Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Lister's Legacy of Leadership and Excellence is on display each day within the halls and classrooms of our school. Annual student growth is a testament to the systems that have been established by school community members from years past and today. We are proud to be Lions and proud to carry on the mission and vision of Lister Elementary.
Our Vision
Our vision is to make a positive impact in the lives of students, so they achieve their highest academic and social potential in their educational journey and beyond.
Our Mission
Our mission is to build community and foster healthy relationships through social emotional learning and restorative practices. With this foundation we provide engaging, rigorous standards-based instruction. We are committed to every student every day as we strive for justice in our society.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Using TPS report card rubric for RL.K. 1 we've identified 38 students who are unable to ask and answer questions about key details in a text. By implementing close reading, modelling, think a loud, graphic organizers, nonlinguistic representations, previewing, predicting, sentence stems, question stems, and creating own stories through illustrations, we will increase proficiency from 32% to 70% in Kindergarten, including 74% of students of color. By focusing on RL.K 1 our grade level will move 21 students out of 39 according to the TPS report card rubric for RI.K.1 by February 2026
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
By implementing close reading, graphic organizers, and previewing/predicting, teachers, will use whole group, partner, and small group instruction to support students in understanding RI.K.1 to ensure students are able to ask and answer questions about key details in a text through anchor charts, sequencing events, and retelling stories using drawings or verbal retelling with a focus on the five W's (who, what, when, where, and why) when asking and answering questions about a text. Additionally, students will monitor their progress by reviewing their student friendly rubric/checklist and feedback will be given by classroom teacher every three weeks.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small instruction for 20 minutes, 5 times as week with a focus on RI.K.1. Teachers will support creating stories with illustrations, model and support previewing and retelling books before, during and after reading. Students will engage in active listening, ordering events, using sentence and question stems, and find evidence in text to support elements of a story. Progress will be measured by student friendly rubric/checklist and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students will engage in activities listed above. Progress will be measured by monthly formative and summative assessments such as WIDA and brought to PLC meetings to inform classroom teachers of progress.
1st Grade
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
NA: First grade uses the MTSS process in place of the CAP.
CURRICULUM: The standards and units we are targeting
STANDARD: L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
2nd Grade
Goal: What are we trying to achieve
Achieve a 58% pass rate for the selected standard by the end of the quarter.
Using a common assessment based on a SAWAS grade level text, we've identified 36 students who are unable to consistently identify characters, setting, or plot based on print in a given text. By implementing the Sawas curriculum, Lister discussion signs, summarizing, rubrics, and student discourse, we will increase proficiency from 25% to 58% in second grade, including 50% of students who identified as 2 or more races. By focusing on RL.2.7 our grade level will move 12 students out of the below or approaching to meeting standard according to the Sawas rubrics by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing graphic organizers, teachers will use whole group, partner, and small group instruction to support students in understanding RL.2.7 to ensure students are able to accurately and consistently identify characters, setting, and plot in a given text. Additionally, students will monitor their progress by conferring, self-reflection, and feedback will be given weekly by the teacher during reading core instruction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 1O minutes, 2 times a week with a focus on RL.2.7. Teachers will model, students will complete graphic organizers using words or pictures. Progress will be measured by exit tasks and post unit assessment and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving LRC services will participate in small group instruction for 25 minutes, 4-5 times a week to focus on foundational skills to support the standard listed above. Support teachers will work on phonemic awareness, phonics, fluency, and vocabulary. Students will engage in work listed above. Progress will be measured by formative and summative assessments and brought to PLC meetings to inform classroom teachers of progress.
3rd Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Using MyView benchmark literary assessment, we've identified 90% of students who are unable to describe characters. By implementing direct instruction, targeted small group, and independent practice, we will increase proficiency from 10% to 50% in 3rd grade, including 50% of multilingual students. By focusing on R.L. 3.3 our grade level will move 10 students out of below to approaching standard according to a common formative assessment by January 2025.
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 direct instruction, scaffolding and chunking of instruction and tasks, teachers will use whole group, partner, and small group instruction to support students in understanding R.L3.3 to ensure students are able to describe characters in a story. Additionally, students will monitor their progress by exit tickets and self-reflections and feedback will be given by the classroom teacher weekly.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In Addition to core instruction, students will participate in small group instruction for 1S minutes, 2 times a week with a focus on R.L3.3. Teachers will commit to working with students identified as needing tier 2, Students will be informed of their progress and work towards mastery of standard. Progress will be measured by weekly CFAs and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving LRC, LAP, or Title 1 services will participate in small group instruction for 25 minutes, 4-5 times a week to focus on foundational skills to support the standard listed above. Support teachers will work on phonemic awareness, phonics, fluency, and vocabulary. Students will engage in work listed above. Progress will be measured by formative and summative assessments and brought to PLC meetings to inform classroom teachers of progress.
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 a curriculum provided CFA, we've identified 60 students who are unable to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. By implementing annotation and evidence coding, text-dependent questioning, and the RACES writing strategy, we will increase proficiency from 0% to 30% in 4th grade, including 18% of MLL students. By focusing on Rl.4.1 our grade level will move 18 students out of below standard to meeting standard according to a I-point rubric by January 2026.
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 3
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By Implementing annotation and evidence coding, text-dependent questioning, and the RACES writing strategy, teachers will use whole group, partner, and small group instruction to support students in understanding how to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text to ensure students are able to comprehend and draw inferences from informational text through reading and interacting with grade-level texts with a focus on referring to details and examples and drawing inferences. Additionally, students will monitor their progress by self-reflection, classroom discussion, and feedback will be given by the teacher bi-monthly.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In Addition to core instruction, students will participate in small group instruction for 15 minutes, 2 times a week with a focus on Rl.4.1. Teachers will commit to working with students identified as needing tier 2, Students will be informed of their progress and work towards mastery of standard. Progress will be measured by weekly CFAs and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, Students receiving LAP, ELL, and LRC services will participate in small group instruction for 30 minutes, 5 times a week to focus on reading fluency and phonics. For students not receiving additional services, skill-based small groups will meet 20 minutes, 2 times a week to focus on comprehension skills.
5th Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
Using iReady assessments, we've identified 29 students who are unable to compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. By implementing in the moment feedback, exit tickets, small group instruction, we will increase proficiency from 29 to 37 in 5th grade, including 80% of ML students. By focusing on RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics) our grade level will move 7 students out of tier 3 according to iReady assessments January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By Implementing small groups, peer to peer feedback, and scaffolding, teachers will use whole group, partner, and small group instruction to support students in understanding RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. to ensure students are able to compare and contrast stories in the same genre with a focus on comprehension. Additionally, students will monitor their progress by exit tickets and feedback will be given weekly by teacher.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In Addition to core instruction, students will participate in small group instruction for 2.5 hrs, 5 times a week with a focus on RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Teachers will work with students on Sawas lessons, Students will complete Sawas lessons. Progress will be measured by exit tickets and the check for understanding questions in the book and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, Students receiving EL services will participate in small group instruction for 2.5 hrs, 5 times a week to focus on RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Support teachers will pull students into small groups and work on reading. Students will participate in group work. Progress will be measured by check for understanding pages in the book and brought to PLC meetings to inform classroom teachers of progress.
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Using the Kindergarten grade-level data for 1:1 correspondence to 20, we've identified 20 out of 56 students who are unable to count with cardinality up to 20. By implementing small group, 1:1 conferencing, goal-setting, non-linguistic representations, modeling, repetition, and use of native languages, we will increase proficiency from 36 to 44 students in Kindergarten, which is 64% to 80%, including 90% students of color. By focusing on K.CC.8.4 Understand the relationship between numbers and quantities; connect counting to cardinality, our grade level will move 8 out of 20 students below to on standard according to the rubric: Rubric: Tier 3: 0-6, Tier 2: 7-14, Tier 1: 15+ by February 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: K.CC.B Count to tell the number of objects
UNIT: Unit 5 Numbers to 100
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing non-linguistic representations, modeling, and repetition, teachers will use whole, partner, and small-group instruction to support students in understanding K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality to ensure students are able to count 20 using 1:1 correspondence with a focus on the touching and counting each item to 20. Additionally, students will monitor their progress by reviewing individual goal-setting data and feedback will be given once a month by the classroom teacher.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small-group instruction for 1O minutes, 4 times a week with a focus on K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality to ensure students are able to count 20 using 1:1 correspondence with a focus on the touching and counting each item to 20. Teachers will model and gradually release for students to practice till fluency. Progress will by monthly data assessments and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving EL, and participate in small group instruction for 20 minutes, 5 times a week to focus on foundational skills to support the standard listed above. Support teachers will work on number sense activities, iReady games, word problem strategies (PAWS). Students will engage in work listed above. Progress will be measured by formative and summative assessments and brought to PLC meetings to inform classroom teachers of progress.
1st Grade
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
NA: First grade uses the MTSS process in place of the CAP.
CURRICULUM: The standards and units we are targeting
STANDARD: 1.G.A Reason with shapes and their attributes
UNIT: Unit 6 Geometry and Measurement
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
2nd Grade
Goal: What are we trying to achieve
Achieve a 55% pass rate for the selected standard by the end of the quarter
Using Ready Math Lesson 3 pre-assessment, we've identified 39 students who are unable to solve one-step addition and subtraction problems. By implementing Try, Discuss, Connect and Lister Discussion signs and stems, we will increase the number of students proficient from 8 to 26 in grade 2, including 46% of students who identified 2 or more races. By focusing on 2.OA.A.1 our grade level will move 18 students out of the below or approaching to meeting standard according to the Ready Math rubrics by January 2026.
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
By implementing Try, Discuss, Connect and Lister Discussion sign stems, teachers will use whole group, partner, and small group instruction to support students in understanding 2.OA.A.1 to ensure students are able to add and subtract in one-step word problems with a focus on showing work and checking for accuracy. Additionally, students will monitor their progress by exit tickets and feedback from the teacher will be given during daily partner talk time
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 5-1O minutes, 2 times a week with a focus on 2.OA.A.1. Teachers will use the try, discuss, connect strategies to encourage and provide opportunities for discussing strategies for solving one-step addition and subtraction word problems within 20.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving LRC services will participate in small group instruction for 25 minutes, 4-5 times a week to focus on foundational skills to support the standard listed above; classroom teachers will work with students who are two or more years below grade level to work on foundational skills that support number sense activities, spiral math practice, iReady lessons, and word problem strategies (PAWS). Students will engage in work listed above. Progress will be measured by formative and summative assessments and brought to PLC meetings to inform classroom teachers of progress.
3rd Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Using a 3rd grade team developed CFA, we've identified 90% of students who are unable to add and subtract three-digit numbers with and without regrouping. By implementing small group instruction, one-to-one teacher support, use of manipulatives, and math games we will increase proficiency from 10% to 50% in 3rd grade, including 50% of multilingual learners. By focusing on NBT.A.2 our grade level will move 40% of students out of below standard to meeting standard according to 3rd grade team developed rubric byJanuary 2025.
CURRICULUM: The standards and units we are targeting
STANDARD: 3.NBT.A Use place value understanding and properties of operations to perform multidigit arithmetic
UNIT: Unit 1 Three-Digit Numbers: Place Value, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing modeling, chunking of instruction, and math tools and manipulatives, teachers will use whole group, partner, and small group instruction to support students in understanding NBT.A.2 to ensure students are able to fluently add and subtract within 1000 through teacher-made formative and summative assessments with a focus on understanding of the relationship between addition and subtraction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students identified as needing tier 2 instruction will participate in small group instruction for 1S minutes, 2 times a week with a focus on NBT.A.2. Teachers will commit to working with students identified as needing tier 2, Students will be informed of their progress and work towards mastery of standard. Progress will be measured by bi-monthly CFAs and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving LRC or MTSS small group services will participate in small group instruction for 25 minutes, 4-5 times a week to focus on foundational skills to support the standard listed above; classroom teachers will work with students who are two or more years below grade level to work on foundational skills that support number sense activities, spiral math practice, iReady lessons, and word problem strategies (PAWS). Students will engage in work listed above. Progress will be measured by formative and summative assessments and brought to PLC meetings to inform classroom teachers of progress.
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 comprehension check for Unit 2 (Lessons 9 and 1OJ, we've identified 57 students who are unable to solve problems involving the four operations with whole numbers. By implementing modelling with mathematics, math discourse, and attending to precision, we will increase proficiency from 5% to 35% in 4th grade, including 18% of MLL students. By focusing on 4.QA.A our grade level will move 22 students out of below standard to meeting standard according to 1-point rubric by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: 4.OA.A Use the four operations with whole numbers to solve problems
UNIT: Unit 2 Operations: Multiplication, Division, and Algebraic Thinking
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By Implementing modelling with mathematics, math discourse, and attending to precision, teachers will use whole group, partner, and small group instruction to support students in understanding how to use the four operations with whole numbers to solve problems while ensuring students are able to solve problems with the 4 operations through guided, partner, and individual practice with a focus on precision and showing their work. Additionally, students will monitor their progress by exit tickets and self-reflection. Feedback will be given weekly by the teacher.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In Addition to core instruction, students will participate in small group instruction for 15 minutes, 2 times a week with a focus on 4.OA.A. Teachers will commit to working with students identified as needing tier 2 supports. Students will be informed of their progress and work towards mastery of the standard. Progress will be measured by weekly CFAs and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving LRC services will participate in small group instruction for 25 minutes, 5 times a week to focus on foundational math skills. Students not receiving out of classroom supports will participate in small group instruction for 15 minutes, 3 times a week. Progress will be measured by grade level CFAs and brought to PLC meetings to inform classroom teachers of progress.
5th Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
Using iReadylexit tickets, we've identified 21 students who are unable to multiply whole numbers. By implementing math groups, exit tickets and in the moment feedback, we will increase proficiency from 0% to 75% in 5 grade, including 50% of MLL students. By focusing on 5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition our grade level will move 8 students out of below grade level according to iReady by December 2025.
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 in the moment feedback and turn and talks teachers will use whole group, partner, and small group instruction to support students in understanding 5.MD.CGeometric measurement: understand concepts of volume and relate volume to multiplication and to addition to ensure students are able to multiply whole numbers. Additionally, students will monitor their progress with exit tickets and going over tests together and feedback will be given by the teacher daily.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In Addition to core instruction, students will participate in small group instruction for 30 minutes, 5 times a week with a focus on 5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition Teachers will provide explicit instruction, Students will use new strategies to be able to solve multiplication questions. Progress will be measured by exit tickets and textbook work and discussed at PLC meetings to inform instructional next steps.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, Students receiving LRC services will participate in small group instruction for 20 minutes, 5 times a week to focus on 5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. Support teachers will work on the foundational skills. Students will practice basic skills like repeated additional and work their way up to multiplication. Progress will be measured by exit tickets and group work and brought to PLC meetings to inform classroom teachers of progress
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 100% pass rate for the selected standard by the end of the quarter.
NA: Class currently has a substitute teacher.
CURRICULUM: The standards and units we are targeting
STANDARD: Music 2 Create- Organize and develop artistic idea and work
UNIT: Music - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
NA: Class currently has a substitute teacher.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: Class currently has a substitute teacher.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: Class currently has a substitute teacher.
PE Goal
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
There are currently 64% of 5th 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: PE-3 Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness
UNIT: PE- NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
During whole group instruction, I will use modeling, movement exploration, and peer coaching teaching strategies to teach the fundamental movement markers necessary to perform the skill correctly. Additionally, I will provide games and station activities that emphasize the skill of the overhand throw.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
During stations and small group instruction, I will reteach the skill. I will provide a visual maker of the stepping foot for those who need extra assistance. Using an Ipad, I will provide a video playback of the skill to help students refine their form. I also will offer a variety of throwing implements for learners to choose from.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For ELL students I will provide pictures and videos to demonstrate the skills and appropriate steps to performing it. For children with sensory needs, I will provide headphones to reduce the noise overstimulation in PE. For ADD/ADHD students I will provide a listening space during instruction where they can move and fidget without disrupting class.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 29% of students have behaviors NOT resulting in suspension or expulsion.
Our goal is to decrease exclusionary incidents by 10% from 33 in 2025 to 29 in 2026 by implementing three 6-8-week SEL cycles of intervention run by guidance and support staff. We will also run the Lister Leadership Program for all students which includes self-managers and Lister Lion Leaders.
Root Cause Analysis:
Teachers facilitate social emotional learning each morning by way of zones of regulation, purposeful people and opening/closing circles.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Guidance and support staff will work together to facilitate school wide activities that will lead to a decrease in externalizing behaviors.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
School wide assemblies highlighting Lion Pride Characteristic of the month and awarding roar ticket recipients.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
SEL cycles of intervention
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 75% positive rating on the selected Climate Survey item.
To support adult SEL (social awareness or relationship skills) our goal is to increase % positive from 35% to 75% on the climate survey when there is a problem in my school, we talk about how to solve it.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Staff will work together to meet this goal by advocating for their needs through monthly staff meetings, SCDM and direct reports of problems that arise.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 77% positive rating on the selected Climate Survey item.
Our goal is to increase % positive from 72% to 77% on the climate survey item of students saying that that they enjoy coming to school.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Staff will work together to support students in and outside the classroom leading to an increased sense of belonging. This will be done by facilitating PSIS schoolwide activates each month, Lister Leadership Activities, and highlighting student success through iReady Brag Boards.