4330 S 66th St
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
We believe all our students deserve and are worthy of a safe, beautiful space to learn and grow. Teachers are passionate about their craft and care about their students and want them to be successful as they move through school to become contributing members of our global world.
Our Vision
This year's theme, "Bulldog Pride, Strong Inside," perfectly encapsulates our mission. We take pride in our school and our academic achievements, and we also prioritize our social and emotional well-being. This theme will guide us in everything we do, from our classroom activities to our interactions with one another.
Our Mission
Our Manitou family works together to help each other socially, emotionally, and academically to become confident, successful, community members.
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.
The percent of kindergarten students moving up one level (4, 3, 2, or 1) in CCSS.ELA-LITERACY.RFK.3 (Letter Names/Sounds) will increase from 30% proficient (15150) to 70% proficient or move up one level (35/50) by 1/30/2026 as measured by CCSS.ELA-LITERACY.RFK.3 (Letter Names/Sounds) administered after 10/14/2025 but before 1/30/26.
CURRICULUM: The standards and units we are targeting
STANDARD: RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier 1 Action Step: By implementing scaffolded phonics instruction, teachers will use whole group, partner, and small group instruction to support students in understanding the connection between letter names and sounds alone and at the beginning of eve words through explicit eve word/Level A small group instruction 5 times per week for 30 minutes each day. Students will utilize Savvas small group instruction curriculum to target these skills.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2 Action Step: In addition to core instruction, students will participate in targeted instructions S times per week for 15 minutes each day. Students who are identified as below grade level in phonics will receive instruction using Savvas interventions. Students who are on grade level in phonics but identified as below grade level in comprehension and vocabulary will engage in instruction using Savvas Small Group intervention curriculum.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing questioning strategies to determine central ideas or themes of text and addressing key details and ideas during core instruction, students receiving Title/LAP, multi-lingual, or special education services will participate in small group instruction for 10-15 minutes, two times a week with a focus on reading literature standard 1 with the support of teacher. Support teachers will help students read closely with strategies such as think aloud and use of stick notes to pose questions of the text. Students will employ close-reading strategies in multiple contents beyond reading. 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 100% pass rate for the selected standard by the end of the quarter.
N/A
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
N/A
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing questioning strategies to determine central ideas or themes of text and addressing key details and ideas during core instruction, students receiving Title/LAP, multi-lingual, or special education services will participate in small group instruction for 10-15 minutes, two times a week with a focus on reading literature standard 1 with the support of teacher. Support teachers will help students read closely with strategies such as think aloud and use of stick notes to pose questions of the text. Students will employ close-reading strategies in multiple contents beyond reading. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
2nd Grade
Goal: What are we trying to achieve
Achieve a 58% pass rate for the selected standard by the end of the quarter.
By 1/30/26, 20% of the Tier 2 students will improve to 58% on RI 2.6 as measured by the Sawas reading assessment. The Culturally Responsive and Relevant Teaching practices of choosing stories that represent all cultures, turn and talk to include all inclusive conversations, will be used to create inclusive and equitable practices.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Teachers will support students at the core level by strategically incorporating classroom discussion about author's purpose of informational text. Teachers will utilize anchor charts and prior knowledge to connect to text.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will utilize leveled non-fiction readers to support this action step. Groups will meet 2x's/week for 10 minutes with the classroom teacher.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing questioning strategies to determine central ideas or themes of text and addressing key details and ideas during core instruction, students receiving Title/LAP, multi-lingual, or special education services will participate in small group instruction for 10-1S minutes, two times a week with a focus on reading literature standard 1 with the support of teacher. Support teachers will help students read closely with strategies such as think aloud and use of stick notes to pose questions of the text. Students will employ close-reading strategies in multiple contents beyond reading. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress. Students will engage in MTSS small groups focused on phonics word skills that will support their ability to decode grade level text.
3rd Grade
Goal: What are we trying to achieve
Achieve a 30% pass rate for the selected standard by the end of the quarter.
By December 19th, 2025 23% of students in Tier 2 will improve by one level on the mastery scale on Rl.3.2 determine the main idea of a text; recount key details and explain how they support the main idea as measured by iReady Standards Mastery. The culturally responsive practice of rigor will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing think alouds, graphic organizers and teachers will use whole group, small group and partner instruction to support students in understanding R1.3.2 Determine the main idea of a text; recount key details and explain how they support the main idea. Through Sawas lesson quick checks and teacher assigned iReady lesson that focus on this standard and supporting standards feedback will be given immediate and daily during direct instruction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 15 minutes 3 times per week with a focus on Teachers will model strategies for fact fluency. Rl.3.2 determine the main idea of a text; recount key details and explain how they support the main idea. Students will reinforce by practicing with partners and on their own. Progress will be measured by exit slips, continuous feedback, and brought to PLC+ meetings to discuss instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing questioning strategies to determine central ideas or themes of text and addressing key details and ideas during core instruction, students receiving Title/LAP, multi-lingual, or special education services will participate in small group instruction for 10-15 minutes, two times a week with a focus on reading literature standard 1 with the support of teacher. Support teachers will help students read closely with strategies such as think aloud and use of stick notes to pose questions of the text. Students will employ close-reading strategies in multiple contents beyond reading. 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 30% pass rate for the selected standard by the end of the quarter.
By December 12th, 2025, 30% of students in Tier 2 and Tier 3 will improve by one level on the iReady Standards Mastery scale on Rl4.3 as measured by the iReady Standards Mastery assessment. The culturally responsive practice of classroom environment and student collaboration will be used to create an inclusive and equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing feedback, questioning, and instructional routines, we will use whole group, partner, and small group instruction to support students in explaining events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Additionally, students will monitor their progress by having an academic goal for each unit. Students will set a goal at the beginning of the unit base on the pre-assessment. Students will revisit their goal throughout the unit. Students will reflect on their academic goal at the end of the unit. The teacher and the student will collaborate to keep track of their goals. Feedback will be given to the students with graded exit tickets and quizzes, and students will have the opportunity to correct their mistakes. Students will receive immediate verbal feedback during small group instruction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will focus on explicit small group instruction 4 times per week for 30 minutes each day. Students who are identified as below grade level in phonics will receive instruction using Really Great Reading products for intervention. Students who are on grade level in phonics but identified as below grade level in comprehension and vocabulary will engage in instruction using Sawas Small Group Instruction materials to increase comprehension in literature and informational text. Progress will be measured by exit tickets and quizzes within each lesson every week. Students' information will be reviewed during PLC to regroup students as necessary before the next cycle of instruction.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing questioning strategies to determine central ideas or themes of text and addressing key details and ideas during core instruction, students receiving Title/LAP, multi-lingual, or special education services will participate in small group instruction for 10-1S minutes, two times a week with a focus on reading literature standard 1 with the support of teacher. Support teachers will help students read closely with strategies such as think aloud and use of stick notes to pose questions of the text. Students will employ close-reading strategies in multiple contents beyond reading. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress. In addition to implementing feedback, questioning, and instructional routines during core instruction, students will focus on prescriptive instruction up to 5 times per week for 30 minutes each day. Students will be supported by Title, LAP, EL, LRC, and SIT. 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 56% pass rate for the selected standard by the end of the quarter.
The percent of 5th grade students scoring proficient or higher in Making inferences in informational text (R/5.1}, according to the iReady Standards mastery, will increase from 27%to 56%. Student growth will be monitored by January 30, 2026 measured by the /ready Standards Mastery Form A for RI 5.1
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing the RACE strategy teachers will use whole group, partner and small group instruction to support students in understanding Rl5.1 to ensure students are able to infer what the text says and support it with text-based evidence using quotes and explaining how the evidence supports their claim, through graphic organizers and written RACE responses. Teacher practices will include facilitating discussion and/or Socratic debates around identifying the right inference based on text-based evidence. Students will use rubrics to self-assess with a focus on citing evidence and explaining how that evidence supports their inference. Additionally, teachers and students will monitor progress by regular conferring and feedback will be given weekly.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing RACE strategy during core instruction, students will participate in small group instruction for 15 minutes, 2 times a week with a focus on RI 5.1 standard. Teachers will demonstrate color coding strategy and graphic organizer. Students will complete the graphic organizer and color code their response with gradual release of responsibility. Progress will be measured by small group and 1:1 conferring, and consistent feedback on exit tickets, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing questioning strategies to determine central ideas or themes of text and addressing key details and ideas during core instruction, students receiving Title/LAP, multi-lingual, or special education services will participate in small group instruction for 10-15 minutes, two times a week with a focus on reading literature standard 1 with the support of teacher. Support teachers will help students read closely with strategies such as think aloud and use of stick notes to pose questions of the text. Students will employ close-reading strategies in multiple contents beyond reading. Progress will be measured by exit slips, consistent feedback, 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 70% pass rate for the selected standard by the end of the quarter.
The percent of kindergarten students moving up one level (4,3,2, 1) in CC.8.4 (Counting up to 20 Objects) will increase from 39.2% proficient (20151) to 80% proficient and/or move up one level (46151) by 1/30/2026 as measured by CC.8.4 administered after 10/14/2025 but before 1/30/26.
CURRICULUM: The standards and units we are targeting
STANDARD: K.OA.A Understand addition as putting together and adding to, and understanding subtraction as taking apart and taking from
UNIT: Unit 3 Addition and Subtraction within 5 and Shapes
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier 1 Action Step: By implementing scaffolded instruction in Counting and Cardinality, teachers will use whole group, partner, and small group instruction to support students in understanding the connection between counting orally and counting objects with 1:1 correspondence through explicit oral and pictorial instruction and the use of manipulatives 5 times per week for 30 minutes each day. Students will utilize Ready Math small group curriculum and Number Sense routines to target these skills. Students will monitor their growth through goal setting. Students will color a pie chart related to their beginning score (4=blue, 3=green, 2=yellow, 1=red). As students progress towards proficiency, or exceed proficiency, they will color a second pie chart to visually see their progress and growth.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2 Action Step: In addition to core instruction, students will participate in targeted instructions 4 times per week for 15 minutes each day. Students will focus on a progression of understanding in Counting and Cardinality utilizing Hand 2 Mind Math Intervention Curriculum. Progress will be measured by progress checks within each lesson and school wide progress monitoring every 4 to 6 weeks. Student information will be reviewed during PLC to regroup students as necessary before the next cycle of instruction. Students will monitor their growth through goal setting. Students will color a pie chart related to their beginning score (4=blue, 3=green, 2=yellow, 1=red). As students progress towards proficiency, or exceed proficiency, they will color a second pie chart to visually see their progress and growth.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 Action Step: In addition to implementing scaffolded instruction in Counting and Cardinality during core instruction, students receiving ML/SPED services will participate in small group instruction for 30 minutes 5 times a week with a focus on student specific goals and skills. 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 100% 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
In addition to implementing standards of mathematical practice strategies to build students' understanding of numbers and operations in base ten during core instruction, students receiving Title/LAP, multi-lingual, or special education services will participate in small group instruction for 10-15 minutes, two times a week with a focus on standard 5 NBT place value with the support from teacher. Support teachers will help develop conceptual understanding with models and tasks. Students will employ comparison strategies in regard to values. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
2nd Grade
Goal: What are we trying to achieve
Achieve a 77% pass rate for the selected standard by the end of the quarter.
By 1/30/26, 22% of the Tier 2 students will improve to 77% on 2.OA.A as measured by the Unit 3 Cumulative Practice Set 3 Assessment. The Culturally Responsive and Relevant Teaching practices of choosing word problems that represent all cultures, turn and talk to include all inclusive conversations, will be used to create inclusive and equitable practices.
CURRICULUM: The standards and units we are targeting
STANDARD: 2.OA.A Represent and solve problems involving addition and subtraction
UNIT: Unit 2 Numbers Within 100: Addition, Subtraction, Time, and Money
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
All 2nd grade students will solve a variety of addition and subtraction problems, using concrete and pictorial representations and explain their reasoning. Students will use knowledge of various strategies (make a ten, separate tens and ones, proof drawing, add it up, counting on, number line, base ten model). They will also complete iReady lessons on their individualized path. Students will receive feedback regarding their standard score on weekly exit tickets and quizzes. Teachers will encourage students to use the green practice sheets in the iReady math book for additional home practice.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
These students will focus on explicit skills small group instruction 4 times per week for 10 minutes each day. Students will utilize Ready Math curriculum to target these skills.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing standards of mathematical practice strategies to build students' understanding of numbers and operations in base ten during core instruction, students receiving Title/LAP, multi-lingual, or special education services will participate in small group instruction for 10-15 minutes, two times a week with a focus on standard 5 NBT place value with the support from teacher. Support teachers will help develop conceptual understanding with models and tasks. Students will employ comparison strategies in regard to values. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
3rd Grade
Goal: What are we trying to achieve
Achieve a 30% pass rate for the selected standard by the end of the quarter.
By December 19th, 2025 20% of students in Tier 2 will improve by one level on the iReady mastery scale on 3.OA.A as measured by iReady Standards Mastery assessment. The culturally responsive practice of scaffolding will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: 3.OA.A Represent and solve problems involving multiplication and division
UNIT: Unit 2 Multiplication and Division: Concepts, Relationships, and Patterns
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing teacher clarity and manipulatives teachers will use whole group, partner, and small group instruction to support students in understanding 3.OA.A represent and solve problems involving multiplication and division to ensure students are able to fluently multiply and divide within 100 through Try, Discuss, Connect Routines with a focus on Lesson Quizzes. Additionally, students will monitor their progress by checking the Fact Fluency Wall and feedback will be given by teacher daily during whole group and small group lessons and weekly through lesson quizzes and Fact Fluency Wall.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 15 minutes 3 times per week with a focus on 3.OA.A and solve problems involving multiplication and division. Teachers will model strategies for fact fluency. Students will reinforce by practicing with partners and on their own. Progress will be measured by exit slips, continuous feedback, and brought to PLC+ meetings to discuss instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing standards of mathematical practice strategies to build students' understanding of numbers and operations in base ten during core instruction, students receiving Title/LAP, multi-lingual, or special education services will participate in small group instruction for 10-15 minutes, two times a week with a focus on standard 5 NBT place value with the support from teacher. Support teachers will help develop conceptual understanding with models and tasks. Students will employ comparison strategies in regard to values. 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 25% pass rate for the selected standard by the end of the quarter.
By December 12th, 2025, 25% of students in Tier 2 and Tier 3 will improve by one level on the iReady Standards Mastery scale on 4OA.A.3 as measured by the iReady Standards Mastery assessment. The culturally responsive practice of scaffolding and differentiation will be used to create an inclusive and equitable environment.
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 feedback, questioning, and instructional routines, we will use whole group, partner, and small group instruction to support students in understanding how to solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Additionally, students will monitor their progress by having an academic goal for each unit. Students will set a goal at the beginning of the unit base on the pre-assessment. Students will revisit their goal throughout the unit. Students will reflect on their academic goal at the end of the unit. The teacher and the student will collaborate to keep track of their goals. Feedback will be given to the students with graded exit tickets and quizzes, and students will have the opportunity to correct their mistakes. Students will receive immediate verbal feedback during small group instruction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will focus on Numbers & Operations in small group instruction with a focus on basic multiplication and division 4 times a week for 30 minutes each day. Students will utilize the iReady Math Curriculum for small groups. Progress will be measured by exit tickets and quizzes within each lesson every week. Students' information will be reviewed during PLC.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing standards of mathematical practice strategies to build students' understanding of numbers and operations in base ten during core instruction, students receiving Title/LAP, multi-lingual, or special education services will participate in small group instruction for 10-1S minutes, two times a week with a focus on standard S NBT place value with the support from teacher. Support teachers will help develop conceptual understanding with models and tasks. Students will employ comparison strategies in regard to values. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress. In addition to implementing feedback, questioning, and instructional routines in core instruction, students will focus on prescriptive instruction for addition and subtraction problems up to 5 times per week for 30 minutes each day. Students will be supported by Title, LAP, EL, LRC and SIT. Progress will be measured by exit tickets, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
5th Grade
Goal: What are we trying to achieve
Achieve a 35% pass rate for the selected standard by the end of the quarter.
The percent of 5th grade students scoring proficient or higher in NBT.B, according to the iReady math comprehension check, will increase from 6% to 35%. Student growth will be monitored by January 30, 2025 measured by the post iReady math comprehension check given by November 21st of 2025.
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
By implementing timely feedback in small group and conferring, regularly referring to anchor charts, and consistent A/8 partner talk, teachers will use whole group, partner and small group instruction to support students in understanding NBT.B. Student will focus on using place value strategies to solve fractional and whole numbers to the thousandths. The teacher will prompt and encourage students to use resources such as place value charts, numbers lines and hundredths grids to represent values of fractional/decimal numbers. The teacher will prompt students to use sentence starters & discuss it questions as students are working with partners & small groups. Students will use the discuss it questions with their partner (SMP3) and will explain and defend their solution strategies by modeling with mathematics (SMP4). The teacher will facilitate discussion around problem solving strategies identifying how the approaches are the same or different. Students will monitor their progress towards the standard through completion of iReady comprehension checks and daily exit tickets.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to math core instruction, students will participate in math small groups for 15 minutes, 2 to 3 times a week with a focus on NBT. B adding and subtracting decimals to the thousandths. Teachers will use student discourse strategies such as student talk, to attend to precision and look for and make use of structure. Students and teacher will use exit ticket and comprehension check data to make use of manipulatives to deepen their place value understanding. Progress will be measured by exit slips, daily feedback & brought to PLCs to plan next instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing standards of mathematical practice strategies to build students' understanding of numbers and operations in base ten during core instruction, students receiving Title/LAP, multi-lingual, or special education services will participate in small group instruction for 10-15 minutes, two times a week with a focus on standard 5 NBT place value with the support from teacher. Support teachers will help develop conceptual understanding with models and tasks. Students will employ comparison strategies in regard to values. Progress will be measured by exit slips, consistent feedback, 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 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 are effective because students will be 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 80% pass rate for the selected standard by the end of the quarter.
Mrs. Meyers 5th grade class 11 out of 20, Mr. Turin 5th graders 4 out of 10, Mrs. Petrovskaya 5th graders 8 out of 20 met the 1st Quiz expectations with the understanding of the Five Health components. As of now, 46% of 5th graders are meeting standard, byJanuary 2026, 5th graders will have a 34% increase in meeting standard to 80%, or 40/50 5th grade 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
By implementing feedback specific to students, teacher will use whole group, partner and small group instruction to support students in understanding PE-3 knowledge and skills to ensure students are able to maintain physical fitness and activities through guided practice of skills. Teacher practices will include teaching students body systems, nutrition, and goal setting. Students will physically and cognitively participate in activity during class with a focus on improving from their baseline performance. Additionally, teachers and students will monitor progress by setting goals and creating a physical activity log and feedback will be given during and after session. During whole group instruction, I will use modeling, movement exploration, and peer coaching teaching strategies to teach the fundamental movements necessary to perform the skills correctly. Also teaching every student in the classroom setting to know the 5 Health fitness components.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing feedback during core instruction, students will participate in small group instruction for 15 minutes, 1 time a week with a focus on PE-3 standard. Teacher will provide guidance to students on their development of essential skills. Students will monitor their progress towards end of the year concepts of physical education and the state fitness test. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves. During stations and small groups instructions, I will reteach the skills, I will use peer coaches to assist students needing additional feedback. I will give opportunity for both competitive and noncompetitive practice environments.
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 for them in PE. For ADD/ADHD students I will provide a listening space during instruction where they can move and fidget without disrupting the class.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 92% of students have behaviors NOT resulting in suspension or expulsion.
By implementing daily CHAMP (4 PAWS) structures in all spaces, building a common language around SEL practices, weekly Manitou Character Strong lessons, routine restorative discussion circles, and Tier 3 behavior plans for individual student success, 92% of students at Manitou will not have behaviors that result in suspension or expulsion and by June 2026, the number of daily major referral average will reduce from 6+ per day to 4 or fewer (from 2024-2025).
Root Cause Analysis:
Continued PD and support regarding our referrals of males and what it means for Manitou. 11/14 (79%) of exclusionary are male students. This PD will be around equity and CCDEI standard 1 (Exploration of self and others) to have teachers examine their own implicit bias. We will continue to partner with counselor to create restorative practices in small group and lessons in classroom. Teachers need to continue to make partnerships and communicate with families (positive and negative).
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
3.4% of Manitou student have had exclusionary discipline so far in the 2025-26 school year, which is 96.6% of students without. We have had a total of 134 incidents which counts for 13.7% of the student body. This is compared to 2024-2025 school year which has a total of 6.9% students having exclusionary discipline and a total of 144 incidents which counts for 8.2% of the student body.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Manitou will build students abilities to de-escalate by developing a building wide schedule that provides students with daily morning meetings that incorporate SEL strategies and relationship building skills. Students will receive an additional 60 minute of SEL lessons utilizing our new Character Strong curriculum, creating emphasis on schoolwide common language for conflict resolution (Tree of choices, emotion regulation, and character strong traits)
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Manitou will build teachers abilities to support student de-escalate by providing adequate professional development with CHAMPS around preventive discipline and restorative circles in our bulldog den. The Whole Child team will lead new learning around our new Tier 1 SEL curriculum. We will analyze all behavior data as a staff to build discussion around inequities. Tier 3 behavior plans will be built for students demonstrating tier 3 behaviors to support lowering exclusionary discipline and create structured predictable environments for students and teachers.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 80% positive rating on the selected Climate Survey item.
S: According to our Manitou Park ES, Staff SEL Climate survey data, 58% of all staff surveyed feel like "My school is a place that people want to come to work." M: By May of 2026, that percentage will increase to 80% (increase in 22%), as measured by Staff SEL Climate survey data. A: We will accomplish this goal by prioritizing staff culture builders anytime we meet. R: We believe that by prioritizing building a positive culture within the staff during anytime we meet and making this more of a norm, we can make this place be a better place that staff feel like they can come to. T: Sept/October 2025 to May 2026 is our time for completing this goal. Our 1st check in will be in Feb 2026 and our second check in will be May 2026.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Continue to expand the Whole Educator Committee that supports staff well being, mental health, and celebrations. The committee will meet monthly (every 4th Thursday) to monitor staff morale and social/emotional needs. Manitou admin team, along with Whole Educator committee, will meet to plan staff culture building pieces in PD, during school day, and after school. Activities will include staff circles, potlucks, relationship building activities, and afterschool SEL activities. Occasionally we will emphasize choice SEL activities during late-start Wednesday and staff meetings. SCDM Chairs will check in on grade-level leads to check on grade-level SEL health status before, during, and after SCDM meetings (once a month). Grade-level leads will check in on grade-levels and let admin team know is additional help is needed. Manitou Admin team will find ways to positively recognize awesome work staff members are doing in their classrooms and in the school. This will be in line with their love languages. Staff will continue to create a safe and welcoming environment by doing the following: Check in on staff members and help out when they can Try to learn more about and from their fellow colleagues Greeting staff/students at the door Treat all staff/students with respect Welcome all races, ethnicities, cultures, and identities.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 80% positive rating on the selected Climate Survey item.
By June of 2026, the percentage of students who respond positively to the belief that "I enjoy coming to my school" will increase as measured by schoolwide student climate survey (created by the Whole Child Committee) from 53% to 80%.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Students will engage in daily morning meetings that incorporate SEL strategies and relationship building skills using our character strong curriculum to develop their sense of belonging. Students will receive an additional 60 minute of SEL lessons utilizing our new Character Strong curriculum, creating emphasis on schoolwide common language for conflict resolution (Tree of choices, emotion regulation, and character strong traits). Building wide our traits will be celebrated for student recognition to develop students joy in school. This will culminate in monthly Character Strong trait and class award in-person assembly where families are invited. Additionally, students will continue to earn (TBD points) that are in line with a PSIS system to encourage positive behavior and support our building culture. Teachers will be sending positive interactions home AND will be making phone calls to recognize students for behavior and achievement. Teachers will prioritize relationship building and will partner with counselor to help establish positive climate and culture within classroom.