 2024, 70% of first grade students (26137) will improve by one level on the mastery scale for priority standard 1.OA.c as measured by Ready Math common assessment and supported with Ready Math Unit 2 Assessment. The Culturally Responsive and Relevant Teaching practices of activating students' prior knowledge, adapting tasks to increase relevance, using language supports such as explicit instruction of academic vocabulary and support for classroom discourse, visuals, gestures and other GLAD strategies, incorporating music and movement, modeling, and manipulatives, and explicit instruction will be used to create inclusive and equitable practices.
CURRICULUM: The standards and units we are targeting
STANDARD: 1.OA.B Understand and apply properties of operations and the relationship between addition and subtraction
UNIT: Unit 2 Addition and Subtraction Within 20
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
• Strengthen the Try, Discuss, Connect Protocol from Ready Classroom by: - Presenting a rigorous, grade level task using the three reads protocol- Guide class conversation using a discussion protocol (talk moves, turn-and-talk to a prompt) to enhance student discourse. - Anticipate student thinking to be able to Select and Sequence student work to build conceptual understanding and connect representations. -Students will add and subtract two numbers while attending to precision. -Students will decompose numbers to make a ten. -Students will use properties addition and fact families. -Students will add three addends within 20. -Word problems will be read to students aloud, using the three reads protocol, to provide access to all levels of readers. Hands-on manipulatives and movement will be included as well as the continued use of the Standards of Mathematical practice. Students will be able to use multiple modes of expression to demonstrate mastery.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
• Engage a small group of students in the Try, Discuss, Connect Protocol (as stated above) with: - additional problems - using concrete representations/manipulatives to move from physical, to visual, to symbolic representation -practice and repetition with math manipulatives - providing sentence stems for conversation -using focused number talks -making sense of word problems using number path, number bonds, and/or fact families. -15 minutes daily during the MTSS block
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In small groups, students will practice mental strategies for adding and subtracting within 20. They will use fact families to help build their understanding of the relationship between adding and subtracting. To help them make sense of word problems, students will use representations such as number bonds, number path, and ten frame. --15 minutes daily during the MTSS block
2nd Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
By January 30, 2026, 50% of students will meet benchmark on 2.GA.A.1 as measured by Ready Math assessments, exit tasks, and small group observation from a baseline of 2.7%. The CRT practice of non-linguistic representations, manipulatives, and movement will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: 2.OA.A Represent and solve problems involving addition and subtraction
UNIT: Unit 2 Numbers Within 100: Addition, Subtraction, Time, and Money
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing classroom discussion, teacher clarity, appropriately challenging goals, select and sequence, and manipulatives, teachers will use whole group, partner and small group instruction to support students in understanding standard 2.OA.A.1. Our goal is to ensure students are able to add and subtract within 100, by making sense of word problems, math modeling, using appropriate tools strategically, and engaging in classroom discourse. Select and sequence will provide students with the opportunity to use their voice in which they will make connections to various strategies and engage in discussion with their peers around mathematical strategies. Teacher practices will include modeling, questioning, and explicit instruction in math strategies. Students will make sense of problems, construct viable arguments, and use math tools, with a focus on attending to precision. Additionally, teachers and students will monitor progress by collecting anecdotal and exit ticket data, administering weekly quizzes and unit assessments and i-Ready progress monitoring, and feedback will be given by the classroom teacher daily, using immediate, corrective feedback.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing the above 4 High Yield Instructional Strategies during core instruction, students will participate in small group instruction for 15 minutes, 4 times a week with a focus on 2.OA.A.1standard. Teachers will use modeling, explicit instruction, and error analysis. Students will use math models to demonstrate their thinking and construct viable arguments to explain their thinking verbally. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing the above 4 High Yield Instructional Strategies during core instruction, students receiving SPED services will participate in small group instruction for 30, minutes, 4 times a week with a focus on 2.OA.A.1 standard or skill with the support teacher. Support teachers will provide explicit, individualized instruction. Students will demonstrate understanding of strategies taught during core, with support. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
3rd Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By December 2025, the third grade students in Tier 2 and 3 will improve by 65% on the mastery scale on 3.NBT.A. 1 and 3.NBT.A.2 as measured by the I-Ready achieving standards and formative assessments. Students will be given 5 word problems that show rounding in addition and subtraction by 1O's and 1OO's. Students will attain an 80% or higher score by answering 4 out of 5 or 5 out of 5 questions correctly. The CRT practice of goal setting will be used to create an inclusive and equitable learning environment.
CURRICULUM: The standards and units we are targeting
STANDARD: 3.NBT.A Use place value understanding and properties of operations to perform multidigit arithmetic
UNIT: Unit 1 Three-Digit Numbers: Place Value, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing goal setting teachers will use whole group, partner and small group instruction to support students in understanding 3.NBT.A to ensure students are able to use place value by using base tens blocks and HTO charts to provide understanding and properties of operations to perform multidigit addition and subtraction. Teachers practices will include setting goals. Students will analyze different strategies and use turn and talk to reflect on their findings. Teachers will validate students cultural behaviors and values using affirmative strategies such as thumbs up and visual reflections with observations.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will present and explain their thinking with partners in a small group. Students will become the experts with their peers. Students will participate in small group instruction for 15-20 minutes, 2 times a week with a focus on 3.NBT.A standard. Students will use manipulatives and model the individual problems. Students will make connections between the story problems and the equation. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
By unpacking the problem, students will provide written and verbal reasoning during small group instruction. Students will be given additional processing time with the teacher. Students will use turn and talk and can use visual models like manipulatives to show their thinking. Communicating with the LRC teacher to determine differentiation with each student.
4th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
In September, 22% of 4th-grade students were proficient in 4.NBT.B. By January 30th, 2026 70% of 4th grade students will improve by 1 level on the mastery scale for NBT.B as measured by Ready Math Unit 1 summative assessment, and a pre- and post- quiz at the beginning and end of the unit. The CRT practice of effective and authentic feedback along with integrating relevant word problems of student interest will be used to create an inclusive and equitable environment. Application problems allow students to connect what they are learning and how that applies to real world situations.
CURRICULUM: The standards and units we are targeting
STANDARD: 4.NBT.B Use place value understanding and properties of operations to perform multi-digit arithmetic
UNIT: Unit 1 Whole Numbers: Place Value, Comparison, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing feedback, classroom discussion, use of manipulatives, and goal setting teachers will use whole group, partner, and small group instruction to support students in understanding key concepts related to place value and multi-digit arithmetic to ensure students are able to round, add, and subtract numbers in the hundred thousands using a variety of strategies. Teacher practices will include modeling, release of responsibility, and intentional grouping. Using select and sequence, teachers will group students based on their understanding of concepts and have students explain their thinking to partners during turn and talks. Teachers will also use appropriate application problems that are relevant to students' lives and integrate relevant word problems of student interest to create an inclusive and equitable environment. We will use the Try-Discuss-Connect routine to allow students to persevere in solving problems and construct viable arguments and critique the reasoning of others through classroom discourse.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing feedback, classroom discussion, use of manipulatives, and goal setting teachers will use partner and small group instruction to support students in understanding key concepts. Students will participate in small group instruction for 20 minutes, 2 times a week with a focus on 4.NBT.B. Teachers will use student discourse strategies to engage students in their learning and clarify core concepts. Students will use sentence stems and peer support to have academic conversations. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing feedback, small-group discussion, use of manipulatives, and goal setting during individualized instruction, students receiving Title/LAP, EL, SPED services will participate in small group instruction for 15 minutes 2 times a week with a focus on 4.NBT.B, specifically place-value understanding while in the general education classroom. Gen Ed teachers will use student discourse strategies to engage students in their learning and clarify core concepts. Students will use sentence stems and peer support to have academic conversations during Tier 3 instruction. Progress will be measured by exit tickets, consistent feedback, and teacher observation.
5th Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By January 30, 2026, 60% of 5th grade students from 15% will be proficient in 5.MD.C as measured by: Ready Math exit tickets, quizzes, and end of unit assessment. The CTR practice will be accomplished by providing a positive environment for every student and using inclusive and equitable math practices such as expecting and encourage productive struggle, providing a socially and emotionally positive and safe classroom environment in which mistakes are celebrated as a pathway to learning, and making learning relevant to students' life experiences.
CURRICULUM: The standards and units we are targeting
STANDARD: 5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
UNIT: Unit 1 Whole Number Operations: Volume, Multiplication, and Division
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Implementing the high yield strategies: teacher clarity, academic vocabulary instruction, providing time for student voice, and scaffolding ideas and concepts. Teachers use whole group, partner and small group instruction to support students in understanding 5.MD.C.5 to ensure students are able to analyze and unpack the lesson, draw connections, make sense of the problem, explain the concepts and procedures, and connect it to models and/or representation through using unit cubes, graph paper, real life objects. Teacher practices include asking students what they notice and wonder to help them make sense of the problem before they move to the Try It phase, use the three reads strategy, after Try It have students discuss their thinking with a partner. Teacher selects and sequence students work to demonstrate multiple strategies to solve the problem. Students will make sense of problems and persevere, reason abstractly and quantitatively, construct viable arguments, critique the reasoning of others, model a problem with mathematics to analyze and draw conclusions, use appropriate tools strategically to solve problems, attend to precision and be explicit, look for and make use of structure, and look for and express regularity in repeated reasoning (SMP 1, 2, 3, 4, 5, 6, 7, 8). Teachers and students will monitor progress from daily work, exit tickets, and formative/summative assessments. Feedback on daily basis during whole /small group and individual students as needed.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing High Yield Instructional Strategies during core instruction, students will participate in small group instruction for 15 minutes, 3 times a week, with a focus on 5.MD.C using iReady instructional tools, center activities, and explicit use of manipulatives. Progress will be measured by exit tickets, consistent feedback, and brought to PLC meetings to inform next instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Continue with small group high yield strategies, with a focus on prerequisite concept and skill gaps and explicit use of manipulatives instructional support during small group instruction for 15 minutes, 3 times a week with a focus on 5.MD.C. Progress will be measured by exit tickets, immediate feedback, and brought to PLC meetings to inform instructional moves.
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 60% pass rate for the selected standard by the end of the quarter.
By January 30, 2026, 60% of Kindergartners will be able to demonstrate a steady beat to music, without teacher modeling, based on the rubric. Students will demonstrate steady beat by playing instruments, using body percussion and singing simultaneously to a song of the teachers choosing. Students will be assessed on demonstrating a steady beat by clapping on the 1 and 3 beat of the song while they sing. Students will have opportunities to select the songs to demonstrate steady beat as well as demonstrating with their partner. Students will take turns demonstrating steady beat to their class. This will give them more practice and allow them to watch and learn from other students. Developing the ability to play a steady beat requires counting and hearing the main beat of a song. It is the fundamental basis of everything music. Use of music from various genres and cultures will be used to demonstrate the different styles and variations of steady beat along with music that is familiar to students. Every student will be given an opportunity to create their own steady beat using instruments or body percussion. Students will also be given an opportunity to perform that steady beat for their peers. Students that need more time to practice or create will have opportunities in small group sessions to get more one-on-one practice in demonstrating a steady beat.
CURRICULUM: The standards and units we are targeting
STANDARD: Music 9 Respond- Apply criteria to evaluate artistic work
UNIT: Music - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Through whole group and small group instruction, I will demonstrate steady beat through singing, body percussion and music instruments together and then simultaneously. My teacher practices will include modeling the steady beat in steps and teaching the vocabulary and terminology for modeling steady beat. Students will model steady beat in steps by watching me demonstrate and then practicing on their own. Their progress will be monitored, and the results will be recorded in the open grade book every 6 weeks
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will participate in small group instruction for 5 minutes, 2 days per week. Strategies such as student talk will be used to encourage students to discuss their thinking and knowledge of the difference between steady beat and no beat. Students will practice singing, using body percussion and playing instruments to show the different ways of performing steady beat. Progress will be monitored through formative assessments and feedback.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier three strategies will be used to support students receiving SPED services . Students in this small group will receive 5 minutes of instruction 2 times per week. Students will participate in games and activities that help them practice keeping a steady beat. Progress will be measured by formative assessments, feedback and performances
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 close to 33% of 3rd grade students meeting standard 1.5.6. By May 2025, the percentage of students meeting the standard will increase to 80% as measured by visual skill assessments using the self-turned jump rope 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 that encourages setting persona/-growth goals, trying new activities, and one that encourages maximum participation.
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 model self-turned jump rope cues and encourage students to explore proper jumping and landing techniques. I will incorporate peer coaching strategies to support the development of fundamental movement patterns required for successful jump rope performance. Additionally, I will extend student learning through games, station-based activities, and rhythm or endurance challenges that allow students to practice and demonstrate jumping, landing, and rope-turning skills in a variety of engaging contexts.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
During small group instruction and station activities, I will reteach the strategies that most positively impacted student progress toward completing consecutive jump rope turns were partner practice and station-based activities. Following whole-group modeling of proper self-turning jump rope cues, students will engage in partner practice, where one student jumps while the other counts repetitions, gives positive encouragement, and provides peer feedback related to technique. This structure not only promotes accountability but creates a supportive environment for skill development. While students practice, I will circulate to provide targeted instructional feedback and re-model techniques as needed. During station activities, I will observe noticeable growth in students' jumping techniques and muscular endurance. The stations are intentionally designed to include a progression of skills, allowing students to challenge their jump height, control, coordination, and endurance through varied movement tasks. One predicted impactful outcome is to see students celebrate theirs and their partner's successes, which reinforces motivation and encourages continued effort. Stations also provided dedicated time for me to assess small groups individually, allowing for more focused observation and support.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
To best support intervention groups and individual students, especially those receiving IEP or Multilingual Learner (ML) services, several high-impact strategies have proven effective. Visual aids, such as videos, GIFs, PowerPoint slides, and large skill posters displayed around the gym, provide accessible, concrete examples of jump rope techniques. These tools will support all students - particularly ELL students to better understand expectations and self-monitor their progress. Offering a range of jump rope sizes during introductory lessons allows students to choose equipment that matches their comfort and ability level, promoting skill development at their own pace. For students needing social-emotional support, a designated Regulation Station - with headphones, breathing strategies, and calming objects provides a structured space to reset and re-engage. These strategies, while essential for Tier 3 students, also benefit the entire class by creating an inclusive, supportive environment. Through the use of scaffolded instruction, repetition, and visual modeling, all learners are given equitable opportunities to build confidence, coordination, and control. Differentiating instruction based on assessments and observation will positively support students across all instructional tiers.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 97% of students have behaviors NOT resulting in suspension or expulsion.
By the end of the 2026 school year, 97% of Mann students will be free of exclusionary discipline by addressing needs to manage stress through SEL focused lessons and interventions for students with escalating behavior while considering the whole child's identity, background, and learning status as measured by Major Incidents resulting in exclusionary discipline.
Root Cause Analysis:
Students who have a high incidents of ACEs have higher levels of negative and/or traumatic stress and reduced access to constructive strategies for managing the stress according to brain research and ACEs related environmental influences.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
To address student needs, we begin with Tier 1 instruction and global awareness of stressors and stress management through schoolwide systems. When behaviors repeat and/or escalate, we will engage Tier 2 and possibly Tier 3 interventions.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Zones check ins throughout the day with focusing strategies, such breathing, count-down, and alternate space, build emotional learning. Morning SEL circles, and use of restorative practices that allow for consistent positive daily interactions and common communication about stress management are intended to result in reduced potential triggers or disconnect. An added communication avenue for students to proactively share concerns and needs to the counselor will help them recognize a way to share their voice and self-advocate. We are implementing monthly theme-based assemblies in which students are made aware of the SEL characteristics aligned with Character Strong "Purposeful! People" that help students access positive strategies for interactions and self awareness of personal impact in social situations. We are continuing the schoolwide focus on conflict resolution and capitalizing on the unifying new slogan "At Mann, We Can...", including our PTA using it fort-shirt design contest to make positive statements more visible. We monitor effectiveness of efforts with student surveys.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students with escalating behaviors will receive small group attention around stress management using age-appropriate Social Thinking lessons. Students who request it will receive weekly check-ins and small group SEL.
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.
80% of staff will find value and engagement in the Equity Questions' purpose and content, improving from 46% as measured by the Staff Equity Questions Engagement Form.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Pre-survey for staff connection to themes Increase time and depth of focus on monthly themes and questions Monthly check-ins with staff regarding current theme Reflection at beginning of new month's theme
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 70% positive rating on the selected Climate Survey item.
70% of students (increase of 25% from 56% on CEE) will state "I enjoy coming to school" on the 2026 Climate Survey or related items on the Universal Screener by Feb 27, 2026.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Anti-Bullying campaign with follow-up throughout the year Student-led announcements Monthly inter-grade art buddies Ongoing SEL in classrooms Intentional small group focus for students based on fall Universal screener and as behavior arises