Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
At Stanley Elementary we believe in the idea that what gets measured gets done. There is nothing more powerful in education then a skilled, collaborative, passionate group of like-minded adults with a clear focus. This plan uses data to narrow our collective focus and target our work on the areas of greatest need. Our goal is to be deliberate in the implementation of instructional strategies that actively engage students in their own learning.
Our Vision
We will... 1. Increase the o/o of students scoring at grade level as measured by state and district assessments. 2. Increase the number of students making Stretch Growth as measured by iReady. (Gr. 1-5) 3. Increase the o/o of students of color scoring at grade level as measured by state and district assessments. 4. Create a safe environment for students. 5. Implement tools/strategies to meet learning, behavioral, and social/emotional needs. 6. Build positive relationships with all stakeholders.
Our Mission
In partnership with families and community...Stanley will be a safe place; Stanley will be a learning place.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
By implementing non-linguistic representations to make memory connections to the letter names and using many different tactile tools to create opportunities to practice letter names we will increase from 4% proficient to 50% proficient in kindergarten in the area of K.RF.4-Read emergent-reader texts with purpose and understanding (focusing on letter names) by the end of the unit.
CURRICULUM: The standards and units we are targeting
STANDARD: RF.K.4 Read emergent-reader texts with purpose and understanding.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing non-linguistic representations to make memory connections to the letter names and using many different tactile tools to create opportunities to practice letter names, teachers will use whole group, partner, and small group instruction to improve students understanding of K.RF.4-Read emergent-reader texts with purpose and understanding (focusing on letter names). To ensure students are able to recognize letter names they will monitor their progress by meeting one on one with the teacher monthly. During small group times students will be progress monitored 2 times weekly for 15 minutes on letter naming.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, targeted students will receive additional (1:1 or Small group) support in K.RF.4-Read emergent-reader texts with purpose and understanding (focusing on letter names). Classroom teachers will use non-linguistic representations to make memory connections to the letter names and will use tactile tools to create opportunities to practice letter names and the intervention will take place 2 times a week for 15 minutes. Progress will be monitored using district reading portfolio.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is (content). By implementing (strategies) for this intervention, students will improve their understanding of the foundational concept of (standard) in an effort to close the gap with their general education peers. This intervention will take place (days per week/time) in SUCCESS classrooms, (days per week) in LAP/Title I, and (days per week) in 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.
N/A
CURRICULUM: The standards and units we are targeting
STANDARD: L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
N/A
2nd Grade
Goal: What are we trying to achieve
Achieve a 43% pass rate for the selected standard by the end of the quarter.
By implementing close reading tasks with note taking strategies, summarization, turn and talks, we will increase from 14% to 43% in 2nd grade in the area of demonstrating understanding of story elements of a narrative text by the end of the unit.
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 close reading tasks with note taking strategies and summarization, teachers will use whole group, partner, and small group instruction to improve students understanding of 2.RL.7- (Use information gained from the illustrations and words in a text to demonstrate understanding of its characters, setting or plot) to ensure students are able to demonstrating understanding of story elements of a narrative text though First Read strategies (read, look ask and talk). Additionally, students will receive feedback 3 times per week through weekly assessments and individual check-ins through our ELA Core instructional block.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, targeted students will receive additional 1:1 or Small group support in English Language Arts that aligns with 2.RL.7- (Use information gained from the illustrations and words in a text to demonstrate understanding of its characters, setting or plot). Classroom teachers will use First Read strategies (read, look ask and talk close reading tasks with note taking strategies and summarization) and the intervention will take place 4 to 5 times weekly for 30 minutes. Progress will be monitored using weekly quizzes, progress checks, and unit assessments.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is ELA. By implementing five finger retell and recall of the text for this intervention, students will improve their understanding of the foundational concept of 2.RL.7- (Use information gained from the illustrations and words in a text to demonstrate understanding of its characters, setting or plot) in an effort to close the gap with their general education peers. This intervention will take place 5 days per week in LAP/Title I, and 5 days per week in LRC.
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 implementing Structured Lessons, we will increase from 29% to 60% in 3rd grade in the area of Rl.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. By the end of the unit.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Structured Lessons, teachers will use whole group, partner, and small group instruction to improve students understanding of Rl.3.2 to ensure students are able to determine the main idea of a text and recount the key details though multiple reads of the text, close read strategies, and interactive notebook practice. Structured lessons include strategies involving graphic organizers, interactive notebooks, analyzing topic/conclusion sentences, practicing summarizing, etc. Additionally, students will receive feedback twice a week by the teacher reviewing their notebook and 1:1 conferring with each student.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, targeted students will receive additional small group support in text comprehension that aligns with Rl.3.2. Classroom teachers will use leveled texts and scaffolds to support small group instruction, and the intervention will take place 4 days a week for 30 minutes. Progress will be monitored using exit tickets.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is informational text comprehension. By implementing leveled readers and leveled scaffolds for this intervention, students will improve their understanding of the foundational concept of Rl.3.2 in an effort to close the gap with their general education peers. This intervention will take place 5 days a week in LAP/Title I, and 5 days a week in LRC.
4th Grade
Goal: What are we trying to achieve
Achieve a 51% pass rate for the selected standard by the end of the quarter.
By implementing a variety of high yield teaching strategies, such as, activating prior knowledge, questioning the text and using graphic organizers, we will increase from 17% to 51% in fourth grade in the area of R/.4.1: Refer to details and examples in a text when explaining what the text says explicitly and drawing inferences from the text by the end of the unit.
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 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing various high yield teaching strategies, such as, activating prior knowledge, questioning the text and using graphic organizers, teachers will use whole group, partner, and small group instruction to improve students understanding of Rl.4.1 Refer to details and examples in a text when explaining what the text says explicitly and drawing inferences from the text to ensure students are able to increase phonemic awareness, vocabulary and comprehension through graphic organizers, spelling tests and brainstorming ideas and task. Additionally, students will receive feedback weekly either verbally or written.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, targeted students will receive additional 1:1 and/or small group support in reading that aligns with Rl.4.1 Refer to details and examples in a text when explaining what the text says explicitly and drawing inferences from the text. Classroom teachers will use graphic organizers and vocabulary development, and the intervention will take place 4 times per week for 15-20 minutes. Progress will be monitored using spelling tests and end of unit assessments.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is (content). By implementing (strategies) for this intervention, students will improve their understanding of the foundational concept of (standard) in an effort to close the gap with their general education peers. This intervention will take place (days per week/time) in SUCCESS classrooms, (days per week) in LAP/Title I, and (days per week) in LRC.
5th Grade
Goal: What are we trying to achieve
Achieve a 12% pass rate for the selected standard by the end of the quarter.
By implementing Greek roots, prefixes, and suffixes, we will increase from 7% to 14% in 5th grade in the area of L.5.4, determining meaning of unknown and multiple meaning words to ensure students are able to determine the meaning of unknown words by the end of the unit.
CURRICULUM: The standards and units we are targeting
STANDARD: L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Greek roots, prefixes, and suffixes, teachers will use whole group, partner, and small group instruction to improve students understanding of L.5.4, determining meaning of unknown and multiple meaning words to ensure students are able to determine the meaning of unknown words though specific academic vocabulary and weekly word work. Additionally, students will receive feedback each week.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, targeted students will receive additional Small group support in Vocabulary that aligns with L.5.4. Classroom teachers will use graphic organizers and guided vocabulary practice and the intervention will take place 3 times per week for 15 minutes. Progress will be monitored using CBA.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is vocabulary. By implementing graphic organizers and specific vocabulary instruction for this intervention, students will improve their understanding of the foundational concept of understanding unknown and multiple meaning words in an effort to close the gap with their general education peers. This intervention will take place 5 days per week for 15 minutes in SUCCESS classrooms, 5 days per week in LAP/Title I, and 5 days per week in LRC.
Math 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.
By implementing modeling and non-linguistic representations, we will increase from 44 % to 75% in kindergarten in the area of K.CC.B Count to tell the number of objects by the end of the unit.
CURRICULUM: The standards and units we are targeting
STANDARD: K.CC.B Count to tell the number of objects
UNIT: Unit 4 Numbers to 10 and Shapes
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing modeling and non-linguistic representations, teachers will use whole group, partner, and small group instruction to improve students understanding of K.CC.B Count to tell the number of objects to ensure students are able to count objects to 20 through counting real life objects, engage in counting games, and move objects correctly on the computer to demonstrate understanding, read aloud numbers books, and math lessons. Additionally, students will receive feedback at least once a month when being progress monitored.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, targeted students will receive additional (1:1 or Small group) support in counting objects to 20 that aligns with K.CC.B Count to tell the number of objects. Classroom teachers will use modeling and non-linguistic representation and the intervention will take place 4 times a week for 15 minutes. Progress will be monitored using one on one teacher assessment.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is (content). By implementing (strategies) for this intervention, students will improve their understanding of the foundational concept of (standard) in an effort to close the gap with their general education peers. This intervention will take place (days per week/time) in SUCCESS classrooms, (days per week) in LAP/Title I, and (days per week) in 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.
N/A
CURRICULUM: The standards and units we are targeting
STANDARD: 1.G.A Reason with shapes and their attributes
UNIT: Unit 6 Geometry and Measurement
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
N/A
2nd Grade
Goal: What are we trying to achieve
Achieve a 46% pass rate for the selected standard by the end of the quarter.
By implementing the use of manipulatives and visual examples in our learning, we will increase students' proficiency from 12% to 46% in second grade in the area of understanding place value by the end of the unit.
CURRICULUM: The standards and units we are targeting
STANDARD: 2.NBT.A Understand place value.
UNIT: Unit 3 Numbers Within 1,000: Place Value, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing the use of math discussion (Try, Discuss, Connect) in the classroom including number talks and think, pair share and math manipulatives, teachers will use whole group, partner, and small group instruction to improve students understanding of 2.NBT.A- (Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones to ensure students are able to identify how may ones, ten and hundreds a number represents through place value number drawings, manipulatives and other strategies). Additionally, students will receive feedback daily through our whole group math core teaching block.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, targeted students will receive additional small group support in place value understanding that aligns with 2. NBT.A- (Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones). Classroom teachers will use modeling through pictures, connecting cubes, place value blocks, digital resources and anchor charts and the intervention will take place 4-6 times weekly for 20 minutes. Progress will be monitored using i-Reading assessments and teacher created formative and summative assessments.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is place value. By implementing modeling through pictures, connecting cubes, place value blocks, digital resources and anchor charts for this intervention, students will improve their understanding of the foundational concept of 2.NBT.A- Understanding that three digits of a three-digit number represents amounts of hundreds, tens and ones in an effort to close the gap with their general education peers. This intervention will take place 5 days per week) in LRC.
3rd Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By implementing structured lessons, we will increase from 24% to 70% in3rd grade in the area of 3.NBT.A Use place value understanding and properties of operations to perform multidigit arithmetic by the end of Trimester 1.
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 structured lessons, teachers will use whole group, partner, and small group instruction to improve students understanding of 2. NBT.A to ensure students are able to use place value to solve multi-digit arithmetic though differentiated leveled problems, differentiated independent work and strategic partnerships. Structured lessons include strategies involving place value method, expanded form, graph paper, place value blocks, and other hands-on manipulatives. Additionally, students will receive feedback daily by the classroom teacher through exit tickets, 1:1 conferring and prior to turning in independent work.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, targeted students will receive additional small group support in multidigit arithmetic that aligns with 3.NBT.A. Classroom teachers will use differentiated leveled problems and use of hands-on manipulatives and the intervention will take place 4 times a week for 30 min. Progress will be monitored using exit tickets and observation data.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is multidigit arithmetic. By implementing hands on learning for this intervention, students will improve their understanding of the foundational concept of 3.NBT.A in an effort to close the gap with their general education peers. This intervention will take place 5 days per week in LRC and 5 days in Ms. Ward's math groups.
4th Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By implementing a variety of high yield teaching strategies, such as, visual aids & manipulatives, real world connections and fostering meaningful discourse and problem solving, we will increase from 20% to 60 % in fourth grade in the area of multiplication, division and algebraic concepts by the end of the unit.
CURRICULUM: The standards and units we are targeting
STANDARD: 4.OA.A Use the four operations with whole numbers to solve problems
UNIT: Unit 2 Operations: Multiplication, Division, and Algebraic Thinking
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing high yield teaching strategies, such as, using visual and hands-on manipulatives, connecting math to real-world applications and interactive mini lessons, teachers will use whole group, partner, and small group instruction to improve students understanding of 4.OA. A: Use the four operations with whole numbers to solve problems to ensure students are able to use multiplication, division, addition and subtraction to solve mathematical equations though daily interactions with math. Additionally, students will receive feedback after lessons, quizzes and assessments both in writing and verbally through 1:1 conferring. (how often, who, and when?)
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, targeted students will receive additional Small group support in solving problems with the four operations that aligns with 4.OA. A. Classroom teachers will use interactive mini lessons using manipulatives and the intervention will take place 3 times per week for 15 minutes. Progress will be monitored using CFA.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is using the four operations. By implementing small group lessons, manipulatives, and interactive lessons for this intervention, students will improve their understanding of the foundational concept of 4.OA.A in an effort to close the gap with their general education peers. This intervention will take place 5 days per week in LRC.
5th Grade
Goal: What are we trying to achieve
Achieve a 14% pass rate for the selected standard by the end of the quarter.
By implementing interactive notebooks and manipulatives (such as base 10 blocks) ,we will increase from 7% to 14% in 5th grade in the area of 5.MD.C by the end of the unit.
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
By implementing interactive notebooks, teachers will use whole group, partner, and small group instruction to improve students understanding of 5.MD.C Understand concepts of volume and relate volume to multiplication and addition to ensure students are able to use multiplication through whole group instruction, interactive notebooks, and classroom assignments. Additionally, students will receive feedback once a week from their teacher
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, targeted students will receive additional (1:1 or Small group) support in (content area/skill) that aligns with (priority standard). Classroom teachers will use (specific teaching strategy/activities) and the intervention will take place (times per week) for (minutes). Progress will be monitored using (assessment type).
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is numbers and operations in base 10. By implementing small group instruction using manipulatives for this intervention, students will improve their understanding of the foundational concept of 5.MD.C in an effort to close the gap with their general education peers. This intervention will take place 5 days per week/30 mins in LRC.
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 70% pass rate for the selected standard by the end of the quarter.
By January 30, 2026, 70% of Kindergartners will be able to demonstrate a steady beat to music, without teacher modeling, based on the rubric.
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
1. Review Learning Target 2. Review success criteria - give examples Strategies may include: Practice steady beat as a class with a recording. (ex. One student at a time demonstrates steady beat using body percussion for four measures while class sings along. Students will move around room matching the steady beat the teacher is playing on the drum. Students may play beat on a percussion instrument.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier two instruction to be used to impact the learning goal of steady beat are individualized games that provide opportunities for students to show individual growth with the goal, and songs demonstrate the beat that directly tie to the goal that can be sung anywhere, not just in the music classroom. I know these strategies were effective because students were observed showing the skill, assessment scores from individualized games, and observable assessments from class time. Observable formative and summative assessments from class time.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier three strategies will be provided for all students as extra support by the music teacher. Due to time constraints and focus on improving reading, writing and math scores, there is no additional time to meet individually with students outside of their already scheduled music instruction time. All students are given class time with a specialist with extensive knowledge in music and all are monitored for individual growth based off of their starting base of zero. Strategies will be repeated often as needed, and multiple modality activities will be used to support all learning styles for all tier level students.
PE Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
There are currently 42% of 5th grade students meeting standard 1.E14.5a. By January 30th, 2026, the percent of students meeting the standard will increase to 80% as measured by visual skill assessments using the overhand throwing rubric as guidance. I will accomplish this by establishing an inclusive and equitable PE culture that adheres to grade-level standards. This includes providing a safe space for learning and trying new things and maximizing participation time for students.
CURRICULUM: The standards and units we are targeting
STANDARD: PE-3 Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness
UNIT: PE- NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
During whole group instruction, I will use modeling, movement exploration, and peer coaching teaching strategies to teach the fundamental movement markers necessary to perform the skill correctly. Additionally, I will provide games and station activities that emphasize the skill of the overhand throw.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
During stations and small group instruction, I will reteach the skill. I will provide a visual maker of the stepping foot for those who need extra assistance. I also will offer a variety of throwing implements for learners to choose from.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For ELL students I will provide pictures and videos to demonstrate the skills and appropriate steps to performing it. For children with sensory needs I will provide headphones to reduce the noise overstimulation in PE. For ADD/ADHD students I will provide a listening space during instruction where they ca
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 98% of students have behaviors NOT resulting in suspension or expulsion.
By implementing Zones of Regulation and Character Strong, we will increase from 95% to 98% in at Stanley in the area of the number of students not being referred to the office for disruptive behaviors by the end of the trimester.
Root Cause Analysis:
Character Strong, Zones of Regulation, CBT, Second Step, CICO, teacher mentors, morning meetings.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
We have had 3.8% and 3.4% of our students be suspended in the last 2 years. The goal is to continue this rate for all students.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Stanley teachers provide Tier 1 support through the use of morning meetings and Zone of Regulation. Stanley teachers also deliver daily Character Strong lessons. The counselor provides Tier 1 support through the teaching of the Second Step curriculum in grades K-3 and through the teaching of Cognitive Behavioral Therapy (CBT) in grades 4 and 5. The counselor also uses mentor texts as a teaching tool for topics that arise throughout the year.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Currently we have 8 students with a social/emotional IEP. The LRC teacher uses the Character Strong curriculum, Zones of Regulation, and social stories to meet behavior goals outlined in student IEP's. Students in Tier 2 receive a teacher mentor to check in with, a visual schedule, daily communication to home, a buddy room to deescalate, or a more formalized daily CICO.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 100% positive rating on the selected Climate Survey item.
By implementing agreed upon safety protocols we will increase from 96% to 98% in at Stanley in the area of staff feeling safe at school.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Meetings with Safety Team and SCDM to discuss safety concerns monthly. Annual review of procedures for arrival and dismissal.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 80% positive rating on the selected Climate Survey item.
By implementing our TWO behavior matrix, Tier 1, 2, and 3 rewards, and through daily morning meetings and Zones of Regulation we will increase from 56%% to 80% in at Stanley in the area of the number of students of students feeling safe at school by the 2025 Climate Survey.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Stanley teachers provide Tier 1 support through the use of morning meetings and Zone of Regulation. Tier 1 positive reinforcement is done through our Cougar Band initiative. Tier 2 positive behavior will be recognized every 8 weeks at a Recognition Assembly. Exceptional behavior is reward through our Cougar Elite initiative. The counselor provides Tier 1 support through the teaching of the relevant classroom lesson on bullying and appropriate language. The counselor also uses mentor texts as a teaching tool for topics that arise throughout the year.