5130 N. 26th Street
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
The purpose of the Downing CAP Plan (Continuous Achievement Plan) is to promote growth and increase educational excellence for our Dolphins, through intentional and targeted. Downing staff will collaborate and partner with families and students to review data to set goals and create plans for helping our Dolphins reach their fullest potential. The goal is for all Dolphins to set and reach their academic and social goals.
Our Vision
Downing Elementary School's mission is to prepare students to attain academic excellence through a partnership of families, students and staff. We achieve this through the following common agreements. Set high standards and expectations Utilize data and best practices to direct instruction Participate in professional development Collaborate with peers, parents, and community to impact student learning Support implementation of school-wide Tacoma Whole Child Initiative.
Our Mission
We set high standards and expectations (rigorous curriculum, aligned to standards) Utilize data and best practices to direct instruction (professional development to better understand methods for analyzing data) Participate in professional development (focused on data and modifying instruction) Collaborate with peers, parents, and community to impact student learning (portfolios and collaborative goal setting) Support implementation of school-wide Whole Child Supports
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 68% pass rate for the selected standard by the end of the quarter.
5-There are 48% of students meeting K.RF.K.3. By January 30, 2026, 68% of students will meet standard M-Unit Assessments, Kindergarten Portfolio, Exit Tickets and Comprehensions from Sawas A-Use a single point rubric for RF.K.3a throughout the entire goal window to provide feedback for each student R- Every Kindergarten student will show growth in their understanding of the standard RF. K. 1 don the single point rubric T- October 14, 2025, to January 30, 2026 /- Intentionally invite students to participate in literacy instruction personalized by their needs/goals E- Use whole group, small group, and 1:1 instruction based on student- centered strategies
CURRICULUM: The standards and units we are targeting
STANDARD: RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Kindergarten teachers will provide daily whole group ELA instruction including shared reading and phonics instruction. Teachers in Kindergarten will use the Sawas curriculum. Students will gain a better understanding of letters and blend sounds to read common sight words and emergent reader texts. All students will have access to ELA iReady computer program for 20 minutes two times per week to reinforce letters and letter sounds and gain the skills necessary to read emergent texts and identify common sight words. Kindergarten teachers will goal-set with families of all students in October. Action Steps: -Sawas student interactive daily workbook -Weekly alphabet homework -iReady reading myPath -Alphabet letter sound movement songs -whiteboard student work -Alphabet letter sound beanbag toss (or other sensory device) -Alphabet letter sound Bingo -Phonics interactive brain-break videos -Literacy station materials
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Kindergarten staff will provide daily small group targeted instruction for 15-20 minutes to meet the individual needs of our CAP identified Tier 2 students. Kindergarten staff will progress monitor Tier 2 students bi-weekly on letter names and corresponding sounds. Teachers will confer with CAP students 1 :1 to goal-set and discuss next steps toward reading emergent texts. This will help students to understand what is necessary to move forward in small group and independent work. Action Steps: -Daily phonics work including letter names and corresponding sounds - segmenting, blending, and substituting sounds - sensory strategies and use of manipulatives
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
LRC, OT, SLP teachers will support students on their caseload to make progress toward meeting the RF.K.3a standard within the general education classroom in both whole group and small group settings. Kindergarten teachers will partner with these specialists to plan appropriate supports for students not yet at mastery. Teachers will begin observations and documentation for possible referrals for Tier 3 supports during this first CAP window.
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: Split class focused on a different grade level.
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: Split class focused on a different grade level.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: Split class focused on a different grade level.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: Split class focused on a different grade level.
2nd Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
33% of 2nd grade students are meeting the umbrella standard L.2.4. By January 30th, the percentage of students meeting the standard will increase to 50% as measured by the Sawas assessments, interim assessments, common formative assessments and exit tickets. We will accomplish this by establishing an inclusive and equitable ELA culture that adheres to grade level content and shift from remediation to support and scaffolding.
CURRICULUM: The standards and units we are targeting
STANDARD: L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing the following high yield strategies, during whole group reading instruction, students will build understanding in L.2.4. We will: stop at unfamiliar words, use context clues to help understand new words, engage with talk & turn partners, give timely feedback, and use common prefixes and suffixes to figure out new words. Feedback is defined as relating to actions or information provided by an agent (e.g. teacher, peer, parent) that provides information regarding aspects of one's performance or understanding. Feedback is the information about the task that fills a gap between what is understood and what is aimed to be understood. A way to provide ongoing feedback throughout the lesson is by using a rubric (Sawas) that will be communicated with students and families. We will create an inclusive and culturally responsive classroom by intentionally inviting students to engage in ELA instruction personalized by their needs/data. We will use exit tickets, and common assessments, cold reads/fluency passages to monitor student growth and form small groups. We will use DOK level 1 and 2 to first have students recall vocabulary and level 2 for them to apply patterns within suffixes and prefixes to help them understand new words.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing the following high yield strategies, during small group reading instruction twice a week, students will build understanding in
L.2.4. We will: One-On-One Conferring: Set goals, review i-Ready and close read data, discuss vocabulary in texts, review writing and discuss process of using dictionaries and thesauruses, read together, ask questions about words in their book, running record, and progress monitor. This will occur in the core classroom 3 days a week for 15 minutes a week.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
MTSS I Title - There are 11 Second Grade MTSS I Title students. I-Ready data shows 6 of the students as one year behind and 5 are two years or more behind in reading. 5 of the students will be using the RGR HD Word program and 6 will be using the Phonics For Reading program.
3rd Grade
Goal: What are we trying to achieve
Achieve a 44% pass rate for the selected standard by the end of the quarter.
There are 27% of 3rd grade students meeting the standard of describing characters in a story (e.g., their traits, motivations, or feelings) and explaining how their actions contribute to the sequence of events. (RL.3.3). By January 30, 2025, the percent of students meeting the standard will increase to 44% as measured by Sawas Cold Reads for Comprehension passages (formative), unit 1 lesson-level exit tickets (formative), Sawas Unit 1 Summative Assessment, and the Winter iReady Reading Diagnostic (summative). One way we will accomplish this is through building on the inclusive and equitable culture of honoring student background knowledge and experiences when interacting with the content in traditional tale and other fictional texts. The comprehension strategies we present, and our methods of lesson implementation will be rigorous and centered on student growth mindset.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing student discussion routines such as sentence stems/prompts using academic vocabulary and by shared annotation of traditional tale text during core ELA whole group instruction and scaffolded close reading with supportive graphic organizers during flexible small group instruction, students will build understanding in RL.3.3. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by Sawas cold read comprehension passages and Unit 1 formative assessments built into weekly lessons in myView textbooks. We will create an inclusive and culturally responsive classroom by intentionally inviting students to engage in ELA instruction personalized by their needs/data. Students will use their personal data to set goals and determine their own personal indicators of progress and success.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing peer reciprocal teaching scaffolded with graphic organizers and leveled texts and facilitating rigorous individual goal setting during our double dose small group instruction, students will build understanding in RL.3.3. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by Sawas Cold Reads for Comprehension, Sawas Unit 1 formative assessments, and Unit 1 summative assessment. Students will participate in small MTSS reading groups 2 times per week for 20 minutes.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Within intervention outside the classroom, students will receive support according to their IEP, LAP and/or MLL plan. There are 1 O Third Grade MTSS I Title students. I-Ready data shows 5 students as one year behind in reading and 5 students are 2 years behind in reading. 4 students will be using the REWARDS curriculum and 6 will be using the RGR HD Word curriculum. LRC staff meets with (3rd grade) group based on their goals and minutes from their IEP. We are currently working on phonemic awareness, sight words, blends, and comprehension of simple stories, I use Sonday 1 and for progress monitoring I use Sonday assessments, Aims web assessments, Dolch sight word assessments.
4th Grade
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
50% of 4th grade students are meeting the umbrella standard Rl.4. 1. By January 30th, the percentage of students meeting the standard will increase to 65% as measured by the Sawas assessments, iReady diagnostic scores, interim assessments, common formative assessments and exit tickets. We will accomplish this by establishing an inclusive and equitable ELA culture that adheres to grade level content and shift from remediation to support and scaffolding.
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
By implementing the following high yield strategies, during whole group reading instruction, students will build understanding in Rl.4.1. We will: check for understanding throughout the lesson to inform instruction. A way to provide ongoing feedback throughout the lesson is by using a rubric (Sawas). We will create an inclusive and culturally responsive classroom by intentionally inviting students to engage in ELA instruction personalized by their needs/data. This will include strategies such as turn and talk and working with partners to increase student engagement. We will use exit tickets, and common assessments, cold reads/fluency passages to monitor student growth, as well as Sawas assessments. Students will track their progress by monitoring their iReady Mypathway lessons, assessment scores, goal setting, and self-reflection. Families will be kept informed of their student's progress.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing the following high yield strategies, during small group reading instruction, students will build understanding in Rl.4.1. We will: One-On-One Conferring: Set reading goals, review i-Ready diagnostic scores, i-Ready pathway scores, and close read data, discuss current books the student is reading, review writing and discuss process, read together, ask questions about their book, running record, progress monitor. Guided Reading groups - We will meet in small groups with students twice a week for up to 15 minutes focusing on the standard Rl.4.1. Students will track their progress by monitoring their iReady Mypathway lessons, assessment scores, goal setting, and self-reflection. Families will be kept informed of their student's progress.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
LAP and LRC will enter their description. We will meet regularly with the LAP and LRC teacher.
5th Grade
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
NA: Split class focused on a different grade level.
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
NA: Split class focused on a different grade level.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: Split class focused on a different grade level.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: Split class focused on a different grade level.
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 40% pass rate for the selected standard by the end of the quarter.
5- There are 23% of students meeting standard of K.CC.84. By January 30, 2026 40% of our kindergarten students will move from approaching standard to meeting standard K.CC.8.4. M- Exit tickets from Ready Math, Unit Assessments, Kindergarten Math Portfolio Assessments A- Single point rubric visual for individual students to see their progress towards mastery R- Every kindergarten student will show growth in their understanding of the standard on the single point rubric T- October 14, 2025-}anuary 30, 2026 /- Intentionally invite students to engage in math instruction personalized to their needs/data EUse whole group, small group, and 1: 1 instruction based on student-centered strategies. We will accomplish this goal through implementing a variety of strategies that build an inclusive and equitable culture that represents a wide variety of learners. Students will have equal access to resources, manipulatives, relevant visuals, and technology.
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
Kindergarten teachers will provide daily whole group math instruction. Math activities will be integrated into thematic units 1 time per week. Teachers in kindergarten will use the Ready Classroom curriculum to help students will gain a better understanding of the numbers up to100. All students will have access to Math I-Ready computer program for 20 minutes 2 x per week to reinforce counting and comparing numbers. Kindergarten teachers will goal-set with ALL families of kindergarten students in October, including students in the tracking of progress using goal sheets. Action Steps -• Daily Whole Group Math Lessons• Weekly Number Writing on Whiteboards• Independent student work (lessons and sessions). • I Ready Computers• Relevant Classroom Visuals• Number Sense daily Ready activities and Calendar Math
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Kindergarten staff will provide daily small group targeted instruction for 15-20 minutes to meet the individual needs of our CAP students. Kindergarten staff will progress monitor CAP students bi-weekly on rote counting and counting common objects. Teachers will confer with CAP students 1 :1 to goal set and discuss next steps towards rote counting to 100. This will help students to understand what is necessary to move forward in small group and independent work. Action Steps -• Manipulatives to count• Number lines to reference • Individual math tool kits - iReady myPath
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive daily target support inside and outside the classroom that aligns with their IEP goals as well as their classroom goals.
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: Split class focused on a different grade level.
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: Split class focused on a different grade level.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: Split class focused on a different grade level.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: Split class focused on a different grade level.
2nd Grade
Goal: What are we trying to achieve
Achieve a 40% pass rate for the selected standard by the end of the quarter.
There are 29% of 2nd grade students meeting the standard 2.NBT.B. 7. By January 30th 2026, the percent of students meeting the standard will increase to 40% as measured by Comprehension Checks, Unit Assessments, and/or winter i-ready Diagnostic from Ready Classroom. We will accomplish this by establishing an inclusive and equitable math culture that adheres to grade level content and shifts from remediation to support and scaffolding.
CURRICULUM: The standards and units we are targeting
STANDARD: 2.NBT.B Use place value understanding and properties of operations to add and subtract
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
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 (consensus board, four corners, talk moves, sentence stems, numbered heads, 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 representation
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to daily whole group math lesson practice, students will engage in a small group of students in problems using concrete representations/manipulatives to move from physical, to visual, to symbolic representation 4 x a week for 15-30 minutes. Lessons will be created from iReady groupings suggestions, learning games and center activities -Feedback student/teacher conferences, goal setting, reviewing current iready and class work with students. How to Give Effective Feedback to Your Students Visible Learning Feedback By John Hattie and Shirley Clarke.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Working toward individual student's goals, as written on their IEPs.
3rd Grade
Goal: What are we trying to achieve
Achieve a 30% pass rate for the selected standard by the end of the quarter.
There are 4% of 3rd grade students meeting the standard 3NBT.a. By January 2025 the percent of student meeting the standard will increase to 30% as measured by Comprehension Checks from Ready Classroom. We will accomplish this by establishing an inclusive and equitable math culture that adheres to grade level content and shifts from remediation to support scaffolding.
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
We will implement three read math routines to engage students in using math vocabulary and revising their thinking when solving equations. Students will thus have the opportunity to solve math problems using multiple strategies. Feedback will be given directly from peers and from the teacher while students are sharing their strategies and again after revisions are made. We will use iReady/Ready Math comprehension checks and lesson-level exit tickets to monitor growth, showing students their scores and helping them set stretch goals . We will create an inclusive learning environment that models these multiple tools and strategies, inviting mistakes as opportunities for growth.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will create an inclusive learning environment that models multiple tools and strategies. We will once again implement three read math routines, now in a small group setting, to engage students in using math vocabulary and revising their thinking with peers working on similar number sense and computation skills. These students will have access to iReady teacher assigned lessons, interactive practices, as well as their MyPath lessons. These digital components can be used for progress monitoring as we look with students to see how many lessons have been passed before progressing. We will also provide feedback and set goals with our students. Concrete math manipulatives will also be readily available during this 30-minute small group session, 3-4 times per week.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Within intervention outside the classroom, students will receive support based on their IEPs. LRC staff meet with (3rd grade) group based on their goals and minutes from their IEP. We are currently working on (place value, addition and subtraction with/without regrouping) I use the I-ready lessons and Aims web for progress monitoring.
4th Grade
Goal: What are we trying to achieve
Achieve a 55% pass rate for the selected standard by the end of the quarter.
There are 40% of students on grade level in Numbers and Operations on i-Ready. By January 30, 2025, the percent of students on grade level will increase to 55% as measured by Comprehension Checks, winter i-Ready, and the Unit Assessment from iReady Classroom. We will accomplish this by establishing an inclusive and equitable math culture that adheres to grade level content and shifts from remediation to support and scaffolding.
CURRICULUM: The standards and units we are targeting
STANDARD: 4.NBT.A Generalize place value understanding for multi-digit whole numbers
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
Tier 1: Whole Group and Flexible Small Group Instruction (Core Classroom) By implementing 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
(consensus board, four corners, talk moves, sentence stems, numbered heads, 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 during core Math whole group instruction and during flexible small group instruction. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by the i-Ready diagnostic. We will also use the iReady prerequisite lessons. I create an inclusive and culturally responsive classroom by intentionally inviting students to engage in math instruction personalized by their needs/data. To monitor students' growth, we will use comprehension checks, and daily exit tickets. Students will monitor their growth on iReady Mypathway lessons as well as monitoring diagnostic stretch growth goal. Families will be informed of their student's progress throughout the term.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing engaging in small groups 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 - providing sentence stems for conversation during our double dose small group instruction, students will build understanding in 4.NBT.A. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by the i-Ready diagnostic. We meet with groups for a minimum of 2 days a week, for up to 15 minutes each depending on need of students. Students will be monitored for their understanding of taught skills via teacher observation and weekly quizzes. students will monitor their growth on iReady Mypathway lessons as well as monitoring diagnostic stretch growth goal. Families will be informed of their student's progress throughout the term.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
LRC staff meet with (4th grade) group based on their goals and minutes from their IEP, we are currently working on (addition and subtraction with regrouping) We use I-ready lessons Multi-step multiplication and division. We use I-ready assessments for progress monitoring.
5th Grade
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
NA: Split class focused on a different grade level.
CURRICULUM: The standards and units we are targeting
STANDARD: 5.G.A Graph points on the coordinate plane to solve real-world and mathematical problems
UNIT: Unit 5 Algebraic Thinking and the Coordinate Plane: Expressions, Graphing Points, Patterns and Relationships
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
NA: Split class focused on a different grade level.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: Split class focused on a different grade level.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: Split class focused on a different grade level.
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 Kindergarteners will be able to demonstrate a steady beat to music, without teacher modeling based on the rubric. 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, using music from different genres and cultures, and using suggestions from students, when appropriate.
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. a Sousa March, The Ants Go Marching or other selection with strong auditory steady beat)• 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. From past experience, 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 61% of 3rd grade students meeting standard 1.E14.5a. By January 30th, 2026, the percent of students meeting the standard will increase to 85% 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: E-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 correctly. Additionally, I will provide games and station activities that emphasize the skill of overhand throwing.
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 students with ADD/ADHD or sensory needs, I will provide a space for students to take a break or refocus without disrupting class.
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.
100% of our boys of color and boys who have experienced trauma will have a plan for being safe, resetting and staying in class.
Root Cause Analysis:
Boys of color and boys who live in trauma or who have experienced trauma are the students who spend the most time out of class.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Daily check in and out for impacted students.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
School Wide Character Strong-Purposeful People curriculum and teaching students what it looks and sounds like to be a learner and student.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small Groups with counselor and individual goals set for impacted students.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills}, resulting in at least 70% positive rating on the selected Climate Survey item.
By June 2026 the percentage of staff who respond "Often" or "Almost Always" to the "There is willingness to address conflict at Downing will increase from 37% to at least 70% as measured by the annual School Climate Survey
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
1. Establish shared norms for communication and conflict resolution - Facilitate staff discussions to co-create and post shared norms for addressing conflict respectfully and constructively. 2. Build Staff Capacity- Provide Professional learning in restorative practices, Character Strong's Courageous Conversations framework, and conflict resolution strategies 3. Model transparency and trust -Leadership team models open communication and problem solving in staff meetings and decision making. 4. Promote consistent reflection - Monthly staff check ins or PLC reflections to revisit communication norms and assess progress
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.
By June 2026, at least 70% of identified tier 2 students will demonstrate improved regulation and communication specifically in tone, feedback response and coping skills as measured by teacher surveys, counselor observations and reduced referral data
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
1. Identify tier 2 needs - Review teacher feedback and behavioral data to select students for targeted support 2. Deliver tier 2 interventions -facilitate small counseling groups and individual sessions focused on emotional regulation and problems solving using character strong tier 1 language 3. Reinforce tier 1 connections - collaborate with teachers to model and reinforce Character Strong expectations schoolwide 4. Engage families - communicate strategies and progress 5. Monitor Progress - compare referral data and teacher feedback every 8-10 weeks (6 to 8?)