Continuous Achievement Plan

Goal: What are we trying to achieve

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

By the end of January, (70% of students in Tier 2 or 3) will improve by 3 levels on the mastery scale on RF.K.3 {priority standard) as measured by GOLD Objective 16 b. The CRT practice of "leverage inclusive practices so students have access to the learning" will be used to create an inclusive & equitable environment. https:lltpsJ0.sharepoint.com/sites/TL/SitePages/Culturally-Responsive-Practices.aspx Instructional strategies will be used to support an inclusive & equitable environment. All teachers will use culturally responsive teaching practices with an awareness of the need for building positive, safe relationships, maintaining high expectations for ALL students, and implementing strategies to meet the needs of diverse learners. To accomplish this the following instructional practices will be used: -Authentic relationships -Positive and safe classroom environment -High Yield Strategies -Student collaboration -Contextual learning (Links to students' personal interest/backgrounds)

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

By implementing feedback with the single point rubric, teachers will use whole group, partner, and small group instruction daily to improve students' understanding of (RF.K.3) to ensure that students know and apply grade-level phonics and word analysis skills in decoding words. Additionally, students will receive authentic feedback with one-on-one conferring using a single point rubric, provided with opportunities for discourse, establish foundational concepts, and demonstrate their knowledge though formative assessments.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, targeted students will receive additional (1:1 or small group) daily support in knowledge of print and responding to comprehend that aligns with (RF.K.3) to ensure that students know and apply grade-level phonics and word analysis skills in decoding words.

Classroom teachers will use alphabet recognition and sound recognition that aligns with (RF.K.C) and the intervention will take place four times each week for 20 minutes. Progress will be monitored using Letter ID/Letter sound assessment.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level are to use emergent readers. By implementing Kindergarten LAP program for this intervention, students will improve their understanding of the foundational concept of (RF.K.3) in an effort to close the gap with their general education peers. This intervention will take place 5 days a week in LAP and 3 days per week in LRC. All students will have access to core instruction in the classroom setting.

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

N/A

Goal: What are we trying to achieve

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

By December, 2025, (17 out of 24 students in Tier 2) will improve by one level on the mastery scale on our vocabulary preassessment (L2.4) as measured by a 5AWA5 vocabulary pretest of Unit 2 words. The CRT practice of Authentic relationships and positive and safe classroom environment will be used to create an inclusive & equitable environment. https:lltps10.sharepoint.com/sites/TL/5itePages/Culturally-Responsive-Practices.aspx Instructional strategies will be used to support an inclusive & equitable environment. All teachers will use culturally responsive teaching practices with an awareness of the need for building positive, safe relationships, maintaining high expectations for ALL students, and implementing strategies to meet the needs of diverse learners. To accomplish this the following instructional practices will be used: -Authentic relationships -Positive and safe classroom environment -High Yield Strategies -Student collaboration -Contextual learning (Links to students' personal interest/backgrounds)

CURRICULUM: The standards and units we are targeting

STANDARD: L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies

UNIT: ELA Unit 2

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing readers' workshop, teachers will use whole group, partner, and small group instruction to improve students understanding of L2.4 Students will employ a variety of strategies, such as context, word families, synonyms and antonyms. Students will demonstrate understanding of our SAWAS vocabulary strategies through turn and talks, think-pair-share, small groups, i-Ready pathway and readers' response journals. Additionally, students will receive feedback from peers, self and teachers during whole group, small group and 1:1 conferring.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, targeted students will receive additional (1:1 or small group) support in (content area/skill) that aligns with RF 2.3 Know and apply grade-level phonics and word analysis skills in decoding words in order to build grade level vocabulary.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Students in LRC will be pulled out to support their minutes on their IEP and to work on their goals aligned with their IEP. LAP students will be pulled out 4 days a week.

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 January 2026, (50% of students in Tier 2 or 3) will improve by 1 level on the mastery scale on Rl.3.2 as measured by the comprehension literature Benchmark assessment Rl3.2 priority standard as measured by comprehension literature Benchmark assessment. Instructional strategies will be used to support an inclusive & equitable environment. All teachers will use culturally responsive teaching practices with an awareness of the need for building positive, safe relationships, maintaining high expectations for ALL students, and implementing strategies to meet the needs of diverse learners. To accomplish this the following instructional practices will be used: -Authentic relationships -Positive and safe classroom environment -High Yield Strategies - Student collaboration -Contextual learning (Links to students' personal interest/backgrounds}

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 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing the high yield teaching strategy of providing quality feedback, teachers will use whole group and small group workshop model instruction to improve students understanding of Rl3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Additionally, students will receive feedback using a district single point rubric, given opportunities for discourse, establish foundational concepts, and demonstrate their knowledge though formative assessments.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, targeted students will receive additional (1:1 or Small group support in determining the central message in a text that aligns with (RI 3.2). Classroom teachers will use guided reading groups and mentor texts and the intervention will take place 4 days a week for 20 minutes. Progress will be monitored using oral reading records for the eBook in Benchmark.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is conveying key details in text. By implementing inferences in literacy text and comparing and contrasting for this intervention, students will improve their understanding of the foundational concept of Rl.3.2 in an effort to close the gap with their general education peers. This intervention will take place 5 days per week for 20 minutes in LAP and 3 days per week in LRC. All students have access to quality core instruction from their home room teacher.

Goal: What are we trying to achieve

Achieve a 62% pass rate for the selected standard by the end of the quarter.

By January 30, 2026, students will increase from 32% proficiency on standard Rl.4.1 to 62% proficiency on standard Rl.4.1 as measured by iReady standards mastery assessment Rl.4.1. The CRT high yield strategy of setting objectives and providing feedback will be used to create an inclusive & equitable environment. Instructional strategies will be used to support an inclusive & equitable environment. All teachers will use culturally responsive teaching practices with an awareness of the need for building positive, safe relationships, maintaining high expectations for ALL students, and implementing strategies to meet the needs of diverse learners. To accomplish this the following instructional practices will be used: -Authentic relationships -Positive and safe classroom environment-High Yield Strategies -Student collaboration -Contextual learning (Links to students' interest/backgrounds)

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 setting objectives and providing feedback, teachers will use whole group, partner, and small group instruction to improve students' understanding of finding multiple main ideas with supporting details and summarizing nonfiction texts. Additionally, students will receive feedback daily from the teacher or student partner during small groups and demonstrate their knowledge through formative assessments.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, targeted students will receive additional small group support in finding multiple main ideas in a text with supporting details. Classroom teachers will use mentor texts, graphic organizers, myView focus intervention lessons, and myView leveled readers. The intervention will take place 3 times per week for 20 minutes. Progress will be monitored using teacher-created assessments.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Work with the LRC teacher on his plans to support: Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is to find the main idea and details in nonfiction texts. For this intervention, students will improve their understanding of the foundational concept of Rl.4.1 in an effort to close the gap with their general education peers. This intervention will take place 3 days a week for 30 minutes in LRC. All students have access to quality core instruction from their homeroom teacher.

Goal: What are we trying to achieve

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

Out of 58 students, the 26 identified as not yet able to make inferences will improve their ability to quote accurately from texts to support inferences (RL.5. 1). Given a Grade 4 text and teacher modeling, they will use events, dialogue, inner thoughts, actions, and interactions to infer a character's traits. Students will support their inferences with at least one textual detail and revise their thinking as needed in 4 out of 5 opportunities, as measured by classroom discussion and written responses.

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

In whole group instruction, the teacher will explicitly model making inferences using think-alouds while reading the text, showing students how to draw conclusions about characters and events based on dialogue, actions, thoughts, and interactions. Students will engage in shared reading and participate in discussions and partner talks to practice making inferences and supporting them with textual evidence. Anchor charts highlighting inference strategies and types of evidence will be created for reference, and formative checks such as exit slips, quick writes, or thumbs-up/thumbs-down responses will be used to monitor understanding and guide instruction.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In small group instruction, students who need additional support will work with the teacher to practice making inferences using targeted passages and scaffolded prompts. The teacher will guide students to identify evidence from the text-such as events, dialogue, inner thoughts, actions, and interactions-and use it to draw conclusions about characters and events. Guided questioning and discussion will help deepen understanding, while progress monitoring and formative checks will inform ongoing instruction and ensure students are improving their ability to support inferences with textual evidence.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

All students receive Tier 1 instruction focused on making inferences during whole and small group lessons. Additional support is provided through LRC/LAP, where students receive targeted practice and guidance to reinforce comprehension skills and apply strategies independently.

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 May, (70% of students in Tier 2 or 3) will improve by one level on the mastery scale on K.OA.A.2 (priority standard) as measured by iReady end of year diagnostic and the two identified end of unit quizzes--80% for each (assessment). The CRT practice of "leveraging inclusive practices so students have access to the learning" will be used to create an inclusive & equitable environment. https:lltps10.sharepoint.comlsiteslTL/SitePages/Culturally-Responsive-Practices.aspx Instructional strategies will be used to support and inclusive and equitable environment. All teachers will use culturally responsive teaching practices with an awareness of the need for building positive and safe relationships, maintaining high expectations for ALL students, and implementing strategies to meet the needs of diverse learners. To accomplish this the following instructional practices will be used: -Authentic relationships -Positive and safe classroom environment -High Yield Strategies -Student collaboration -Contextual learning (links to students' personal interest/backgrounds)

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 6 Addition and Subtraction Within 10

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing student talk using the try, discuss and connect, teachers will use whole group, partner, and small group instruction to improve students understanding of (K.OA.A.2) to ensure students are able to solve addition and subtraction word problems, and add and subtract within 10 using objects or drawings. Staff will implement standards for mathematical practices (SMP) by establishing clear lesson targets/goals and provide students the opportunity to make meaning of problems, analyze and discuss solutions, and share their thinking in small and whole groups. Through rough draft math strategies, they will monitor and evaluate their thinking and adjust course as needed to sole the mathematical concept. Students will be given the opportunity to solve problems in their own way using manipulatives such as base ten blocks, fraction tiles, geoboards, pattern blocks, etc. Feedback will be given through peer-to-peer interactions using sentence stems as well as teacher guided discourse through purposeful questioning.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, targeted students will receive additional (1:1 or small group) support in Mathematics that aligns with (K.OA.A.2). Classroom teachers will use discussion and talk moves with the intervention will take place daily for 10 minutes. Progress will be monitored using iReady comprehension checks

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

We have one student with who will receive services according to his IEP.

Goal: What are we trying to achieve

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

By December 2025, 39% of students in Tier 2 or 3 will achieve a 75% on the mastery scale on 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 as measured by the CAP assessment generated by the first grade team using some questions from the Ready Math assessments. On the baseline assessment 4150 students scored above 75%. This domain, operations and algebraic thinking, was picked using the fall i-Ready math results. They will be used to create an inclusive and equitable environment.

CURRICULUM: The standards and units we are targeting

STANDARD: 1.OA.C Add and subtract within 20

UNIT: Unit 2 Addition and Subtraction Within 20

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing the use of whole group, partner, and small group instruction, students will improve in the understanding of 1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 as assessed by iReady daily lessons, iReady teacher assigned lessons, exit tickets, lesson quizzes. Additionally, students will receive feedback daily on lessons and weekly on lesson quizzes. Staff will implement the SMPs by establishing clear lesson targets/goals and provide students the opportunity to make meaning of problems, analyze and discuss solutions, and share their thinking in small and whole groups. Through rough draft math strategies, they will monitor and evaluate their thinking and adjust course as needed to solve the mathematical concept. Students will be given the opportunity to solve problems in their own way using manipulates such as base ten blocks, fraction tiles, geoboards, pattern blocks, etc. Feedback will be given through peer-to-peer interactions using sentence-stems as well as teacher-guided student discourse through purposeful questioning.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, targeted students will receive additional 1:1 or Small group support in using the try, discuss, connect that aligns to standard (1.OA.C.6). Classroom teachers will use whole group/small group instruction/partner talk and the intervention will take place 5 times per week for 15 minutes. Progress will be monitored using lesson quizzes.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is place value and counting to 120 By implementing small group instruction/iReady teacher directed lessons for this intervention, students will improve their understanding of the foundational concept of (1.OA.C.6) All students have access to quality core instruction from their home room teacher.

Goal: What are we trying to achieve

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

45% of our 2nd graders are not proficient in understanding place value (understand ones, tens, and hundreds}. Our goal is to increase the number of students who are proficient in place value standard to 70% of 2nd graders with a pass rate of 70% or higher. 24 out of 53 students are unable to answer place value questions. 13 of the 24 students will increase their understanding of place value to 70% or higher.

CURRICULUM: The standards and units we are targeting

STANDARD: 2.NBT.A Understand place value.

UNIT: Unit 3 Numbers Within 1,000: Place Value, Addition, and Subtraction

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Due to large class size, teaching small groups for core instruction will happen as needed for better on task behavior. iReady lessons each week and assign more iReady lessons as needed for differentiation.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

Small intervention groups 4 times a week with building MTSS para

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

LRC support

Goal: What are we trying to achieve

Achieve a 50% pass rate for the selected standard by the end of the quarter.

By implementing small group interventions with EA: Betty Stringham, we will increase from 22% to 50% in 3rd grade in the area of number and operations base 10 by the end of the unit. Instructional strategies will be used to support an inclusive & equitable environment. All teachers will use culturally responsive teaching practices with an awareness of the need for building positive, safe relationships, maintaining high expectations for ALL students, and implementing strategies to meet the needs of diverse learners. To accomplish this the following instructional practices will be used: -Authentic relationships -Positive and safe classroom environment -High Yield Strategies -Student collaboration -Contextual learning (Links to students' personal interest/backgrounds)

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 the "try, discuss, connect strategy", teachers will use whole group, partner, and small group instruction to improve students understanding of 3.NBT.A.2 to ensure students are able to fluently add within 1000. Staff will implement the SMPs by establishing clear lesson targets/goals and provide students the opportunity to make meaning of problems, analyze and discuss solutions, and share their thinking in small and whole groups. Through rough draft math strategies, they will monitor and evaluate their thinking and adjust course as needed to solve the mathematical concept. Students will be given the opportunity to solve problems in their own way using manipulates such as base ten blocks, fraction tiles, geoboards, pattern blocks, etc. Feedback will be given through peer-to-peer interactions using sentence-stems as well as teacher-guided student discourse through purposeful questioning.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, targeted students will receive additional 1:1 support with the building paraeducator Ms. Betty Stringham support in addition and subtraction strategies that align with 3.NBT.A.2. Classroom teachers will use high yield mathematical practices and the intervention will take place 2 times per week for 30 minutes. Progress will be monitored using I-ready comprehension checks.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is Math Number Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is Math Number Talks. By implementing three read strategies and small group instruction/conferring for this intervention, students will improve their understanding of the foundational concept of 3.NBT.A.2 in an effort to close the gap with their general education peers. This intervention will take place 3 days per week in LRC.

Goal: What are we trying to achieve

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

70% of students will score a 3 or a 4 on their Lesson 10 post test. That will be 35 out of 50 students. Instructional strategies will be used to support an inclusive & equitable environment. All teachers will use culturally responsive teaching practices with an awareness of the need for building positive, safe relationships, maintaining high expectations for ALL students, and implementing strategies to meet the needs of diverse learners. To accomplish this the following instructional practices will be used: -Authentic relationships -Positive and safe classroom environment -High Yield Strategies -Student collaboration -Contextual learning (Links to students' personal interest/backgrounds)

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 whole group and small group instruction, teachers will improve students understanding of 4.OA.A3 to ensure students can fluently solve story problems through Number Talks, Which One Doesn't Belong, Claim and Warrant, etc. Students will work on 4.OA.A3 by utilizing the 3 reads strategy and by using CUBES (a strategy for solving story problems). Additionally, students will receive feedback daily on their math pages and weekly quizzes. Staff will implement the SMPs by establishing clear lesson targets/goals and provide students the opportunity to make meaning of problems, analyze and discuss solutions, and share their thinking in small and whole groups. Through rough draft math strategies, they will monitor and evaluate their thinking and adjust course as needed to solve the mathematical concept. Students will be given the opportunity to solve problems in their own way using manipulates such as base ten blocks, fraction tiles, geoboards, pattern blocks, etc. Feedback will be given through peer-to-peer interactions using sentence-stems as well as teacher-guided student discourse through purposeful questioning.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, targeted students will receive differentiated small group instruction with classroom teacher at least 3 times a week.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is math. Ms. Rasmussen will be focusing on strategies and systems to solve story problems at the students level. This intervention will take place four days a week for 30 minutes in LRC or in the Nest with Ms. Barbieto. All students have access to quality core instruction from their home room teacher.

Goal: What are we trying to achieve

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

By December 15th, 2025, 70% of students in Tier 2 or 3 will improve by one level on the mastery scale on 5.NBTB.7: Using strategies based on place value and properties of operations to fluently multiply multi-digit whole numbers using the standard algorithm as measured by the iReady exit ticket. The CRT practice of Authentic Relationships will be used to create an inclusive & equitable environment. Instructional strategies will be used to support an inclusive & equitable environment. All teachers will use culturally responsive teaching practices with an awareness of the need for building positive, safe relationships, maintaining high expectations for ALL students, and implementing strategies to meet the needs of diverse learners. To accomplish this the following instructional practices will be used: -Authentic relationships -Positive and safe classroom environment -High Yield Strategies -Student collaboration -Contextual learning (Links to students' personal interest/backgrounds)

CURRICULUM: The standards and units we are targeting

STANDARD: 5.OA.A Write and interpret numerical expressions

UNIT: Unit 5 Algebraic Thinking and the Coordinate Plane: Expressions, Graphing Points, Patterns and Relationships

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing Try, Discuss, Connect Routines, teachers will use whole group, partner, and small group instruction to improve students understanding of 5.NBT.B.5 and 5.MD.C.5 to ensure students are able to fluently multiply multi-digit numbers and relate volume to the operations of multiplication though Number/Dot Talks, Which One Doesn't Belong, Claim/Warrant, and Notice/Wonder Charts. Additionally, students will receive feedback daily on their math pages, weekly on exit tickets, and biweekly quizzes. Staff will implement the SMPs by establishing clear lesson targets/goals and provide students the opportunity to make meaning of problems, analyze and discuss solutions, and share their thinking in small and whole groups. Through rough draft math strategies, they will monitor and evaluate their thinking and adjust course as needed to solve the mathematical concept. Students will be given the opportunity to solve problems in their own way using manipulates such as base ten blocks, fraction tiles, geoboards, pattern blocks, etc. Feedback will be given through peer-to-peer interactions using sentence-stems as well as teacher-guided student discourse through purposeful questioning.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

In addition to core instruction, targeted students will receive additional Small group support in Numbers and Operations (Multiplication) that aligns with 5.NBT.B.5. Classroom teachers will use Try, Discuss, Connect routines and the intervention will take place 4 times per week for 20 minutes. Progress will be monitored using weekly Exit Tickets.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Tier 3 students will receive targeted support, outside of their general ed classroom, in alignment with their IEP goals. The content focus for Tier 3 students in this grade level is in math. By implementing this intervention, students will improve their understanding of the foundational concept of math problem solving involving the four operations, comprehending the question, understanding key math vocabulary, and applying the correct strategy to reach a reasonable answer. This intervention will take place twice a week for 30 minutes in LRC. Some strategies used to support tier three students are scaffolding, pre-teaching, modeling, and manipulatives.