6229 South Tyler Street
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
During my second year leading Gray Middle School, parent engagement and community partnership will continue to be a central focus. However, this year are partnering with parents to set academic goals and meet those goals with their student. I will also collaborate closely with our community partners (Boys & Girls Club, STAR Center, and Community in Schools) to support our learning environment, academics, behaviors and students expectation.
Our Vision
My vision for the 2025/26 school year is to create an academic movement that will justify the title of a turnaround school. I have a vision that our students will display academic engagement behaviors in every class. I also vision teachers creating relevant and engaging lessons with frequent formative assessments and differentiating for at least three levels of learning. I vision classrooms with students engaged academically having high levels of student discourse working DOK 3-4 tasks.
Our Mission
Every student will receive a goal setting form with their I-Ready and SBAC scores to be signed by them and their parents. Parents will be provided tips to assist students with meeting their goals. Staff will increase the rigor by ensuring students learning task are at DOK 3-4 and scaffold for instructional support and differentiating to meet students at their access points. We will have quarterly family engagement nights to provide parents up to date progress monitoring opportunities.
Academic Goals
6th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
There are 27% of 6th grade students meeting the standard (Comprehension of Literature) based on Fall iReady data. Formative assessments collected during the unit will provide data for the whole group, small group, and individual scaffolds and supports. By the end of the CAP cycle, 50% of students will reach proficiency based on the Winter iReady data. We will accomplish this by establishing an inclusive and equitable class culture and texts that are relevant and at grade-level. We will emphasize added support for our students receiving services from the school ML teacher by using the pull-out and push-in support.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
UNIT: Informational/Explanatory Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Variety of reading modes such as whole group, partner reading, and individual. Classroom conversations around main idea or theme. Using formative assessments to determine small group or individual needs.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
All of the above and then add small group instruction that supports ML students using the translation feature in Commonlit so ML students can access the material. Small group reteaching of skills as needed based on formative assessments. One-on-one check ins to check for understanding.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
All of the above and working with the LRC and ML teachers to support individual students. Access data from iReady scaffolding reports to give individual and small group mini lessons.
Math Goal
Goal: What are we trying to achieve
Achieve a 40% pass rate for the selected standard by the end of the quarter.
By using High Yield Strategies we will increase the number of students meeting or exceeding standard 6.NS.A from 19% to 40 % by the end of the semester, as measured by the Sawas Topic Assessment and iReady diagnostic results. The CRT practice of Authentic Relationships will be used to create a more inclusive & equitable environment for our diverse student population. We will also use col/abortive learning and music to engage our Black and Hispanic male students.
CURRICULUM: The standards and units we are targeting
STANDARD: 6.NS.A Apply and extend previous understandings of multiplication and division to divide fractions by fractions
UNIT: Topic 1 - Use Positive Rational Numbers
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Interactive Notebook, Exit Tickets, Pre/Post Assessment, and Immediate/Corrective Feedback, teachers will use whole group, partner and small group instruction to support students in understanding 6.NS.A to ensure students are able to generate and solve equations that involve all 4 operations. Best math practices will include focused questions to engage students into academic dialog, Interactive notebooks, Exit Ticket, Math review games - Kahoot!, Classroom materials posted on Synergy, immediate/corrective feedback.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing High Yield Instructional Strategies during core instruction, students will participate in small group instruction 2-4 times per week for 15-20 minutes. Students will use scaffolded supports and evidence-based Supplemental Intervention Instruction.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
* Intentional grouping* Intentional Seating* Vocabulary cheat sheet* In class supports* Real-world connections* Differentiated tiered instruction * One on One support* Interactive notebooks
Science Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Specific: Our goal is to help 6th grade students become competent in problem solving for Standard 6-PS4-2 for modeling describing light transmission and absorption. Measurable: Students will be taking an formative assessment 3 times throughout the unit and their scores will be used to measure improvement on the standard. Action: We will be incorporating minilessons into the segment about what collisions are and how they can be caused. Relevant: We plan on have at least a 2% increase of proficiency for student understanding of the 6-PS4-2 standard by practicing these skills with our students. Time: We plan on assessing 3 times during Q1 CAP session. IE: Scaffolding will be provided to students as needed with a focus on ELL translation. ML students will be provided collaborative opportunities, student discourse and rapid feedback by moving around the class and giving positive feedback about student work or ideas on how to better improve what they have.
CURRICULUM: The standards and units we are targeting
STANDARD: 6-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
UNIT: Unit 1: Light and Matter
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing high yield instructional strategies, teachers will use whole group, partner and small group instruction to support students in understanding 6-PS4-2 (Priority Standard) to ensure students are able to demonstrate the relationship between the characteristics of Light and matter.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing High Yield Instructional Strategies during core instruction, students will participate in small group instruction for 10 minutes 3x times a week with a focus on 6-PS4-2 standard. Will be using, graphic organizers, images, sentence starters, vocabulary practice to better assist students for tier 2 category.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Enlist push in support from ML and sped teachers. Collaborate with Reading and math interventionist to identify strategies for supporting lowest students.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
Specific: The goal is to assist the sixth-grade students in meeting mastery of the standard SOC6-12.G1 (Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface.) Measurable: The entire sixth grade class will participate in a pre and post formative assessment along with design and present an exhibit featuring a map of Mesopotamia, a historically accurate city plan, and interactive features to educate community members about life in Mesopotamia and the development of civilizations. Action: During this time, we will investigate into the history of Mesopotamia, the migration and settlement, identify the geography of Mesopotamia, and the social structures. Relevant: Goal is to increase from 5% to 65% students displaying proficiency of the standard SOC6-12.G1. Time: This unit will be completed by the end of CAP QJ session. within that time students will continuously update their map of Mesopotamia. Inclusive: Scaffolding and Differentiated Instructions will be provided to students as needed. With our ML student we will use ML translation to write learning targets and success criteria. Collaborative opportunities and student discourse strategies will be used as well as frequent formative feedback.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.G1- Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface.
UNIT: Mesopotamian Milestones
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Utilizing high yield instructional strategies, teachers will use whole group, partner and flexible small group instruction to support students in achieving comprehension for the standard SOC6-12.G1 to ensure students are able to demonstrate comprehension of cultural patterns, physical characteristics, environmental characteristics, and the relationship of humans and environment impact patterns of settlement and movement within the spatial patterns on Earth's surface.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
With addition to the implementation of high yield instructional strategies during core instruction, students will participate in small group instruction for 10 minutes 3x times a week with a primary focus on standard SOC6-12.G1. small groups will utilize graphic organizers, visual aids, sentence starters, vocabulary practice and differentiated instruction.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Push in or pull-out support from ML and LRC specialists. Collaborate with Reading and interventionist to identify strategies for supporting lowest students.
7th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 49% pass rate for the selected standard by the end of the quarter.
There are 33% of 7th grade students currently meeting standards for comprehension of literature as measured by fall iReady diagnostic. Formative assessments collected during the unit will provide data for the whole group, small group, and individual scaffolds and supports. By the end of CAP Q1, 50% of 7th students will reach proficiency in the domain of Comprehension of Literature as measured by the Winter iReady diagnostic. Culturally responsive and relevant teaching practices will be used to create inclusive and equitable practices for our large population of Black and Hispanic students.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Whole Group Instruction: All students will access the piloted curriculum. Instructional grouping will be used to differentiate instruction for students at different levels. Small Group Instruction: Students will receive chunked text, small group discussion, frequent check in from teacher. Differentiated vocabulary tasks will be provided to challenge or support student needs.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2: Additional small group instruction will be provided graphic organizers, frequent feedback, self-evaluation, and scaffolding of instruction, and peer to peer tutoring.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3: Intervention and individual support. Work collaboratively with the LRC and ML teacher to support student needs.
Math Goal
Goal: What are we trying to achieve
Achieve a 41% pass rate for the selected standard by the end of the quarter.
By the Unit 2 Final Assessment, 26% of students will be at or above grade level on the Algebraic Thinking strand (with focus on 7.EE.B.) AND 41% of students will have made growth as compared to Unit 1 Preassessment. By using high yield strategies, each and every student who achieves this goal will have a stronger foundation and better conceptual understanding for future mathematical thinking. Students will be able to use various mathematical representations to show evidence of mastery with rational numbers. They will be able to show their understanding and/or mastery using representations of their choice, such as a horizontal and vertical number line. The focus group for 7th grade math are male students of color, and we will enhance our inclusion of the group by inserting more male representation into the curriculum and utilizing iReady groupings. We will be more intentional about building strong relationships within the classroom and establishing more structure and preferred seating to enhance the learning.
CURRICULUM: The standards and units we are targeting
STANDARD: 7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions and equations
UNIT: Topic 2 - Real Numbers
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Interactive Notebooks (AVID), Exit Slips, Pre & Post Assignments, and Immediate/Corrective Feedback. Teachers will use whole group, small group, and partnered instruction to support students in the understanding of the 7.EE.B. standard to ensure students are able to use algebraic thinking with real world problems. Teacher will provide best practices. Additionally, teachers and students will monitor progress by checking results and feedback will be given often.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing High Yield Instructional Strategies during core instruction, students will participate in differentiated small group instruction for 10 minutes about 2 times a week with focus on the 7.EE.B. standard. Teachers will print and post notes to provide after school supports. Students will use scaffolded supports to use algebraic thinking in real world problems. Progress will be measured by all types of formative assessments and consistent feedback and will be brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Check-ins and collaboration with Mrs. Fitzgerald, Mr. Beck, Mr. Fredericks, Ms. Houng and any other instructional support staff for intervention, IEPs, and/or second language. Support teachers will provide differentiated instructions. Students will use 1-on-1 support and interactive notebooks (AVID) to use algebraic thinking in real world problems. Progress will be measured by all types of Formative Assessments (fist of five, Exit Slip, random calls for responses, Thums up, thumbs down, side-down, Kahoot Games, etc.) The results will be discussed during PLC meetings to inform teachers of progress.
Science Goal
Goal: What are we trying to achieve
Achieve a 45% pass rate for the selected standard by the end of the quarter.
Specific: The goal is to help 7th grade students become competent in understanding for Standard 7-PS1-2 (Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred) using argument supported by evidence. Measurable: Students will be taking an assessment 2 times throughout the unit, and their scores will be used to measure improvement on the standard. Action: Will teach the progression of lessons for the unit. Relevant: We plan to have a 45% increase of proficiency for understanding on 7-PS1-2 (Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred) by the end of Q7 CAP timeline. Inclusive/Equitable: In order to better serve our diverse student population we will use Intentional grouping, relationship building, student voice and modeling will be included in instruction. To be better engage female students into the science activities they will be provided student choice, graphic organizers, rubrics, generated notes, and one-on-one support.
CURRICULUM: The standards and units we are targeting
STANDARD: 7-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
UNIT: Unit 1: Chemical Reactions and Matter
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing high yield instructional strategies including whole group, interactive notebooks, Word Wall, Driving Question Board, Progress Trackers, discourse, partner and small group instruction to support students in meeting proficiency on 7-PS1-2 (Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
During core instruction, students will participate in small group instruction for 10 minutes, 3x times a week with a focus on the 7-PS1-2 (Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred). Students will engage in one-on-one support including vocabulary instruction, graphic organizers, rubrics, images and sentence stems.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Collaborate with and enlist push in support from ML and SPED teachers. Collaborate with reading and math interventionist as needed to identify strategies for supporting lowest students.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By the end of the CAP cycle, students who have not yet reached standard, SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events, will show at least one level of improvement or will reach standard with a total of 70% of 7th graders meeting this threshold. This will be measured through 3 formative assessments during the Decisions that Define Us unit which will cover multiple perspectives on Washington's history during the early settlement period. Students will achieve this goal through differentiated instruction, various tiered supports, and positive reinforcement. Student receiving ML support with have opportunites for translation of notes and push-in support from the ML teacher.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events.
UNIT: Decisions That Define Us
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier 1 students will be provided graphic organizers, primary/secondary sources highlighting the perspectives of groups, and an organized curriculum provided workbook to help structure assignments. They will also be provided a mixture between whole group and partner/table work to vary the instructional focus. All student will also receive additional support on using reading comprehension skills with a focus on inference during this CAP session.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
For tier 2 students, we will provide sentence starters, broken down readings, more one-on-one instruction/check in, multiple opportunities to meet standard, and extended time.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive more push-in/pull-out with ML, LRC, and interventionist teachers and/or translated assignments when needed.
8th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 30% pass rate for the selected standard by the end of the quarter.
Using literary and informational text, strategic vocabulary instruction will be given targeting phonemic awareness, multi-syllabic words, defining and using new words in sentences. There are 21% of 8th grade students meeting the standard based on the common pre-assessment using I-Ready assessment. Formative assessments collected during the unit will provide data for whole group, small group and individual scaffolds and supports. By the end of the CAP cycle in January, 30% of students will show growth in vocabulary acquisition skills. Students will acquire reading strategies to use to determine the meaning of unfamiliar words. We will accomplish this by establishing an inclusive and equitable class culture that supports small group instruction and group work, ensuring that all text is relevant and at or above grade level in complexity.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Teach synonyms and antonyms. Teach homophones and multiple-meaning words. Teach connotations - shades of meaning Build knowledge of prefixes, suffixes, and word roots. Context Clues Frayer Models Pronunciation of multi-syllabic words
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
All Tier 1 Strategies and: Review Reading Decoding Skills - phonics, blending, letter sound knowledge Teach Connotation - shades of meaning
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
All Tier 1 and Tier 2 Strategies and: Review Reading Decoding Skills - phonics, blending, letter sound knowledge Teach Connotation - shades of meaning Multi-Linguistic Teacher Support LRC Teacher Support
Math Goal
Goal: What are we trying to achieve
Achieve a 23% pass rate for the selected standard by the end of the quarter.
8% of students where at grade level on the Algebraic Thinking Stand. The goal will be for 40% of student to be at or above grade level on the Algebraic Thinking strand (with focus on HSA- REI.B.) by the end of CAP Q1 session. By using high yield strategies, questions that creates academic centered dialog each and every student who achieves this goal will have a stronger foundation and better conceptual understanding for future mathematical thinking. Students will be able to use various mathematical representations to show evidence of mastery with algebraic thinking. We will incorporate music and collaborative grouping to better engage our Black and Hispanic boys who find math engagement as a challenge.
CURRICULUM: The standards and units we are targeting
STANDARD: HSA-REI.B Solve equations and inequalities in one variable
UNIT: Topic 1 - Solving Equations and Inequalities
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
8th grade students We will use all the strategies listed above. In addition: note taking strategies using AVID strategies. Fryer model for Enry Task or Exit Slip; Pre-Post assessments; common assessments. Differentiation in feedback for students: Exit Slips; verbal feedback, white board, etc. Daily notes will be posted in Synergy for daily access.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
I will differentiate my instructions by giving students at least two choices: lap-top practice or worksheet practice. I will monitor all students as they work. Students will work in groups and have three different tasks by their choice, depending on their level of understanding Learning Target. Students will get additional support through individual feedback in both, the grading process and in Synergy.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For students who need additional assistance through interventions and/or IEP, we will contact the specialists they are working with to maintain consistency of messaging with increased opportunity to demonstrate mastery.
Science Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Specific: Our goal is to help 8th grade students become competent in problem solving for Standard 8-PS2-1for modeling a collision. Measurable: Students will be taking an formative assessment 3 times throughout the unit and their scores will be used to measure improvement on the standard. Action: We will be incorporating minilessons into the segment about what collisions are and how they can be caused. Relevant: We plan on have at least a 2% increase of proficiency for student understanding of the 8-PS2-1 standard by practicing these skills with our students. Time: We plan on assessing 3 times. Inclusive: Scaffolding will be provided to students as needed. Along with ML translation. Collaborative opportunities and student discourse. Navigating throughout the classroom, listening to group discussion and providing immediate feedback for students. Equitable: assessing individuals on where their current math and reading skills are.
CURRICULUM: The standards and units we are targeting
STANDARD: 8-PS2-1 Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. *
UNIT: Unit 1: Contact Forces
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing high yield instructional strategies, teachers will use whole group, partner and small group instruction to support students in understanding 8-PS2-1 (Priority Standard) to ensure students are able to demonstrate the relationship between the characteristics of forces
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing High Yield Instructional Strategies during core instruction, students will participate in small group instruction for 10 minutes 3x times a week with a focus on 8-PS2-1 standard. Will be using, graphic organizers, images, sentence starters, vocabulary practice to better assist students for tier 2 category.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Push in or pull-out support from ML and LRC specialists. Collaborate with Reading and interventionist to identify strategies for supporting lowest students.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By the end of the CAP cycle, students who have not yet reached standard, SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events, will show at least one level of improvement or will reach standard with a total of 70% of 8th graders meeting this threshold. This will be measured through 3 formative assessments during the American West unit which will cover multiple perspectives on America's Journey of expanding westward. To ensure all students specifically Black and Hispanic boys achieve this goal we will differentiated instruction, provide various tiered supports, and positive reinforcement.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events.
UNIT: The American West
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
For tier 1 students, we will provide graphic organizers, map practice, and an organized curriculum provided workbook to help structure assignments.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
For tier 2 students, we will provide sentence starters, broken down readings, more one-on-one instruction/check in, multiple opportunities to meet standard, and extended time.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive more push-in/pull-out with ML, LRC, and interventionist teachers and/or translated assignments when needed.
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Achieve a 40% pass rate for the selected standard by the end of the quarter.
By Feb 2, (30% of students in Tier 2 or 3) will improve by_ 1_level on the mastery scale on 4 (ART 10 priority standard) as measured by pennant rubric post assessment. The CRT practice of activate prior knowledge through carousel brainstorming and image brainstorming will be used to create an engaging and inclusive & equitable environment for students of color. Additional inclusive processes I will include is guided practice on drawing and coloring techniques.
CURRICULUM: The standards and units we are targeting
STANDARD: Art-1O Synthesize and relate knowledge and personal experiences to make art
UNIT: Art NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Action Step 1: By implementing whole group direct instruction, A/B partner protocol, and small group instruction to support students in understanding of "ART 10 standard." Instruction will include hands on activities to ''Visualize"/ brainstorm how to create visual representations of their interests and direct instruction on coloring techniques. Students generally will be able to apply their drawing & coloring skills to a variety of contexts. Additionally, students will monitor their progress by using the rubric and completing formative checks of understanding as their learning progresses. Students will use the rubric for clear expectations and can track their progress.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing differentiation in Teams or Synergy, students can access all class power points and instructional videos. They will also receive immediate authentic feedback during core instruction and students will participate in small group instruction for 30 minutes each week for a small group intervention. In small groups, teachers will check student progress and offer feedback. Students will also provide positive peer feedback on their art work in a small group setting. 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 will participate in social emotional learning through implementing cultural responsive techniques and character strong. Progress will be measured by consistent feedback using language from "Student Effort Rubric and project rubric" and brought to PLC meetings to inform classroom teachers of progress. Relationship building will help build students confidence, anyone can create art...do your best, give it a try. I will try and remove any apprehensions and create a safe environment for creating art and making mistakes is part of the process. Offering choice and options in what art they produce will help with by in. For IEPS/504 rubric can be modified to have less requirements to meet IEP directives, modeling each step of the process as well as a chunking assignment will support all students.
Music Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
There are 5% of beginning students currently meeting the standard based on the Sight-Reading Factory pre-assessment. Formative assessments collected during the unit will provide data for whole group, small group, and individual scaffolds and supports. By the end of Semester 1, 75% of students will show growth in Sight Reading, Music Standard 1. We will accomplish this by doing our Full ensemble classroom-based instruction and assessment using Sight Reading Factory and musictheory.net Individual assessments. In addition to implementing the aforementioned High Yield Instructional Strategies during core instruction, students receiving (Title/LAP, EL, SPED} services will utilize extra time for assignments, longer intro time to process their sight-reading exercise before being assessed on it, individualized help, as needed, and/or modified exercise levels. Progress will be measured by consistent feedback on individual and group sight reading formative exercises. Semester 1 Post-Assessment
CURRICULUM: The standards and units we are targeting
STANDARD: Music-1 Generate and conceptualize artistic ideas and work
UNIT: Music - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing full group rehearsal and reinforcement of literacy skills, individual assignments and practice, notation recognition, and pre/post assessments, teachers will use whole group and small group instruction to support students in understanding Music Standard 1 to ensure students are able to meet standard on sight reading. Teacher practices will include large group rehearsal, and individual practice. Additionally, teachers and students will monitor progress by use of a sight reading rubric and formative assessment, and feedback will be given on periodic assignments (individual) and full ensemble practice.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing the aforementioned high yield strategies, during core instruction, students will participate in small group instruction or tutoring outside of class by request. Students will also receive individual feedback on every assignment with their strengths and areas for growth by rubric and/or written feedback. Progress will be measured by consistent feedback on individual and group sight reading formative exercises.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing the aforementioned High Yield Instructional Strategies during core instruction, students receiving (Title/LAP, EL, SPED) services will utilize extra time for assignments, longer intro time to process their sight-reading exercise before being assessed on it, individualized help, as needed, and/or modified exercise levels. Progress will be measured by consistent feedback on individual and group sight reading formative exercises.
PE Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
75%, (% of students in Tier 2 or 3) will improve by one level on the mastery scale on standard 3 (priority standard) as measured by the push-up assessment (assessment) by the end of CAP QJ. The CRT practice of building authentic relationships will be used to create an inclusive & equitable environment. We will incorporate more female focused activities to more engage our female students into the physical education courses.
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 opportunities for feedback, setting appropriate yet challenging goals and classroom discussion teachers will use whole group, partner and small group instruction to support students in understanding how to do a proper regulation push up correctly to ensure students are able to increase their muscular strength and endurance (components of fitness) through practicing push-ups 3 times a week. Teacher practices will include feedback and discussion (look fors related to the instructional strategy). Additionally, teachers and students will monitor progress by technique and alignment and feedback will be given once a week.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
These strategies will be discussed in a future date after the pre assessment has been assigned.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
These strategies will be discussed in a future date after the pre assessment has been assigned. After further discussion, the Physical Education Department will work in partnership with the Multilingual Education Department and Special Education Department to ensure that students get the support that they need.
World Language Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 0% of world language students meeting the standard based on observations. Formative and summative assessments collected during the unit will provide data for whole group, small group and individual scaffolds and support. By the end of the CAP cycle, 100% of students will show growth in their learning of the basic Korean alphabet and 70% will successfully identify, read, and write the alphabet. We will accomplish this by establishing an inclusive and equitable class culture that supports whole, small group and individual instruction. My Hispanic students who make up some of my Tier 2 focus group will have the opportunity to work in collaborative groups with their Hispanic peers to ensure they are engaged in learning a third language together.
CURRICULUM: The standards and units we are targeting
STANDARD: World Language WL.1.2: Interpretive Communication- Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics
UNIT: World Language - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
• Teacher demonstration using various resources/materials/digital platforms • Student demonstration/practice • Teacher monitor/feedback student practice and progress· Student self-assess and peer assess· Frequent formative and summative assessments to check student progress and growth
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
• Collaborate with ML teacher• Teacher work with them a few times a week• Provide direct instruction and monitor student progress• Student practice with the group - self assess and peer assess • Communication with home
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
My Tier 3 students include IEP students and students identified for teacher support in I-Ready that are no ML students.· Collaborate with intervention teachers· Teacher one-on-one support: reteach, differentiated instructions· Peer tutoring if student feels comfortable with student help• Communication with home
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 20% of students have behaviors NOT resulting in suspension or expulsion.
The behavior goal is to reduce the percent of Black students receiving suspension by 17% from 37% to 20% by the end of CAP Q1 session. We will place greater emphasis on providing additional mentoring and leadership opportunities for Black boys.
Root Cause Analysis:
We need more teaching moments and less punitive consequences. The root of the problem has a lot to do with culture competence. The staff has to be more informed on how to handle the diverse student population at Gray Middle School.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
With 37% of Black students specifically Black boy receiving suspension, we will offer mentorship and leadership opportunities. Innovative Change Maker during lunches and after school. Our Community in School Liaison will also form a Boys to Men leadership club to assist the boys with leadership skills and making better decisions
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Administrator will use staff meeting and PD days to teach culturally competent teaching. Innovative Change Maker will offer mentorship and as well as career training opportunities during lunches and after school. Our Community in School Liaison will also form a Boys to Men leadership club to assist the boys with leadership skills and making better decisions.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will use CICO system to provide constant behavior reinforcement as well as closely monitor Black students with excessive behavior issues. MTSS team are researching strategies to reduce some of the classroom disruptive behaviors.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 60% positive rating on the selected Climate Survey item.
By implementing Character Strong SEL curriculum 20 minutes a day for times a week, teachers and administrators visibility during passing and conducting fire-side chats twice a month, we expect teachers' positive results on the next CEE survey regarding student and staff safety to increase from 12% to 60% in the spring of 2026.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Bi-monthly fire-side chats with an emphasis on belonging Character Strong lessons focused on conflict resolution, anti-bullying, and belong Teachers using positive greeting at the door as well as being visible during passing Administrators, CSO, and MTSS ESP have desks strategically place in the hallway to monitor during passing and during class time
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 75% positive rating on the selected Climate Survey item.
The goal for student SEL is to increase from 40% to 75% of student who feel the principal of my school listens to my ideas and/or concerns by spring of winter of 2026 when we they take the CEE survey.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
We established our first true ASS leadership last spring with out current 7th and 8th grade students. We will have 6th grade election in November so we will have representative from every grade level. The administrative team are invited to all ASS meetings We also invite our ASS president and vice president to SCDM meeting where they have place on the agenda to express their concerns, wants, and needs. We have also let ASS leaders present to student body at fire-side chats.