Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
The school community at Pt. Defiance Elementary is proud of our commitment and work towards high standards and 100% of our students hitting their growth and achievement goals. Our focus is to cultivate students who are happy and self-confident in their academic growth and academic outcomes. Our CAP focuses on our commitment of growth and achievement for all kids.
Our Vision
All Point Defiance students will meet or exceed their growth targets for academics while learning skills and mindsets that help them live happy, healthy, and hopeful lives.
Our Mission
Point Defiance welcomes students, families, and the community to a nurturing, learning environment that promotes academic achievement. We have a clear and shared focus to ensure high standards and expectations for all. Together, we provide the knowledge and skills for students to become respectful, responsible, life-long learners and citizens.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
By focusing on RI.K.1 our grade level will move 100% students out of below standard to approaching standard according to our single point rubric by January 2025.
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
All students will receive core instruction daily for 90-120 minutes. By implementing Modeling, linking personal interests to content learning, and allowing, opportunities for student discourse teachers will use whole group, partner and small group instruction to support students in understanding asking and answering questions to ensure students are able to understand key details in a text through questions and answers students make about an informational text with a focus on asking and answering with prompting and support. Additionally, students will monitor their progress by asking and answering questions and feedback will be given by the fabulous Kindergarten teacher weekly.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 10 minutes, 3 times a week with a focus on RI.K.1 standard. Teachers will read information texts with students and practice asking and answering questions. Students will practice ask and answering questions. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, Students receiving EL and SPED services will participate in small group instruction for 30 minutes, 2 times a week with a focus on RI.K.1. Support teachers read information texts with students and practice asking and answering questions. Students will practice ask and answering questions. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
1st Grade
Goal: What are we trying to achieve
Achieve a 0% pass rate for the selected standard by the end of the quarter.
N/A
CURRICULUM: The standards and units we are targeting
STANDARD: W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
N/A
2nd Grade
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Using data (iReady pathway, Savas formative and summative assessments, exit slips, small group learning), we've identified 38 students who are unable to meet grade level expectations. By implementing the following high yield instructional strategies- Linking personal interests to content learning, peer conferring, and modeling, we will increase proficiency from 41% to 85% in 2nd grade. By focusing on the following priority standard of RL.2. 7.
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 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
All students will receive core instruction daily for 90-120 minutes. We will use district adopted materials and frameworks to meet student's needs. The high impact strategies that we will use include clarifying and unpacking the target standard with teacher support during whole group instruction, leveled small groups, and 1:1 conference. Additionally, targeted questioning and independent writing opportunities to show mastery of the target and provide meaningful and timely feedback (student to student and student to teacher) through student work and exit tickets on the standard students are working towards mastery on are additional core activities
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will receive an additional 30-minute block of enrichment/intervention daily based on performance of mastery toward the measured standard. Teachers will group students in small groups in order to maximize the opportunity for student growth. Students receive approximately 15-20 minutes, 2-3 times a week in a small group during this intervention. Strategies at this time include opportunities to re-read in small group, pairs, and independently will be provided. Teachers will utilize additional outside resources and tech components to supplement the Schoolwide curriculum during whole group instruction, in small groups, and 1:1 conference. Teachers will monitor accordingly and provide feedback in order to maximize growth.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Selected students will receive additional services from LAP, ELL, and LRC. Times are determined by that provider, but in most cases, this is approximately 30 minutes, 4-5 days a week. The strategies during this time will include using the following curriculums Phonics for Reading, Sonday, Reading Mastery (SRA). In addition, small group guided reading by classroom teacher, 1:1 support and peer support will also be provided. Students will be given a chance to work on My Pathway. These strategies as well as reading text at their current level to help develop necessary phonemic, decoding, and comprehension skills will be used as a path for student growth.
3rd Grade
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
By implementing rotational small groups and opportunities for student discourse, we will increase proficiency from 37% to 80% in 3rd grade. We have identified 47% of students who are unable to determine the main idea of a text. We will increase proficiency from 37% to 80% in 3rd grade.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.3.6 Distinguish their own point of view from that of the author of the text.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
All students will receive core instruction daily for 90-120 minutes. By implementing rotational small group teaching and opportunities for peer discourse, teachers will use whole group, partner and small group instruction to support students in understanding informational text main ideas and support details through student discourse, annotations, and modeling with a focus on metacognitive teaching and deeper understanding. Additionally, students will monitor their progress by a weekly comprehension check and feedback will be given daily (classwork) and weekly (quizzes).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 10-minute blocks, 3-4 times a week with a focus on the RI standard. Teachers will group students in small groups to maximize the opportunity for student growth. Students will work with the teacher during this time to support areas of need. (context clues, breaking apart multisyllabic words, prefixes and suffixes) Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, Students receiving SPED and LAP services will participate in small group instruction for 30 minutes, 5 times a week with a focus on the Rl.2 standard. Support teachers will provide additional opportunity to pre-read articles and reading text at their independent level to develop necessary phonemic decoding and comprehension skills. Students will participate and read text both at their independent level and instructional level. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
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 iReady common reading assessments, we've identified 16 students who are unable to comprehend Informational text. By implementing opportunities for student discourse, modeling, and cooperative learning, we will increase proficiency from 34% to 60% in 4th grade, including 25 % of students with IEPs. By focusing on priority standard RJ .4.1 our grade level will move 5 students out of below standard to approaching standard according to iReady data 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 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing student discourse, modeling and cooperative learning, teachers will use whole group, partner and small group instruction to support students in comprehending literature to ensure students are able to compare and contrast themes across genres of text. Through whole group, small group and one-on-one instruction, with a focus on proficiency and strategies to attack text. Additionally, students will monitor their progress by teacher/student conferences 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 1O minutes, 5 times a week with a focus on Rl.4.1 standard. Teachers will provide access to multiple strategies and monitor progress. Students will self-monitor and identify what strategy works best for them. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, Students receiving SPED services will participate in small group instruction for 30 minutes, 5 times a week with a focus on RL.4.9 standard. Support teachers will provide multiple reps for the student. Students will practice daily until they reach proficiency. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
5th Grade
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
There are 53% 5th grade students meeting the standard of determining an unknown word or phrase. By January iReady testing, the percent of students meeting the standard will increase to 65% as measured by Meeting on the iReady Diagnostic in ELA. We will accomplish by using explicit instruction, rigorous scientific and historical texts, small groups based on needs, student self-assessments based on class generated rubrics, and written responses.
CURRICULUM: The standards and units we are targeting
STANDARD: L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will accomplish by using explicit instruction, rigorous scientific and historical texts, small groups based on needs, student self-assessments based on class generated rubrics, and written responses.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small groups, para educator support, peer support
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
4 students are pulled daily for ELA LRC support. Instruction will focus on phonics and multisyllabic words which will help with understanding of word parts.
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
Based on year's i-Ready math assessment, we've identified 32 students who are unable to directly compare two objects with a measurable attribute in common, to see which object has "more of/less of' the attribute and describe the difference. By implementing small group instruction, one to one instruction, collaborative pair activities, Modeling, (2-3 high yield instructional strategies}, we will increase proficiency from 8% to 100% in K. By focusing on K.MD.2 our grade level will move 32 students out of below standard to approaching standard according to our single point rubric by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: K.MD.A Describe and compare measurable attributes
UNIT: Unit 1 Position, Length, Height, and Sorting
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing small group instruction, one to one instruction, collaborative pair activities, modeling, teachers will use whole group, partner and small group instruction to support students in understanding how to compare two objects with a measurable attributes in common, to see which object has "more of/less of' the attribute and describe the difference to ensure students are able to compare two objects with a measurable attribute in common, to see which object has "more of/less of" the attribute and describe the difference through measuring with a variety of objects and comparing length with a focus on participation in discussions about comparing two objects using measurement comparison vocabulary (longer, shorter, more than, less than). And/or when making direct comparisons between two objects, student will identify the difference in number of units (i.e. 3 blocks longer). Additionally, students will monitor their progress by exit tasks and feedback will be given by their fabulous kindergarten teachers every two weeks.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 10 minutes one time a week with a focus on standard. Teachers will K.MD.2. Students will compare two objects with a measurable attribute in common, to see which object has "more of/less of" the attribute and describe the difference. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students receiving TITLE/LAP, EL, or SPED services will participate in small group instruction for 30 minutes, several time a week with a focus on K.MD.2standard. Support teachers will reinforce vocabulary, provide additional practice in small groups. Students will compare objects using appropriate vocabulary. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
1st Grade
Goal: What are we trying to achieve
Achieve a 0% pass rate for the selected standard by the end of the quarter.
N/A
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
N/A
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
N/A
2nd Grade
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Students in 2nd grade will achieve an 80% proficiency rate on 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. This will be an increase of 51% based on preliminary /Ready Diagnostic Data (could use pre-assessment data here too). The measurement for this goal will be a unit assessment designed using the Ready math question bank and it will be completed by January 31. Progress towards this goal will be monitored using exit tickets after lessons and team designed CFAs. Additional support and learning opportunities will be provided daily for students who either choose the support or who are identified as needing support based on the most recent CFNexit ticket data.
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
All students will receive core instruction daily for 90 minutes. We will use district adopted materials and frameworks to meet student needs. Teachers will follow the pacing guide with standards and provide specific high impact strategies such as scaffolding vocabulary, breaking down the target, and allow all students access to achievable learning targets. We will use include teaching the daily Ready Math lessons, My Path, and provide weekly quizzes to assess student progress towards mastery. We will provide meaningful and timely feedback through student work and exit tickets on the standard students are working towards mastery on.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will receive an additional 10-minute block of enrichment/intervention 3-4 days a week based on performance of mastery toward the measured standard. Teachers will group students in small groups in order to maximize the opportunity for student growth. Strategies include providing access for all students, including their connections to real life situations, multimodal to explain and show their thinking, and variety of fluency tasks. Specific students will work with the teacher during this time to support areas of need. Teachers will reteach and monitor lessons accordingly and provide feedback in order to maximize growth.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Selected students will receive additional services from LRC OR MTSS. Times are determined by that provider, but in most cases this is approximately 30 minutes 4-5 days and week. Targeted practice based will be based off exit slips and CFA. The strategies during this time will include the opportunity to utilize math fluency sheets and homework for extra practice. Additional strategies include pre teaching, small group instruction, small group modeling, additional reps at a skill (fact fluency), oral work, speech to text, visual representation, and use of manipulatives. Support staff will use the adopted materials for their programs, in addition to Ready Classroom support materials.
3rd Grade
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Using Point Defiance's common math assessments, we've identified 69% of students who are unable to use place value to fluently use all four mathematical operations. By implementing rotational small groups and opportunities for student discourse, we will increase proficiency from 10% to 80% in 3rd grade. By focusing on 3.NBT.A and 3. OA., our grade level will move 5 students out of below standard to approaching standard according to our single point rubric by January 2023.
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 rotational small group teaching and opportunities for peer discourse, teachers will use whole group, partner and small group instruction to support students in understanding the four operations of mathematics to ensure students are able to fluently add, subtract, multiply, and divide through math discourse and making connections between the operations (i.e. Fact families) with a focus on accuracy and deeper understanding. Additionally, students will monitor their progress by a weekly fact fluency check with personal graph and feedback will be given daily(classwork) and weekly(quizzes).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 10-minute blocks, 3-4 times a week with a focus on the NBT standard. Teachers will group students in small groups in order to maximize the opportunity for student growth. Students will work with the teacher during this time to support area of need. (equal groups, arrays, skip counting, and repeated addition) Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, Students receiving SPED services will participate in small group instruction for 30 minutes, 5 times a week with a focus on the 3.NBT standard. Support teachers will provide additional opportunity to practice place value and skip counting. Students will participate and create visual model to help support their mathematical understanding. Progress will be measured by exit slips, consistent feedback, 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 iReady common math assessments, we've identified 20 students who are unable to understand numbers and operations, specifically multiplication. By implementing opportunities for student discourse, modeling, and cooperative learning, we will increase proficiency from 40% to in 4th grade, including 20 % of students with IEPs. By focusing on priority standard-4.NBT.B.5, our grade level will move 3 students out of below standard to approaching standard according to iReady data 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 student discourse, modeling and cooperative learning, teachers will use whole group, partner and small group instruction to support students in understanding multiplication to ensure students are able to multiply single digits by multi-digits as well as two digit by two digit multiplication. Through whole group, small group and one-on-one instruction, with a focus on proficiency and strategies. Additionally, students will monitor their progress by teacher/student conferences 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 10 minutes, 5 times a week with a focus on 4.NBT.B.5 standard. Teachers will provide access to multiple strategies and monitor progress. Students will self-monitor and identify what strategy works best for them. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, Students receiving SPED services will participate in small group instruction for 30 minutes, 5 times a week with a focus on 4.NBT.B.5 standard. Support teachers will provide multiple reps for the student. Students will practice daily until they reach proficiency. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
5th Grade
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
41% of 5th grade students are proficient in numbers and operations based on the Fall iReady Math Diagnostic. By the January Math iReady, 80% will be proficient in all operations with whole numbers. We will support students with explicit whole group instruction, small group instruction, repetitive practice, and para support.
CURRICULUM: The standards and units we are targeting
STANDARD: 5.NBT.B Perform operations with multi-digit whole numbers and with decimals to hundredths
UNIT: Unit 2 Decimals and Fractions: Place Value, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Explicit whole group instruction with modeling and gradual release of responsibility, peer support, immediate feedback through student self-assessment
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Flexible small group instruction based on daily assessments and exit tickets
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
LRC students are pulled on a daily basis.
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.• One student at a time demonstrates steady beat using body percussion for four measures while class sings along. • Students will move around room matching the steady beat the teacher is playing on the drum. • Students may play beat on a percussion instrument.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier two instruction to be used to impact the learning goal of steady beat are individualized games that provide opportunities for students to show individual growth with the goal, and songs demonstrate the beat that directly tie to the goal that can be sung anywhere, not just in the music classroom. I know these strategies were effective because students were observed showing the skill, assessment scores from individualized games, and observable assessments from class time.· Observable formative and summative assessments from class time.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier three strategies will be provided for all students as extra support by the music teacher. Due to time constraints and focus on improving reading, writing and math scores, there is no additional time to meet individually with students outside of their already scheduled music instruction time. All students are given class time with a specialist with extensive knowledge in music and all are monitored for individual growth based off of their starting base of zero. Strategies will be repeated often as needed, and multiple modality activities will be used to support all learning styles for all tier level students.
PE Goal
Goal: What are we trying to achieve
Achieve a 95% pass rate for the selected standard by the end of the quarter.
By June 2026, increase the percentage of students who report feeling able to set a goal from 75% to 95%, by implementing targeted game strategies such as running in the beginning of class, lap like activities and chance to run outside. This goal will be monitored quarterly and will include input from every student to ensure inclusive and equitable improvements in students personal goals.
CURRICULUM: The standards and units we are targeting
STANDARD: Health-6 Student will demonstrate the ability to use goal setting skills to enhance health
UNIT: PE- NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Each student will receive direct instruction from the teacher.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
As students continue with the PACER they will have continued support from the teacher and begin to help others with their personal goals.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students will receive incentives to reach the personal best (a pencil and a bracelet) And after each run I will post who has made the standards for their grade level on the gym wall.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 0% of students have behaviors NOT resulting in suspension or expulsion.
My goal at Point Defiance is to have 0% exclusionary discipline.
Root Cause Analysis:
Students attending Point Defiance with more needs then support offered.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Reduce exclusionary practices
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Increase focus on student attendance
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Implementation of an incentive program for character strong traits and attendance.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 81% positive rating on the selected Climate Survey item.
This quarter we will focus on school safety by improving communication of expectations to students through grade level principal chats.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Meet with each grade several times a quarter to review expectations and building procedures. Focus on anti-bully, school safety, and positive behavior incentives. Work with Whole Child team to review data.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 50% positive rating on the selected Climate Survey item.
Decrease the number of students who argue with others by explicitly teaching conflict resolution through Character Strong.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Explicitly teaching conflict resolution through Character Strong.