Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
At Delong Elementary School our CAP goals and action steps are based on the Fall I-Ready Benchmark Assessment and with this data school staff have designed specific academic goals in ELA & Math. The purpose of the goals and action steps is to have a detailed plan to address the deficiencies in these two content areas. Staff have specific plans that incorporate best teaching practices, small group intervention and systemic progress monitoring that determines the effectiveness of the grade plan.
Our Vision
Our vision at Delong is to create a safe and inclusive environment where staff collaborate and communicate shared high expectations so students can grow.
Our Mission
Our mission at Delong is to ensure a compassionate, equitable, and challenging education for the whole child.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 55% pass rate for the selected standard by the end of the quarter.
With prompting and support, we want our students to be able to retell including beginning, middle, and end of a story as measured by a retell CFA. We will ensure inclusive and equitable practices by utilizing turn and talk and random selection tool for sharing. Students will share their understanding with pictures, acting out story elements, and verbally retelling.
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
Whole group instruction will include explicitly stating learning target and success criteria for retelling familiar stories. We will use a retelling anchor chart and the Story Hand tool to demonstrate retell stories. Students will also use the Story Hand tool, turn and talk, and pictures to retell stories.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Based on each week's CFA, we will work individually or in a small group with students who need additional support with retelling familiar stories. We will return to the story and model retell and allow students to retell the story in their own words and add more detail to their CFA.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students in grades K-5 who score in Instructional Grouping 1 or 2 in reading on the iReady Fall Benchmark will be identified for additional diagnostics of foundational and decoding skills. Data from the diagnostics will be used to determine students' performance levels. Emerging readers and students with moderate, significant, or severe decoding deficits will receive at least 30 minutes three to five days a week of tier 3 literacy instruction from Title/LAP, LRC, and/or EL staff. In the Title/LAP program, performance levels for individual skill areas will be used to create groups of students with similar needs. The Really Great Reading Path for Assessment and Intervention will be used to determine which instructional program will be used with each group. The Countdown program will be used with kindergarten students and students in grades 1-5 with weak pre-decoding skills. Students in this program will receive explicit instruction and teacher modeling of pre-decoding skills (alphabetic principle, phonemic awareness, letter-sound relationships), followed by skills to decode more complex words in isolation and in connected text. For emerging readers in grades 1-5, the BLAST program will be used to provide explicit instruction and progress monitoring of letter-sound correspondences, phonemic and phonological awareness, high frequency word fluency, phonics knowledge, and spelling. Students who are moderately, significantly, or severely below grade level in grades 2-5 will receive.
1st Grade
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
NA: First grade uses the MTSS process in place of the CAP.
CURRICULUM: The standards and units we are targeting
STANDARD: L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
2nd Grade
Goal: What are we trying to achieve
Achieve a 31% pass rate for the selected standard by the end of the quarter.
By December 19th 2025, 31 % of a/I 2nd grade students will be proficient in the standard RL.2. 7. 15% (8115 tier 2 students) will improve to achieve a total grade level mastery of 16150 students. We will achieve this goal through grade level texts and graphic organizers; students will be able to identify the main idea and supporting details as well as assess their progress using a rubric/checklist followed by teacher conferring. Students will have the opportunity to assess through scaffolded points. This will be continuous through the remainder of the trimester. Students will be given a variety of ways to show their understanding. The CRT practice of authentic relationships and student collaboration will be used to create an inclusive and 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 immediate feedback teachers will use whole group, partner and small group instruction to support students in understanding 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. Teacher practices will include facilitate discourse by proposing purposeful questions to engage all students in discourse, use structured partner talks to give all students a venue to have their voice heard and hear others thinking and provide meaningful activities for students to engage in that will help them refine the skills needed to master Rl.2.7. Students will be utilizing strategies such as highlighting text, engaging in meaningful discourse with peers, participating in group work, and practice justifying their reasoning using textual evidence. Additionally, teachers and students will monitor progress by utilizing daily learning targets and success criteria as well as through formative assessments such as CFA's using the district provided rubric as a success criterion for standards mastery. Feedback will be given to all students daily using the daily success criteria as a basis for a score as well as students will be provided formative assessment feedback using the district provided rubric within 2 days of the test.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing immediate feedback, classroom discourse, and close reading during core instruction, students will participate in small group instruction for 20 minutes, 4 times a week with a focus on Rl.2.7. Teachers will used leveled "just right" reading texts and pose purposeful questions to illicit student discourse on finding the main idea and text evidence. Students will read a leveled "just right text" and engage in close reading and partner/ small group discourse by responding to teacher's DOK 3/4 questions and tasks. 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
Students in grades K-5 who score in Instructional Grouping 1 or 2 on the iReady Fall Benchmark will receive further diagnostics to assess foundational and decoding skills. Based on results, students with decoding deficits will get 30+ minutes of Tier 3 literacy instruction 3-5 days a week from Title/LAP, LRC, or EL staff. Instructional groups will be formed by skill level using the Really Great Reading Path. Countdown: For K-5 students with weak pre-decoding skills. Focuses on alphabetic principle, phonemic awareness, and decoding. BLAST: For emerging readers in grades 1-5. Covers phonics, fluency, and spelling. HD Word: For grades 2-5 significantly below grade level. Focuses on multisyllabic decoding. Group 3 (Grade 5): Focus on vocabulary and comprehension using ReadWorks and Wordly Wise. LRC: Uses Sonday Systems for instruction. Students in grades 4-5 scoring in Instructional Grouping 1 or 2 will receive Title/LAP support. A pretest on Unit 1 of the iReady curriculum will guide instruction on core concepts. Students will get daily feedback, and progress will be tracked through post-tests. Instruction includes visuals, academic discourse, and analysis of peer work to deepen understanding.
3rd 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 2026, 50% (15130) of students in Tier 3 will improve from intensive to strategic for standard L3.4. We will track progress and measure results using Sawas quizzes, ISMs, and DRA progress monitoring.
CURRICULUM: The standards and units we are targeting
STANDARD: L.3.4 Determine or clarify the meaning of unknown and multiple meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
During core reading time, we will be modeling how to determine or clarify the meaning of unknown and multiple meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Students at this level will learn grade level vocabulary across subjects as well as learning more advanced vocabulary.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small groups will be created using students reading levels and needs based on their guided reading level and will meet daily. We will work with students on strategies to determine or clarify the meaning of unknown and multiple meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students in Instructional Grouping 1 or 2 in reading on the iReady Fall Benchmark are identified for screening of foundational and decoding skills. Data from the screeners is used to determine performance levels. Emerging readers and students with moderate, significant, or severe decoding deficits receive at least 30 minutes 3 to 5 days a week of tier 3 literacy instruction from Title/LAP, LRC, and/or EL staff. In the Title/LAP program, performance in individual skill areas is used to create groups of students with similar needs. The Really Great Reading Path for Assessment and Intervention is used to determine which instructional program is used with each group. The Countdown program will be used with kindergarteners and students with weak pre-decoding skills. Students in this program receive explicit instruction and teacher modeling of predecoding skills (alphabetic principle, phonemic awareness, letter-sound relationships), followed by skills to decode more complex words in isolation and in connected text. For emerging readers, the BLAST program is used to provide explicit instruction and progress monitoring of letter-sound correspondences, phonemic and phonological awareness, high frequency word fluency, phonics knowledge, and spelling. Students who are moderately, significantly, or severely below grade level receive instruction using the HD Word Program which focuses on explicitly teaching strategies for multisyllabic decoding. In LRC, the Sonday System is used.
4th Grade
Goal: What are we trying to achieve
Achieve a 48% pass rate for the selected standard by the end of the quarter.
We want our students to Identify the events, key ideas/ concepts, steps in informational texts and describe how informational and technical texts are structured. Our goal is to move from 20 students (30 %) to 32 students (48%) meeting grade level standard R.1.3 by February 18, 2026. We will track progress and measure results using ISMs, DRA progress monitoring and Sawas graphic organizers related to the standard.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
ACTION STEP 1: By implementing note taking strategies, graphic organizers, and modeling with mentor text and public anchor charts. Teachers will use whole group, partner, and small group instruction to support students in understanding Rl.3 to ensure students are able to comprehend informational text features and structures to explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Progress monitoring will be tracked through formative assessments of iReady ISMs, self-assessing with single point rubrics when using graphic organizers and summarizing, along with weekly feedback from classroom teacher
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to whole group core instruction, students will participate in small group for 30 minutes, 4 times a week with a focus on Rl.3. Teachers will scaffold informational text features and structures into smaller sections to analyze for understanding with instructional leveled text, reference the anchor charts/tools to self -assess, and implement accommodations. Progress will be measured by exit slips, consistent feedback in the moment, and student work will be brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students in grades K-5 who score in Instructional Grouping 1 or 2 on the iReady Fall Benchmark will receive further diagnostics to assess foundational and decoding skills. Based on results, students with decoding deficits will get 30+ minutes of Tier 3 literacy instruction 3-5 days a week from Title/LAP, LRC, or EL staff. Instructional groups will be formed by skill level using the Really Great Reading Path. • Countdown: For K-5 students with weak pre-decoding skills. Focuses on alphabetic principle, phonemic awareness, and decoding. • BLAST: For emerging readers in grades 1-5. Covers phonics, fluency, and spelling. • HD Word: For grades 2-5 significantly below grade level. Focuses on multisyllabic decoding. • Group 3 (Grade 5): Focus on vocabulary and comprehension using ReadWorks and Wordly Wise. • LRC: Uses Sonday Systems for instruction. Students in grades 4-5 scoring in Instructional Grouping 1 or 2 will receive Title/LAP support. A pretest on Unit 1 of the iReady curriculum will guide instruction on core concepts. Students will get daily feedback, and progress will be tracked through post-tests. Instruction includes visuals, academic discourse, and analysis of peer work to deepen understanding.
5th Grade
Goal: What are we trying to achieve
Achieve a 43% pass rate for the selected standard by the end of the quarter.
By the end of January 2026, 56% (24 of students in Tier 2 or 3) will improve by one grade level on L.5.4a on the iReady Diagnostic mastery scale as measured by Sawas, common formative, and iSM assessments. The CRT practice of student collaboration and high yield strategies will be used to create an inclusive & equitable environment.
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 classroom environment, student collaboration, and high yield strategies teachers will use whole group, partner and small group instruction to support students in understanding 5.L.4 through whole group discussions and instruction, attending to precision, looking for and making use of context clues within the text, and expressing regularity in repeated reasoning. Teacher practices will include promoting discourse through prompts, explanation of thoughts and ideas, and reflections on strategies and approaches. Students will use vocabulary words verbally, receive instruction on prefixes, suffixes, and root words, & use tools such as dictionaries, thesauruses, and glossaries to check their understanding of both academic and general vocabulary. Additionally, teachers and students will monitor progress by exit tasks, comprehension checks at the end of each lesson, and unit assessments and feedback will be given through individual conferences with students and student to student discourse.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing classroom environment, student collaboration, and high yield strategies during core instruction, students will participate in small group instruction for 30 minutes, 5 times a week with a focus on the 5.L.4 standard. Teachers will group students based on assessment data. Students will practice skills to decode and understand unknown words with lower level texts. Teachers will also reteach or review use of prefixes, suffixes, dictionaries, and context clues to understand unknow word in a text. 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
Students in grades K-5 who score in Instructional Grouping 1 or 2 on the iReady Fall Benchmark will receive further diagnostics to assess foundational and decoding skills. Based on results, students with decoding deficits will get 30+ minutes of Tier 3 literacy instruction 3-5 days a week from Title/LAP, LRC, or EL staff. Instructional groups will be formed by skill level using the Really Great Reading Path. • Countdown: For K-5 students with weak pre-decoding skills. Focuses on alphabetic principle, phonemic awareness, and decoding. • BLAST: For emerging readers in grades 1-5. Covers phonics, fluency, and spelling. • HD Word: For grades 2-5 significantly below grade level. Focuses on multisyllabic decoding. • Group 3 (Grade 5): Focus on vocabulary and comprehension using ReadWorks and Wordly Wise. • LRC: Uses Sonday Systems for instruction.
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 90% pass rate for the selected standard by the end of the quarter.
We want our students to understand the relationship between numbers and quantities to 5 by the end of Trimester 1 as measured by the Ready Math Lesson 4 quiz and CFA exit ticket. We will ensure inclusive and equitable practices by utilizing manipulatives, random selection tool, and differentiated Ready Math learning games. Students will share their understanding with pictures, exit tickets, manipulatives, and learning games.
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
We are going to use the high-yield strategy of explicitly modeling and providing opportunities for students to move and count an object as well as putting an action to each number as we count. We will do this throughout the day with various objects and movements to increase one-to-one correspondence.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will use manipulatives, Ready Math learning games, and number lines during small group 2-3 times a week as well as meeting one on one with students to work on one-to-one correspondence as needed.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 math intervention will be provided by the classroom teacher and building para-educator in small groups or individually 2-3 times per week. Staff will provide additional instruction in one-to-one correspondence to 5 using math manipulatives, 5 frames, and Ready Math centers.
1st Grade
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
NA: First grade uses the MTSS process in place of the CAP.
CURRICULUM: The standards and units we are targeting
STANDARD: 1.G.A Reason with shapes and their attributes
UNIT: Unit 6 Geometry and Measurement
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
2nd Grade
Goal: What are we trying to achieve
Achieve a 32% pass rate for the selected standard by the end of the quarter.
By December 19th, 2025 15% percent (8150 tier 2 students) of the total tier 2 students will improve to a total grade level proficiency rate of 32% (16/50 tier 1 students) on the mastery scale of 2. OA. 1 as measured by grade level CFAs. The CRT practice of authentic relationships, student collaboration and intentional partner talk regarding the standard and related concepts 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 regular feedback derived from exit ticket data teachers will use whole group, partner and small group instruction to support students in understanding 2.OA.1 to ensure students are able to represent equations using pictures, manipulatives, and have models be able to explain to peer(s). Additionally, students will be able to understand the relationship of numbers of a fact family and understand the relationship between addition and subtraction through Model, try, discuss, connect procedures, intentional partner talk and academic discourse, and whole group select and sequencing. Teacher practices will include select and sequencing student work examples to promote student thinking by having students analyze the work of their peer. Ask students thought provoking questions to push on students thinking. Teachers will also allow opportunities for students to share their strategies with their peers in partner or group talk situations, such as the use of collaboration boards. Students will use sentence starters if needed during academic discourse opportunities (SMP1 ), be able to explain their reasoning using a model to demonstrate what they are saying (SMP2), make sense of the problem from another perspective (SMP3). Additionally, teachers and students will monitor progress by using daily exit tickets and regular CFAs and feedback will be given daily to each student.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the core instruction, focusing on 2.OA.A.1, use addition and subtraction within 100 to solve word problems, teachers will confer with students in small strategy groups 2 - 3 times a week for 15 minutes. Manipulatives will be utilized to build conceptual understanding and tasks will be provided to make explicit connections between addition and subtraction (SMP1) and teach strategies to make sense of word problems. Students will create base ten drawings, relate models to written equations, identify missing addends and solve word problems that use addition and subtraction to develop an understanding of the relationship. Progress monitoring will happen daily using exit tickets at the end of each lesson and using comprehension checks from i-Ready toolbox at the end of each unit on paper to show student thinking. Teacher will provide feedback based on the success criteria on daily exit tickets and other assessments, as well as verbally.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
These students will focus on addition and subtraction within 20, fact families, bundling numbers in groups of S's or 1 O's and counting objects up to 20. students will be given various strategies to add and subtract within 20.
3rd 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 2026, 15130 (50%) students in Tier 2 will improve from strategic to benchmark for standard NBT3a, using place value understanding and properties of operations to perform multidigit arithmetic. We will monitor progress through exit tickets, iReady comprehension checks, and unit tests.
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
During core math time, we will have students try to use their schema, make sense of, and discuss ideas around new learning through the TryDiscuss-Connect routine in each lesson. Students will have a chance to also see and hear about different strategies to use to adding and subtracting numbers within. Students will also be provided access to manipulative and tools to enhance their ability to make meaning of math concepts and will learn a variety of strategies to create a stronger understanding of this new learning.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will be identified based on i-Ready diagnostic levels in the strand of Numbers and Operations to pre-teach or re-teach skills that will be needed for core instruction. This will be done through review of lessons from prior grades and added teacher resources in small groups, through teacher-assigned and individual My Path lessons on i-Ready independently, as well as through Ready Classroom Math center activities. When appropriate, students will use learning games to build fluency and proficiency with adding and subtracting. Students will also be able to discuss with students from different levels of understanding about math concepts during their core math time.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Action Step 3 - Interventions (This is more for students receiving a double dose of instructional support for this content): Students in this group are identified through i-Ready diagnostic levels in the strand of Numbers and Operations and will get targeted instruction in adding and subtraction. This will be done through small groups and i-Ready My Path lessons. Small groups will meet 3-5 times a week to receive instruction focused on the foundational skills needed to understand multiplication and division that align with the Ready Classroom lessons from the classroom teacher and/or the LRC teacher. Students will also have access to manipulatives and graphic organizers that may help them better understand the concepts.
4th Grade
Goal: What are we trying to achieve
Achieve a 48% pass rate for the selected standard by the end of the quarter.
We want our students to multiple two-digit by two-digit numbers. Our goal is to move- from 18 students (27 %) to 32 students (48%) meeting grade level standard 4.NBT.B.5 by Feb 18, 2026. We will track progress and measure results using Ready Math Comprehension Checks, exit tasks and Unit 2 and Unit 3 Assessments.
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
During core Math block we will focus on discourse with use of stem discussion starters following Ready Math Routine of Try-Discuss-Connect, Rough Draft Math, Number Sense Routines, public Anchor charts showing math strategies, use of manipulatives and teaching specific math vocabulary.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Action Step 2 -Additional support in the core classroom: During the core math block we meet with small groups using manipulatives, ready Math center activities, personalized I Ready My Path Lessons and Ready Math Online Learning Games.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Action Step 3 - Interventions (This is more for students receiving a double dose of instructional support for this content): Students selected for intervention will receive at least 30 minutes, four days a week instruction focused on math foundational standards that align to Ready Math prerequisite lessons to multiplication from classroom teacher, Title support or LRC teacher.
5th Grade
Goal: What are we trying to achieve
Achieve a 47% pass rate for the selected standard by the end of the quarter.
By the end of January 2025, 73% (32 out of 44) of the students in tier 2 and 3 (1 year below or more) will improve by 1 level or more on the iReady Diagnostic on 5.NBT.B. 7 (specifically add or subtract decimals using any strategy) as measured by iReady, iSM's and teacher created common assessments. The CRRT practices of Authentic Relationships, Classroom Environment, and High-Yield Strategies will be used to create inclusive and equitable practices.
CURRICULUM: The standards and units we are targeting
STANDARD: 5.NBT.B Perform operations with multi-digit whole numbers and with decimals to hundredths
UNIT: Unit 2 Decimals and Fractions: Place Value, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing classroom environment, student collaboration, and high yield strategies teachers will use whole group, partner and small group instruction to support students in understanding 5.NBT.B.7 through whole group discussions and instruction, higher level thinking story problems, attending to precision, looking for and making use of structures, and expressing regularity in repeated reasoning. Teacher practices will include promoting discourse through prompts, explanation of thoughts and ideas, and reflections on strategies and approaches. Students will use the discuss it questions with their partner (SMP3) and will explain and defend their solution strategies verbally, model with mathematics (SMP4) & using representations (SMP2). Additionally teachers and students will monitor progress by daily exit tasks, comprehension checks at the end of each lesson, and unit assessments and feedback will be given through individual conferences with students and student to student discourse.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing classroom environment, student collaboration, and high yield strategies during core instruction, students will participate in small group instruction for 30 minutes, 4 times a week with a focus on 5.NBT.B.7 standard. Teachers will work with students to support new strategies and offer manipulatives to add and subtract decimals. Students will practice with partners, discuss thoughts and ideas with a small group, and learn to use manipulative appropriately and regularly. 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
Students in grades 4 & 5 who score in Instructional Grouping 1 or 2 in reading on the iReady Fall Benchmark will be identified for receiving additional support from Title/LAP. These students will be given a pretest based on the first Unit in their iReady Curriculum. Based on this data students will receive explicit instruction on core concepts that they have not mastered so that they can translate those skills to their grade level content. Students will be given daily feedback based on the day's learning target and the data will be tracked by the teacher. Furthermore, regular post tests will be given to monitor progress on the identified content areas needing extra support. Students in this group will have access to visuals to help them make sense of problems, participate in whole group and partner academic discourse, as well as analyze other students' work to make sense of problems.
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
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.
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 85% pass rate for the selected standard by the end of the quarter.
There are currently 64% of 1st grade students meeting standard 1.6.1 By February 2026, the percent of students meeting the standard will increase to 85% as measured by visual skill assessments using the underhand 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 strategies to teach the fundamental movement markers necessary to perform the skill. I will also provide games and activities that emphasize the underhand 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 objects for learners to choose from.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For ELA students I will provide pictures to demonstrate the skills and steps to performing it. For children with sensory needs, I will provide headphones to reduce the noise in PE.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 70% of students have behaviors NOT resulting in suspension or expulsion.
To improve student behavior at Delong we will implement high-leverage strategies that will focus on proactive, relationship-centered approaches that foster a positive school climate. Key commitments include implementing consistent school-wide expectations, teaching social-emotional skills explicitly, and using restorative practices to build empathy and repair harm. Positive behavior interventions and supports (PB/SJ will serve as a foundational framework, providing tiered supports and reinforcing desired behaviors through recognition systems. Regular classroom meetings and check-ins will help build trust and allow students to reflect on their choices. To monitor and celebrate success, C/CO to collect data on behavior trends and individual progress.
Root Cause Analysis:
All staff will engage in equity conversations each month, topics cycled through Circles, staff meetings, and morning meetings with students. Teachers will model relationship skills in training and everyday practices. Staff will also attend district professional development as a whole or individually as needed throughout the year. 100% of students will engage in Character Strong every day and schoolwide mindful opportunities to equitably deepen the awareness of emotions
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Data indicates that multi-racial boys face more behavior referrals as well as students identifying as MV, SPED, and ELL. These students also represent a larger percentage of absences. At Delong, we will be focusing on fostering improved relationships with students and families, celebrating student success and using an asset-based approach to growth and learning, and helping students identify emotions and self-awareness.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Support identifying emotions in morning announcements, use of Zones to begin to discuss the vocabulary of emotions. Training and retraining at staff meetings to create accessible morning meetings on emotions and identification of emotions and self-awareness.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Create, promote, and reward the implementation of Tier 1 expectation and friendship language with 100% fidelity for all grades throughout all school areas and monitor the behavior incidences in places other than the classroom to monitor the efficacy of tier 1 fidelity. Support positive shaping of attributes consistent with achievement socially and academically using dragon awards and bragging dragons. Promote an all school store in collaboration with PTA, where goal setting in academics and social emotional wellness by the classroom teacher, ad min, or school counselor can be tracked, monitored, reflected upon, and rewarded.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills}, resulting in at least 55% positive rating on the selected Climate Survey item.
To support adult SEL (social awareness or relationship skills) our goal is to increase % positive from 30.8% to 55% on the climate survey in the area of there is a willingness to address conflict in my school.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
We will have intentional team building/equity training at staff meetings, PLCs and PDs. We will also create a safe space to take risks, celebrate differences, and develop empathy. Staff will provide feedback to building coach on what staff needs and wants throughout the year in regard to PD.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 65% positive rating on the selected Climate Survey item.
Increase Students are engaged and enjoy being in class positive percentage from 44.8 to 65% on the climate survey item. This will be accomplished through morning meetings to foster classroom community. Restorative practices to build empathy and resolve conflict. Student leadership opportunities (e.g., student council, classroom jobs).
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Support identifying emotions while using Character Strong every morning. Training and retraining at staff meetings to create accessible morning meetings on emotions and identification of emotions and self-awareness. Proactively support students in setting goals around academics and emotional intelligence.