Continuous Achievement Plan

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

We have 17% of 6th grade students who are meeting standard on the common pre-assessment using iReady data on vocabulary comprehension. Formative assessments collected during our literary unit will provide vocabulary comprehension data for whole group, non-intervention supports for high needs readers (tier 2) and individual scaffolds for Multi-Language Learners (tier 3). By the end of the CAP cycle June}, 70% will successfully identify authors use of figurative language and a word's connotation to decode the meaning of an unknown vocabulary word or phrase and how it impacts literary text. We will accomplish this by establishing an inclusive and equitable class culture that improves discourse by collaborating in small groups, giving examples of words/phrases that represent a multitude of cultural backgrounds/knowledge, and frequent/relevant feedback on student responses and learning. We will also provide equitable service for our HICAP and tiered students by providing at level reading materials and choosing vocabulary words that rely on context. We will also support our tier 2 & 3 students by offering classroom support scaffolds (such as targeted feedback, peer collaboration, and using GLAD strategies to support our ML students, and use WIDA can do descriptors.) Additionally, we will collaborate with our LRC team to provide support for our tier 3 students.

CURRICULUM: The standards and units we are targeting

STANDARD: RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

UNIT: Informational/Explanatory Reading and Writing

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Whole Group and Flexible Small Group Instruction (Core Classroom) We will model unpacking unknown words/phrases using gradual release strategies (ex. Cognitive Content Dictionary) to give examples of how to approach identifying the best fitting meaning of an unknown word/phrase. We will also give students multiple opportunities to practice this skill, and multiple rounds of small group/whole class feedback.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Additional Small Group Instruction. (Double Dose in Core Classroom) Utilization of expert text groups, Mind Maps, and intentionally planning time to touch base with our tier 2 students to practice unpacking an unknown word/phrase. Intentional seating that groups students on similar iready grade level so they can collaborate with each other to decode unknown words/phrases.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

One on one feedback, small group work, and continuous support and collaboration with outside support (such as LRC team, ML lead, and counselors.) iReady/Pro "My Path" individualized support based on students specific needs per iReady results.

Goal: What are we trying to achieve

Achieve a 60% pass rate for the selected standard by the end of the quarter.

Based on a teacher-created pre-assessment, 0% of 6th-grade students were able to correctly identify and simplify an algebraic expression. By December 5, 2025, 60% of students will demonstrate proficiency in Standard 6.EE.A. To achieve this goal, we will cultivate an inclusive and equitable classroom culture that promotes high expectations and meaningful access to learning for all students, including multilingual learners, students with disabilities, and those historically underserved in mathematics. Instructional practices will emphasize small-group instruction and collaborative learning structures designed to support diverse learning needs. Students will engage in research-based strategies, such as Rough Draft Math and Building Thinking Classrooms, to develop conceptual understanding, communicate reasoning, and revise their mathematical thinking in a supportive and equitable environment.

CURRICULUM: The standards and units we are targeting

STANDARD: 6.EE.A Apply and extend previous understandings of arithmetic to algebraic expressions

UNIT: Topic 3 - Numeric and Algebraic Expressions

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Rough Draft Math Encourage students to share unfinished ideas and reasoning without fear of being "wrong." Model revising mathematical thinking based on peer discussion. Use teacher questioning to promote sense-making, not just answer-getting. Formative Assessment and Feedback Use exit tickets, quick writes, or "show what you know" prompts to gauge understanding. Provide immediate, specific feedback that focuses on the process and reasoning.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Small group of 4 students meets two times a week. Begin with manipulatives (algebra tiles, card sorts, vocab supports) to model expressions like 3x + 2x. Students physically group tiles, label like terms, and record simplified expressions. Gradually move to paper/pencil problems with guided questioning. End with a reflection prompt: "How do you know your simplification makes sense?"

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Our GLP will work together and with Thania Solis (ML Support) to provide Tier 3 the following supports: 1. Language+ Math Integration Instruction integrates explicit math vocabulary and language structures with concept development. Focus on functional language for math reasoning (e.g., "The expression represents...," "I combined like terms because..."). Provide sentence frames and visual supports to scaffold communication and comprehension. Teach academic language in context, not isolation-always tied to meaningful math tasks. 2. Concrete and Visual Supports Heavy use of manipulatives (algebra tiles, color coding, graphic organizers). Step-by-step modeling with visuals and gradual release of responsibility. Anchor charts, bilingual glossaries, and dual-language supports where available. 3. Pre-Teaching and Re-Teaching Pre-teach key vocabulary and concepts before whole-group instruction to increase access. Re-teach using slower pacing and more repetition, connecting back to Tier 1 lessons. Use short, high-leverage tasks focusing on specific skills (e.g., identifying variables, simplifying like terms).Our GLP will work together and with with Thania Solis (ML Support) to provide Tier 3 the following supports: 1. Language+ Math Integration Instruction integrates explicit math vocabulary and language structures with concept development. Focus on functional language for math reasoning (e.g., "The expression represents...," "I combined like terms because...").

Goal: What are we trying to achieve

Achieve a 75% pass rate for the selected standard by the end of the quarter.

75% of students will improve their score on this standard (MS-PS1-4 Matter and its Interactions) by one level or more on the BAME scale by the end of the unit. We will accomplish this by checking in with formal formative assessments throughout the unit and adjusting instruction where needed. Students will receive appropriate verbal and written feedback as well as shown class data to analyze regarding their progress toward meeting the standard. In order to create equity in assessments, students may be allowed to be assessed verbally, given small group settings for testing, allowed to have a scribe, allowed to type, extended testing time, etc. For our culturally and linguistically marginalized students, we use Microsoft translator in addition to GLAD strategies, collaborating with Ms. Paco and Ms. Boyd, and other teacher push-in support.

CURRICULUM: The standards and units we are targeting

STANDARD: 6-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

UNIT: Unit 2: Thermal Energy

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing consensus models and sentence starters during whole group instruction, feedback and investigation modeling during lab space, and completion of lesson progress tracking in student INBs, students will build understanding in designing a solution for a problem related to energy in a system moving from one place to another. By leveraging lab experience feedback, revision opportunities, and student discourse, students will demonstrate growth as measured by the OpenSciEd post-assessment. Other high-yield strategies: Anchor Charts Cognitive Content Dictionary Progress Tracker Discussion of Data Trends- supporting/refuting claims of key model ideas

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing intentional grouping, small group modeling, and real-time feedback around connecting evidence from graphs to a CER statement during our small group instruction, students will build understanding of MS-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by the OpenSciEd post-assessment. Other high yield-strategies: Modeling CERs, and CERs in a group as exemplar in INB Probing Questions to help students make connections between claims, data, and key model ideas. Using school-wide support agreements such as Panthers Read and Talking To The Text (T4) Support with informational text will include modeling, T4ing, jig-sawing, popcorn reading, and 6-minute Panthers Read

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Utilizing all these strategies for equitable and accessible engagement, we will increase students in ML from 35% to 60% advancement of our ML students lowest WIDA proficiency category (i.e. listening) when instructing this unit's focus of thermal energy transfer.

Goal: What are we trying to achieve

Achieve a 75% pass rate for the selected standard by the end of the quarter.

About 25% of 6th grade students are meeting standard on understanding the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface using SOC6-12.G1. Formative assessments collected during Unit 2 will provide for whole group, non-intervention supports for high needs readers (Tier 2) and individual scaffolds for Multi-Language Learners (Tier 3). By the end of the CAP cycle, 75% of students will show growth in their understanding of physical & cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface. We will accomplish this by establishing an inclusive and equitable class culture that improves literacy skills, with a primary focus on informational text. We will also provide equitable service to our tiered students by implementing graphic organizers activities as well using GLAD strategies that help support language and vocabulary skills. ML students will be supported with texts translated into home languages, the opportunity to write assignments in home languages, and extra time for assignments using the WIDA Can Do Descriptors.

CURRICULUM: The standards and units we are targeting

STANDARD: SOC6-12.G1- Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface.

UNIT: Mesopotamian Milestones

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

This includes incorporating explicit modeling of close reading techniques for primary sources, along with the implementation of GLAD strategies for clear vocabulary comprehension, strategic grouping, and scaffolded annotation methods will enhance our instructional approach.

Additionally, students will engage in a range of active and close reading strategies, such as constructing flowcharts and timelines, employing graphic organizers, deducing unknown vocabulary from context clues, and summarizing their analyses with a table partner.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

To identify the students after having filtered those who are currently in my periods from the SBA results, the concept of the Pareto principle was used. Through this, the students with the highest incidence of results below the grade were identified and they were given priority in the selection. Given that SO% of our students are performing two or more grade levels below identifies trough the SBA, these strategies are tailored to provide targeted support, particularly focusing on informational text.· Strategic Collaboration within Groups: Small group activities designed to foster peer learning and support, ensuring students can discuss and dissect informational texts together.· Reading Digest: Activities that encourage deeper engagement with texts, such as summarizing sections, identifying key points, analyzing and discussing the information.· Use of Sentence Stems and Discussion Prompts: Providing structured sentence starters and prompts to guide students in articulating their thoughts and engaging in meaningful discussions about the texts. • Guided Note-taking: Showing students how to take effective notes, focusing on key details and main ideas in informational texts. • Utilization of Graphic Organizers: Employing tools like Venn diagrams, flow charts, and concept maps to help students break down and understand complex information.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

To identify the students after having filtered those who are currently in my periods from the WIDA results, the concept of the Pareto principle was used. Through this, the students with the highest incidence of results below the grade were identified and they were given priority in the selection. ML students will be supported by having access to all materials in their home language and having the opportunity to complete assignments in their home language. Additional time for assignments is also available, as well as completing their assignments with the assistance of the ML integrated class support time.

Goal: What are we trying to achieve

Achieve a 85% pass rate for the selected standard by the end of the quarter.

We have 40% of 7th grade students who are showing low-minimal participation in group discussion and small group collaboration. A previous Socratic seminar discussion's data showed that while 60% of students are actively engaging in classroom discussions and the format of Socratic seminar, we may be missing up to 40% of students and their ways of engaging with the text and showing their learning and processing of the standard. Utilizing GLAD strategies and looking for collaboration will provide strategies and supports for our high need readers (tier 2) and Multi-Language Learners (tier 3) to show their engagement and processing of the content as we read our upcoming novel, "Brown Girl Dreaming." By the end of the CAP cycle (January}, 85% will successfully participate in a future Socratic seminar, and build up confidence for a whole-class discussion by ramping up the rigor and collaborative practices through peer-to-peer discussion, small group discussion, and whole class share outs as we process and analyze the book. We will accomplish this by establishing an inclusive and equitable class culture that improves discourse by col/aborting in small groups, giving positive examples of group collaboration, and frequent/relevant feedback on student responses and learning. We will also provide equitable service for our HICAP and tiered students by providing at-level reading materials and a variety of questions to support students' thinking and processing of the text. (1 word response

CURRICULUM: The standards and units we are targeting

STANDARD: SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

UNIT: Narrative Reading and Writing

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Tier 1 strategies include sentence stems for students to share their thinking, modelling referring to the text, multiple opportunities for students to engage with each other and in small groups/whole class discussion, extrinsic motivators such as table points for collaboration, and different/specific seminar strategies that allow students to share their thinking in a lower-risk setting before sharing with the whole group. We will continue to support Panthers Read at the beginning of each lesson. Additionally, we will utilize Commonlit's structures around building students' comfort around discourse (such as sharing your answer to the question and then writing your partner's answer).

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

We will lean into Commonlit's structures around student discourse to support our students. Additionally, we will continue to lean into GLAD strategies such as a collaboration T-chart to share what participation looks like/sounds like in a classroom setting/discussion setting. We will focus on prioritizing multiple one-on-one and small group check-ins with tier 2 students. We selected these students based off missing work, overall grade, behavior concerns (tending towards outbursts, leaving/avoiding class(work) or remaining silent in class) and iReady scores.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

We will collaborate with MLL, LRC, and other support professionals to incorporate the use of technology supports (such as translating documents, prompts, and questions) into our MLL students' native language. Additionally, we will utilize Commonlit's graphic organizers to help students place and show their thinking which can then be a jumping point for students to share their thoughts and processing with a variety of audiences/group collaborators. Additionally, we will continue to support and utilize GLAD strategies such as Mind Maps, pictorials, and modeling collaboration in small group and large group settings.

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

According to our Fall iReady math test reports around "algebraic thinking" we have 34 students at or above grade level, 57 students one grade level below, and 121 students 2 or more grade level below. By the end of this CAP cycle, winter 2026, 70% of students will improve their scores in "algebraic thinking" and 70% of students will demonstrate meeting standard 7.RP.A as measured by our end of unit proportional application assessment (all of which can be found in our shared OneNote). By building authentic relationships, maintaining a positive classroom environment, using high yield strategies that allow for collaboration and contextual learning we will create inclusive and equitable math classrooms where everyone will grow. We will improve student to student academic discourse by providing class agreed upon norms, opportunities for structured discourse, opportunities to make real world connections to content, and a minimum of weekly feedback via written formative exit tickets and verbal check ins during in class practice times.

CURRICULUM: The standards and units we are targeting

STANDARD: 7.RP.A Analyze proportional relationships and use them to solve real-world and mathematical problems

UNIT: Topic 3 - Analyze and Solve Proportional Relationships

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

We will be using a variety of GLAD strategies throughout the unit for the entire class including: "Picture File sort" (as a start and end of unit), Pictorial to start the unit, and color coordinating graphics and notes. We will utilize the math language routine "3 reads" to strengthen students' comprehension of word problems. We will also continue using AVID routines such as daily INB use, discussion protocols like (Parter A-B-Compare) and referring back to notes (along the 10-24-7 lines). We will also be flexible with trying strategies brought up from our PLC+ conversations.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

We have identified 20 students in our tier 2 by looking at students with SBA math scores from 6th grade that were a 2 or lower and taking into account classroom participation. By using some GLAD strategies like our Pictorial, color coordinated graphics and vocabulary, Picture file sort and reading through real world texts together we believe we will be able to better support vocabulary and word problem comprehension. We can implement these strategies in a double dose with small groups within the core classroom where we break down key academic vocabulary and related symbols. Giving all students discussion supports such as sentence stems and word banks while engaging in partner A-B-compare protocols we believe will give opportunity for all students to practice using academic language/symbols more.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

We plan to build on our GLAD activities (like the Picture file sort and pictorial) that we learned last year and pull these students into a small group once a week where they will receive more individualized support with making sense of the academic vocabulary and symbols being used. During whole group instructional times we will continue to use discussion supports such as sentence stems, word banks, partner A-B-compare protocols, and anchor charts that correlate with the color coordinating class notes.

Goal: What are we trying to achieve

Achieve a 75% pass rate for the selected standard by the end of the quarter.

There are 20% of 7th grade students meeting the standard, based on the common pre-assessment (Initial model of Phenomena}, to analyze and interpret properties of substances to determine if a chemical reaction has occurred. Formative assessments collected during the unit will provide data for whole group, small group and individual scaffolds and supports. By the end of the CAP cycle, 90% of students will show growth in their ability to revise a model and 80% will successfully create an argument for chemical v. physical changes in a phenomenon. We will accomplish this by establishing an inclusive and equitable class culture that supports small group instruction and group work. We will create consensus models using evidence-based claims, guide student discourse with storyline-driven investigation questions, and provide constructive feedback platforms to analyze current student models and arguments for chemical v physical changes.

CURRICULUM: The standards and units we are targeting

STANDARD: 7-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

UNIT: Unit 1: Chemical Reactions and Matter

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing consensus models and sentence starters during whole group instruction, feedback and investigation modeling during lab space, and completion of lesson progress tracking in student INBs, students will build understanding of solubility, density, flammability, reactivity, relationships between atoms, molecules and elements, particles, chemical v. physical properties By leveraging lab experience feedback, revision opportunities, and student discourse, students will demonstrate growth as measured by the OSE post-assessment Other high-yield strategies: Anchor Charts/Consensus Models Cognitive Content Dictionary Progress Tracker Discussion of Data Trends- supporting/refuting claims of key model ideas Big Book Readings

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing intentional grouping, small group modeling, and real-time feedback around connecting evidence from graphs and models to a CER statement during our small group instruction, students will build understanding in 7-PS1-2 Analyze and interpret data on the properties of substances. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by the OSE post-assessment. Also within our PLC space for the 2025-26 Cycle we will use the WIDA Can Do descriptors to scaffold academic language and vocabulary development- this in conjunction or paired with OSE assessment data will help us fill curriculum gaps or enhance the practices already in place in OSE with deeper scaffolds to grow academic vocabulary use and reading comprehension. We assess student use of academic vocabulary pre and post unit and collect data to guide our PLC discussions about continued implementation of vocabulary strategies within our curriculum. These tier 2 readers were selected based on their SBA scores from 2024-2025 and focused on Students with Level 2 or lower. Other high yield-strategies: Modeling CERs, and CERs in a group as exemplar in INB Probing Questions to help students make connections between claims, data, and key model ideas Sentence Stems Scaffolded Informational texts as key idea reinforcement Modeling of other labs through videos and/or Simulations

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Our GLP is committed to building academic language in our MLL students. We will provide each MLL student translation tools that will be utilized through vocabulary acquisition discourse, as well as sentence stems on open-ended questions or assignments. We will scaffold our use of language as we intentionally require MLL students to use multiple words and sentences in their responses. We recognize the cultural importance of our MLL families and will employ frequent touchpoints with MLL families through synergy updates and schoolwide communications, providing 7th grade science access to resources in home languages when available, and integrating MLL class support-time for science (with the MLL teacher). We will use sentence frames to facilitate A/B turn & talks and scaffolded graphic organizers. Utilizing all these strategies for equitable and accessible engagement, we will increase students in ELL from 35% to 60% advancement of our ELL students lowest WIDA proficiency category (i.e. listening) when instructing this unit's focus of Chemical Reactions and Matter

Goal: What are we trying to achieve

Achieve a 85% pass rate for the selected standard by the end of the quarter.

There are 20% of 7th grade students currently meeting the standard based on the common pre-assessment provided by the district. Formative assessments collected during the unit will provide data for whole group and small groups. By the end of the CAP cycle on the 29th ofJanuary, 85% of students will show growth in their understanding of using different views to better understand the history of Washington. This will show improvement on a district prescribed priority standard (SOC6-12.H3) and will support learning that will occur as part of the 8th grade curriculum. We will accomplish this by using the district prescribed curriculum that has been supplemented with extra readings that relate to the content as well GLAD strategies that support all learners, but especially those MLL students.

CURRICULUM: The standards and units we are targeting

STANDARD: SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events.

UNIT: Decisions That Define Us

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Tier one strategies include explicit modeling of close reading methods for primary sources, Socratic seminars, utilizing the GLAD strategies for explicit vocabulary understanding, strategic grouping, and scaffolded annotation strategy.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Tier 2 students were identified by reviewing past SBA ELA data. Supports include using informational text for our daily 6-minute reading, 1:1 check ins, strategic group work, sentence stems, discussion starters, guided notes, as well as graphic organizers. We will also pair pictures with text when appropriate. We will also use Socratic seminars to provide students an alternative method to demonstrate their understanding.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Tier 3 supports include close partnering with students, families and LRC supports. MLL students will be supported by having the opportunity to complete assignments in their home language. GLAD strategies will be used to support our MLL students. GLAD strategies that will be used include CCD, pictorial input charts, gallery walks and choral reading. Captions will also be available in Spanish if needed. Additional time for assignments is also available, as well as completing their assignments with the assistance of the MLL integrated class support time.

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

We have 29% of 8th grade students who are meeting standard on the common pre-assessment using iReady data on vocabulary comprehension. Formative assessments collected during our literary unit will provide vocabulary comprehension data for whole group, non-intervention supports for high needs readers (tier 2) and individual scaffolds for Multi-Language Learners (tier 3). By the end of the CAP cycle June}, 70% will successfully identify authors use of figurative language and a word's connotation to decode the meaning of an unknown vocabulary word or phrase and how it impacts literary text. We will accomplish this by establishing an inclusive and equitable class culture that improves discourse by collaborating in small groups, giving examples of words/phrases that represent a multitude of cultural backgrounds/knowledge, and frequent/relevant feedback on student responses and learning. We will also provide equitable service for our HICAP and tiered students by providing at level reading materials and choosing vocabulary words that rely on context. We will also support our tier 2 & 3 students by offering classroom support scaffolds (such as targeted feedback, peer collaboration, and using GLAD strategies to support our ML students, and use WIDA can do descriptors.) Additionally, we will collaborate with our LRC team to provide support for our tier 3 students.

CURRICULUM: The standards and units we are targeting

STANDARD: RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts

UNIT: Informational/Explanatory Reading and Writing

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

We will model unpacking unknown words/phrases using gradual release strategies (ex. Cognitive Content Dictionary) to give examples of how to approach identifying the best fitting meaning of an unknown word/phrase. We will also give students multiple opportunities to practice this skill, and multiple rounds of small group/whole class feedback.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Utilization of expert text groups, Mind Maps, and intentionally planning time to touch base with our tier 2 students to practice unpacking an unknown word/phrase. Intentional seating that groups students on similar iReady grade level so they can collaborate with each other to decode unknown words/phrases.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

One on one feedback, small group work, and continuous support and collaboration with outside support (such as LRC team, ML lead, and counselors.) iReady/Pro "My Path" individualized support based on students specific needs per iReady results.

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

Pre-assessment revealed that less than 1% of our 8th grade students could write linear equations to describe a mathematical relationship. By November 20th, 2024, we aim for 70% of our identified students to demonstrate proficiency in writing equations in different forms-Slope-Intercept, Point-Slope, and Standard Form-aligned with Priority Standard HSA.SSE.B. Specifically, students will work on mastering the following: writing equations in Slope-Intercept Form (2-1), converting to and from Point-Slope Form (2-2), and translating equations to Standard Form (2-3). To achieve this goal, we will foster an inclusive and equitable classroom culture that emphasizes small group instruction and collaboration. Students will create and revise models representing linear equations, with an emphasis on sensemaking via student discourse. This comprehensive approach will help students build on their prior knowledge and develop the necessary skills to succeed in 8th grade mathematics.

CURRICULUM: The standards and units we are targeting

STANDARD: HSA-CED.A Create equations that describe numbers or relationships

UNIT: Topic 2 - Linear Equations

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

-INBs -Color Coded Anchor Charts -Graphic Organizers -Intentional assignment of student groups to increase engagement and discourse. - Collaboration in Small Group

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Students in Tier 2 were identified by being a level 2 or lower in iReady score as of September 2025, signifying that they are two or more grade levels below. We will use small group work and reteach with differentiated instruction based on formative assessments. Re teaching will be supported in small groups by using peer to peer collaboration and strategies for discourse MLRs for content specific vocabulary improvement. We will focus on at least 1 specific word each day, writing in INBs, repetition, and anchor charts including vocabulary. Students will make use of structured notes on different forms of linear equations (slope-intercept, point-slope and standard form) in INBs and Achor Charts.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Tier 3 students identified by WIDA test scores and includes students with existing IEPs or intervention classes will receive additional support. -IEP accommodations -504 accommodations -Guided Notes -Word Walls and Vocabulary Notes

Goal: What are we trying to achieve

Achieve a 80% pass rate for the selected standard by the end of the quarter.

There are 20% of 8th grade students meeting the standard based on the formative assessment of an initial model, to construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Formative assessments collected during the unit will provide data for whole group, small group and individual scaffolds and supports. By the end of the CAP cycle, 90% of students will show growth in their ability to explain genetic variations, and 80% will successfully create a model to explain how variations contribute to probability of survival and reproduction. We will accomplish this by establishing an inclusive and equitable class culture that supports small group instruction and group work. We will create consensus models using evidence-based claims, guide student discourse with storyline-driven investigation questions, and provide constructive feedback platforms to analyze current student models and arguments for genetic variation amongst organisms.

CURRICULUM: The standards and units we are targeting

STANDARD: 8-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment

UNIT: Unit 6 Natural Selection & Common Ancestry

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing consensus models and sentence starters during whole group instruction, feedback and investigation modeling during lab space, and completion of lesson progress tracking in student INBs, students will build understanding of trait, variation, Phenotype v. Genotype, protein. By leveraging lab experience feedback, revision opportunities, and student discourse, students will demonstrate growth as measured by the OSE post-assessment Other high-yield strategies: Anchor Charts/Consensus Models Cognitive Content Dictionary Progress Tracker Discussion of Data Trends- supporting/refuting claims of key model ideas Big Book Readings

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing intentional grouping, small group modeling, and real-time feedback around connecting evidence from graphs and models to a CER statement during our small group instruction, students will build understanding in MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by the OSE post-assessment. Also within our PLC space for the 2025-26 Cycle we will use the WIDA Can Do descriptors to scaffold academic language and vocabulary development- this in conjunction or paired with OSE assessment data will help us fill curriculum gaps or enhance the practices already in place in OSE with deeper scaffolds to grow academic vocabulary use and reading comprehension. We assess student use of academic vocabulary pre- and post- unit and collect data to guide our PLC discussions about continued implementation of vocabulary strategies within our curriculum. These tier 2 readers were selected based on their SBA scores from 2024-2025 and focused on Students with Level 2 or lower. Other high yield-strategies: Modeling CERs, and CERs in a group as exemplar in INB Probing Questions to help students make connections between claims, data, and key model ideas Sentence Stems Scaffolded Informational

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Our GLP is committed to building academic language in our MLL students. We will provide each MLL student translation tools that will be utilized through vocabulary acquisition discourse, as well as sentence stems on open-ended questions or assignments. We will scaffold our use of language as we intentionally require MLL students to use multiple words and sentences in their responses. We will continue to build GLAD strategies into our practice as there is capacity and a need for language supports. We recognize the cultural importance of our MLL families and will employ frequent touchpoints with MLL families through synergy updates and schoolwide communications, providing 8th grade science access to resources in home languages when available, and integrating MLL class support-time for science (with the MLL teacher). We will use sentence frames to facilitate A/B turn & talks and scaffolded graphic organizers. Utilizing all these strategies for equitable and accessible engagement, we will increase students in ELL from 35% to 60% advancement of our ELL students lowest WIDA proficiency category (i.e. listening) when instructing this unit's focus of Genetics

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

52% of 8th grade students are meeting standard on the common pre-assessment regarding analyzing multiple factors and interpreting sources to formulate a thesis supported by relevant evidence and sound reasoning (5554) Formative assessments collected during 11110-11114 will provide data regarding students' mastery of textual analysis and written expression for whole group, non-intervention supports for high needs readers (Tier 2) and individual scaffolds for Multi-Language Learners (Tier 3). By the end of the CAP cycle January 1OJ, 70% of students will show growth in their analysis of text in primary sources and 70% will successfully use knowledge of fundamental human rights that governments protect to choose one right they believe should be protected using written expression in which they select relevant evidence to support a claim. We will accomplish this by establishing an inclusive and equitable class culture that improves discourse by close reading methods for primary sources, Socratic seminar, and scaffolded annotation strategy. We will also provide equitable service our tiered students by implementing 1:1 check ins, strategic grouping work, sentence stems, discussion starters, guided notes, as well as graphic organizers to allow students to chunk and chew large amounts of text. MLL students will be supported with texts translated into home languages, the opportunity to write assignments in home languages, extra time.

CURRICULUM: The standards and units we are targeting

STANDARD: SOC6-8.SSS4- Creates a product that uses social studies content to support a thesis, and presents the product in an appropriate manner to a meaningful audience

UNIT: Untold Stories of the Revolution

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Tier one strategies include explicit modeling of close reading methods for primary sources, Socratic seminar, utilizing the Frayer model for explicit vocabulary understanding, strategic grouping, and scaffolded annotation strategy.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Tier 2 strategies include 1:1 check ins, strategic group work, sentence stems, discussion starters, guided notes, as well as graphic organizers that allow students to chunk and chew large amounts of text.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Tier 3 supports include close partnering with students, families and LRC supports. MLL students will be supported by having access to all materials in their home language and having the opportunity to complete assignments in their home language. Additional time for assignments is also available, as well as completing their assignments with the assistance of the MLL integrated class support time.