Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
At CHE, we are committed to continuous improvement for both staff and students. The CAP tool provides a consistent, district-wide process to support our goals. It guides our team in analyzing data, setting goals, collaborating, and planning effective instruction. Through CAP, we reflect on our practices and adjust teaching to ensure all students achieve success.
Our Vision
Crescent Heights Elementary Staff and families are dedicated to teaching our children to become responsible, respectful, knowledgeable individuals who can become productive citizens. Crescent Heights is an inclusive community where everyone should feel valued, included, seen and heard. We are all learners!
Our Mission
The students, staff and community are committed to setting high academic standards, providing a safe learning environment, and encouraging lifelong learning. We do this by facilitating an atmosphere of kindness, citizenship and teamwork and always doing what is best for children's academic and social growth and development. Our actions, tone, teaching, and interactions demonstrate our belief that ALL students can be successful in ALL they do.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 20% pass rate for the selected standard by the end of the quarter.
By implementing a variety of supportive instructional strategies using Whole-Group and Small-Group reading instruction, 1:1 check-ins, Show-What-You-Know charts, formative and summative assessments, and daily Whole-Group Read-Alouds, 20% of students will meet RL.K.1: With prompting and support, ask and answer questions about key details in a text.
CURRICULUM: The standards and units we are targeting
STANDARD: RI.K.1 With prompting and support, ask and answer questions about key details in a text.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier 1: With all students we will use daily Whole Group CORE instruction and Small Groups to use intentional strategies three-four times a week including: Show-What-You-Know board, Turn and Talk, Gradual Release, Anchor charts, KWL charts, and Leveled-targeted questions to master the PS. During our WAKids meetings, we take the time to build relationships with all students, with particular focus on underserved/underperforming communities such as; EL students, Special Education students and students new to our school. We get to know students, learn about their interests, families, and topics they love to learn about. We do this because lowering the affective filter includes creating an environment that is welcoming, warm, and comfortable for all students, so that students learning a second language, new to our school, or who are struggling with standards, feel more comfortable taking the risks necessary for learning. We are also cognoscente of including at least one entry/access point for EL and Special Education students to invite them to share their background knowledge, experience, cultural and linguistic expertise. We also use our knowledge of the student's strengths and areas of needs to plan and meet their needs. At the fall conferences teachers, parents, and students will collaborate to chose goals appropriate for each individual child including strategies families can use at home to reach the goals set.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2: With Tier 2 students we will use our school-wide graphic organizer and acronym when working in small groups because these learning tools provide equitable access, enhance learning, retention and retrieval of the steps needed to solve a problem or answer a question, in correct order. The teacher will use additional teaching strategies 2-3 times a week for 10-15 minutes that will include re-teaching, verbal feedback and additional practice.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3: These children will receive additional support from ML/LAP/LRC one to three times a week for 30 minutes. In LAP current kindergarten grade level data shows that a push-in model for the Fall will be used to work with students to build foundational skills in letter naming and phonemic awareness activities. Students receiving EL support will participate in small group instruction for 30 minutes, 3 times a week. The focus will be on building background knowledge in Reading Literature content, vocabulary development, oral language fluency and narrative writing aligned to the WIDA Language Proficiency Standards. Strategies: Visual Imagery, Graphic Organizers, Modeling, Language Frames, TPR Gestures. Supporting RL.K.1, students will complete WIDA aligned tasks, ELP 1 & 2. EL support teacher will ask prompting questions, provide visuals, and sentence stems to aid students in asking and answering questions. EL support teachers will also use the strategy of Modeling, TPR Gestures, Turn and Talk to help EL students meet the goal. Progress will be measured by consistent feedback and communicated with grade level team.
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.
Through a variety of high yield strategies, small group work, 1:1 conferring, weekly exit tickets, our students performing at standard will increase from 30% to 50% by the end of the grading period. We will present information using a variety of modalities to accommodate different learning styles. We will provide a variety of ways for students to display their knowledge, (ex. allow students to orally respond to questions). We will include text from diverse cultures to connect with our students of color.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
UNIT: ELA Unit 3
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will use the Sawas curriculum to teach whole group, activate prior knowledge, have students think-pair-share, graphic organizers, create anchor charts with students, use "I do, we do, you do" strategy, give weekly exit tickets to monitor progress, and schoolwide graphic organizers, reteach as needed and form flexible grouping for Tier 2 instruction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier two students will receive additional, targeted instruction for 15-20 minutes three times a week. This time will be used to pre-teach vocabulary words and concepts, paired with graphic organizers to increase students understanding of concepts, support retention of new learning and help build connections. We will monitor progress through CFA's every other week.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Current second grade level data shows that students receiving LAP services are below grade level and are missing the foundational skills in the area of Phonics. They need extra support identifying phonemes, associating those phonemes to graphemes and applying them to recode them into words and phrases. They need intentional, explicit teaching of short and long vowel sounds; vocabulary (closed syllables, digraphs and trigraphs). These skills will support their growth with reading CVC, CCVC and CVCC words with accuracy. Students will also apply that knowledge to writing as new skills are taught.
3rd Grade
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
We will implement various supports including graphic organizers, targeted instruction, and small group instruction using different language and strategies. By implementing these supports, we will increase student achievement of vocabulary from 53% to 65% in grade 3.
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
We will provide students with Tier 1 instruction that include turn and talk protocols, graphic organizers, interactive notebooks, anchor charts, and identifying learning objectives/success criteria and broader purpose. We will determine student achievement of the standard following instruction using common formative assessments. Students not meeting standard will then be given Tier 2 instruction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students that did not demonstrate mastery will meet in small groups for 15 minutes four times a week. Instruction will include reteaching of the standard using instant feedback, modeling, self-reflection, and goal setting. Following Tier 2 instruction, we will assess again and students not meeting standard will receive Tier 3 instruction.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students who are still struggling to meet standard will meet for 30 minutes four times a week for more targeted intervention. We will reach out to our colleagues for additional instructional strategies based on student need. Students who are EL, LAP, and LRC will receive support from intervention teachers. Current third grade level data shows that students receiving LAP services are below grade level and are missing the foundational skills in Phonics. They need extra support identifying phonemes, associating those phonemes to graphemes and applying them to recode them into words and phrases. They need intentional, explicit teaching of long vowel sounds; academic vocabulary (closed syllables, digraphs and trigraphs). These skills will support their growth with reading two-four syllable words with accuracy and greater fluency. Students will also apply that knowledge to writing as new skills are taught.
4th Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
Using the CCS report from I Ready Diagnostic, we've identified 70% of students who are unable to use details and examples to explain what a non-fiction text explicitly says. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 30% to 60% in 4th grade, by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing a variety of high impact instructional strategies during core whole group and small group instruction students will build understanding in standard Rl4.1 (Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text), students will demonstrate growth on weekly formative assessments from the Sawas Curriculum and on the January I Ready Diagnostic. High-impact instructional strategies we will use are sentences starters, anchor charts, think, pair, share, student feedback, goal setting, classroom discussion, close reading, explicit teaching (learning targets & success criteria), and differentiation.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing explicit teaching and differentiation during our intervention small group instruction 4 days per week for 30 minutes, students will build an understanding in Rl4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Students will demonstrate growth by completing daily exit tickets and teacher observations.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students will receive extra support in LRC, LAP, and ML.
5th Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Prior to CAP two, 50% of students will be on grade level on R/.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. The CRT practice of pre-teaching vocabulary, structure student groupings, and student discourse will be used to create an inclusive and equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.5.1 Quote accurately from 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 RACE (our school-wide acronym used to provide equitable access, enhance learning, retention and retrieval of the steps needed to solve a problem or answer a question, in correct order), sentence frames, and student feedback teachers will use whole group, partner, and small group instruction to support students in understanding how to Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text, through 3-Read, applying sentence frames to create paragraphs. Teacher practices will include modeling RACE and use of sentence stems for small group instruction. Teachers and students will monitor progress by weekly formative assessments in their reading notebook and on Schoology. Feedback will be given weekly in small group instruction, whole class instruction, and on Schoology.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing RACE, sentence frames, and student feedback during core instruction, students will participate in small group instruction for 20 minutes 4-5 times a week with a focus on RI 5.1 standard. Teachers will pull groups to reteach and model organization in paragraph structure. Students will read passages together to generate a response to RACE questions. Progress will be measure by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students will receive 4-5 times a week, for 20 minutes each time practice/re-teaching, using RACE and grade level passages.
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 89% pass rate for the selected standard by the end of the quarter.
By implementing a variety of supportive instructional strategies using Ready Math, manipulatives, 1:1 check-ins, and weekly ongoing assessments 20% of kindergarten students will meet standard K.G.2: Correctly name shapes regardless of their orientations or overall size which will lead to mastery of standard:K.G.B.6: Compose simple shapes to form larger shapes.PS: K.G.B.6: Compose simple shapes to form larger shapes.
CURRICULUM: The standards and units we are targeting
STANDARD: K.G.B Analyze, compare, create, and compose shapes
UNIT: Unit 2 Numbers to 5, Shapes, and Weight
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier 1: With all students we will use daily Whole-Group instruction using Ready Math. In addition, we will use intentional strategies 3-4 times a week for 5-15 minutes (depending on the task and academic need) including: Show-What-You/Know Board, Turn and Talk, Anchor Charts, Math Centers, and Leveled-targeted questions to math PS. During our WAKids meetings, we take the time to build relationships with all students, with particular focus on underserved/underperforming communities such as; EL students, Special Education students and students new to our school. We get to know students, learn about their interests, families, and topics they love to learn about. We do this because lowering the affective filter includes creating an environment that is welcoming, warm, and comfortable for all students, so that students learning a second language, new to our school, or who are struggling with standards, feel more comfortable taking the risks necessary for learning. We are also cognoscente of including at least one entry/access point for EL and Special Education students to invite them to share their background knowledge, experience, cultural and linguistic expertise. We also use our knowledge of the student's strengths and areas of needs to plan and meet their needs. At the fall conferences teachers, parents, and students will collaborate to chose goals appropriate for each individual child including strategies families can use at home to reach the goals set.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2: With Tier 2 students we will use the strategies in Tier 1 and will use additional teaching daily strategies including re-teaching, feedback, small groups, and 1:1 teaching as needed. Students will receive additional support/re-teaching from the classroom teacher at least 4 times a week for 5-10 minutes, depending on the daily task and academic need.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3: These children will receive additional support form ELL/LRC one to three times a week for 30 minutes, working on basic number recognition, using visuals, manipulatives and modeling to help identify basic shapes in everyday life.
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 30% pass rate for the selected standard by the end of the quarter.
Through a variety of high yield strategies, small group work, 1:1 conferring, weekly exit tickets, our students performing at standard will increase from .04% to 25% by the end of the first grading period. We will present information using a variety of modalities to accommodate different learning styles. We will provide a variety of ways for students to display their knowledge, (ex. allow students to orally respond to questions, use of manipulatives). We will ensure language isn't a barrier for our diverse population, by breaking down the story problems, reading the story problems out loud, and pulling out the numbers and important information to ensure we are assessing their math ability, not their reading. Students will complete at least two i-ready My Path lessons per week to receive practice of skills at their level as well Fluency Flight on iReady.
CURRICULUM: The standards and units we are targeting
STANDARD: 2.OA.A Represent and solve problems involving addition and subtraction
UNIT: Unit 1 Numbers Within 20: Addition, Subtraction, and Data
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Use Ready Math curriculum to teach whole group 60 minutes daily, activate prior knowledge, use our schoolwide acronym anchor chart, gradual release, have students think-pair-share, create anchor charts with students, use "I do, we do, you do" strategy, give weekly exit tickets to monitor progress, reteach as needed and form flexible grouping.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier two students will receive additional, targeted, small group instruction for 15-20 minutes three times a week to receive additional practice with foundational math skills and strategies. This time will be used to review previously taught strategies, pre-teach new concepts, answer student's questions, and provide targeted feedback and goal setting, using standard aligned rubric(s). We will monitor progress through CFA every other week. We will utilize our school-wide graphic organizer and acronym when working in small groups because these learning tools provide equitable access, enhance learning, retention and retrieval of the steps needed to solve a problem or answer a question, in correct order. Following Tier 2 instruction, students not meeting standard will receive Tier 3 instruction.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
The following students will meet for 15 minutes, three times a week with classroom teacher to receive additional practice with foundational math skills and strategies. Their i-Ready and Classroom Formative Assessments indicate that they need foundational skills and strategies to access grade level work. The students are working on subitizing numbers to 10 and automaticity of addition and subtraction facts within 10 using manipulatives.
3rd Grade
Goal: What are we trying to achieve
Achieve a 45% pass rate for the selected standard by the end of the quarter.
We will implement various supports including graphic organizers (learning tools meant to provide equitable access, enhance learning, retention and retrieval of the steps needed to solve a problem or answer a question, in correct order), manipulatives, and small group instruction using different language and strategies. By implementing these supports, we will increase student achievement of adding and subtracting within 1000/place value understanding from 30% to 45% in grade 3.
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 provide students with Tier 1 instruction that includes turn and talk protocols, sentence stems, graphic organizers, interactive notebooks, gradual release, anchor charts, activating prior knowledge, making connections, and identifying learning objectives/success criteria and broader purpose. We will determine student achievement of the standard following instruction using common formative assessments. Students not meeting standard will then be given Tier 2 instruction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students that did not demonstrate mastery will meet in small groups for 15 minutes four days a week. Instruction will include reteaching of the standard using manipulatives, instant feedback, modeling, self-reflection, and goal setting. We will utilize our school-wide graphic organizer and acronym when working in small groups because these learning tools provide equitable access, enhance learning, retention and retrieval of the steps needed to solve a problem or answer a question, in correct order. Following Tier 2 instruction, we will assess again and students not meeting standard will receive Tier 3 instruction.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students who are still struggling to meet standard will meet for 30 minutes four days a week for more targeted intervention. We will reach out to our colleagues for additional instructional strategies based on student need.
4th Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Using the CCS report from the 2025 fall I-Ready diagnostic, we've identified 0% of students who are unable to generalize place value understanding for multi-digit whole numbers. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 0% to 50% in 4th grade, by January 2025.
CURRICULUM: The standards and units we are targeting
STANDARD: 4.NBT.B Use place value understanding and properties of operations to perform multi-digit arithmetic
UNIT: Unit 1 Whole Numbers: Place Value, Comparison, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing a variety of high-impact whole group strategies, students will build understanding of place value concepts involving multi-digit whole numbers and operations. Students will demonstrate growth through daily exit tickets and formative/summative assessments. High-impact instructional strategies - Try-Discuss-Connect, student feedback, goal setting, classroom discussion (think-pair-share), sentence stems, vocabulary anchor charts, using manipulatives, explicit teaching (learning targets & success criteria), and differentiation.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing a variety of high-impact small group strategies, students will build understanding of place value concepts involving multi-digit whole numbers and operations. Students will demonstrate growth through, teacher observations, daily exit tickets and formative/summative assessments. High-impact instructional strategies - Try-Discuss-Connect, student feedback, goal setting, classroom discussion (think-pair-share), sentence stems, vocabulary anchor charts, using manipulatives, explicit teaching (learning targets & success criteria), and differentiation.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students will receive extra support in LRC.
5th Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Before CAP two 50% of our students will be showing mastery on solve real world problems involving volume. As measured by performing one question card checks, where we evaluate their process and answers. The CRT practice of anchor charts, whole class instruction, and small group instruction will be used to create an inclusive and equitable environment.
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 and establishing mathematics goals to focus learning and facilitate meaningful mathematical discussion teachers will use whole group, partner, and small group instruction to support students in understanding 5.MD.C.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume to ensure students are able to find the volume of a right rectangular prism with whole number side lengths by packing it with unit cubes through 5.MP.1 through 5.MP.8. Teacher practices will include anchor charts, cooperative learning, scaffolding, note taking and summarizing, Students will develop the volume formula for a rectangle prism by comparing volume when filled with cubes to volume by multiplying the height by the area of the base, or when multiplying the edge lengths (L x W x H) and apply the following formulas to right rectangular prisms having whole number edge lengths in the context of real world mathematical problems: Volume= length x width x height Volume= area of base x height. Additionally, teachers and students will monitor progress by use of weekly formative assessment (card checks) and summative assessment as well as daily feedback in whole group, small group, and conferring.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing establishing mathematics goals to focus learning and facilitate meaningful mathematical discussion during core instruction, students will participate in small group instruction for 20 minutes 4-5 times a week with a focus on 5.MD.C.5. Teachers will use probing questions and sentence stems to encourage student discourse of finding the volume of a right rectangular prism with whole number side lengths by packing it with unit cubes. Groups will focus on student lead discussion with clear roles. Students will develop conceptual understanding by applying the formula for volume of a rectangular prism. Progress will be measured by exit slips, consistent feedback, and brough to PLC meetings to inform instruction moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students who continue to struggle with standard mastery, will meet 4-5 times a week for 20 min to practice the use of basic strategies to help gain knowledge in the areas of basic math facts in addition, subtraction, multiplication, and division. Solving Word Problems Using manipulatives and visuals, while working in peer groups with immediate feedback from teacher.
Specialized Program Goals
Preschool Goal
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
Note: TK does not participate in Fall CAP.
CURRICULUM: The standards and units we are targeting
STANDARD: Cognitive: 11) Demonstrates positive approaches to learning: a) Attends and engages
UNIT: [Unit name]
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Note: TK does not participate in Fall CAP.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Note: TK does not participate in Fall CAP.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Note: TK does not participate in Fall CAP.
Music Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By January 30, 2026, 60% of Kindergartners will be able to demonstrate a steady beat to music, without teacher modeling, based on the rubric.
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. Ants Go Marching)· 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 that can be used that will have the most impact on the learning goal of steady beat is individualized games that will provide opportunities for students to show individual growth with the goal, and songs that directly tie to the goal that can be sung anywhere, not just in the music classroom.* I will use 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 83% pass rate for the selected standard by the end of the quarter.
There are currently 70% of 4th grade students meeting standard P.E.3.3.Sa ByJanuary 19, 2025, the percent of students meeting the standard will increase to 85% as measured by PACER assessment regarding cardio-respiratory endurance 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 playing games that maximizes participation and increases heart rate 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
Review students' knowledge on taking pulse rate. Making sure they are in their target heart rate zone. Pacer hints for improvement: 1. Run in a straight line. 2. Stop on line. 3. Jog first two sections. 4. Steady breathing throughout whole test.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Note those students that are close to level to remind them during class to make sure they are at their target heart rate.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Individual encouragement during PE class.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 97% of students have behaviors NOT resulting in suspension or expulsion.
Last year our exclusionary discipline was .08%, by focusing on Student SEL, restorative practices and school wide PBIS, we would like to go to .05% students with exclusionary discipline by May 2025.
Root Cause Analysis:
Through our CCDEI work, we are acknowledging the cultural wealth that our students and families bring to our school community. We are increasing family participation through engagement activities such as family nights and PTA sponsored activities. In addition, we are focusing on domains within CEL-SD to ensure our engagement and participation techniques support all students. We are tightening up our core instruction for all students through high-yield instructional strategies.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
We will continue to revise and improve our systems and processes to support our students at all three levels. We will be intentional about adding more strategies to support students who need Tier 2 support.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will implement school-wide SEL through the GAT curriculum, daily morning meetings with the Husky Pledge, SEL lesson and community circle topic. We will also focus on Staff SEL through professional development and monthly equity theme discussions. We will celebrate students' positive behavior with Husky Bucks, Husky Coins and Student of the Month Assemblies focused on each of the CHE Husky Expectations.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
CHE will have school-wide Husky Expectations posted in hallways and classrooms. We will conduct grade level Expectations Assemblies 3 times a year: 1st week, after winter break, and after spring break.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 80% positive rating on the selected Climate Survey item.
By May of 2026, 80% of staff at Crescent Heights will feel that our school is a place that people want to come to work. This will be reflected in their answers on the spring CHE Staff Survey.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Monthly focus for all staff on the Dimensions of Belonging Social activities to encourage positive culture and climate Norms at meetings including unconditional positive regard PD at staff meetings focusing on CCDEI materials including adult mental health
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 85% positive rating on the selected Climate Survey item.
By June 2026, 85% of 2nd-5th grade students who take the universal screener will report that they 'often' or 'almost always' enjoy coming to school.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Daily morning meetings, community circle questions, student jobs program, ASB, student celebrations, peer mentoring, adult connections, CICO, positive interactions.