| Goals: | Strategies/Action Steps: | Monitoring & Evidence of Success |
By May 2026, 60% of K – 5 students will be proficient in reading, as measured by PM 3. | - Students in ESSA subgroups (SWD, ELL, Black, and Multiracial) and L25% receive daily Tier 2 and 3 supports in ELA, with more frequent checks for understanding.
- Students in ESSA Subgroups (SWD, ELL, Black, and Multiracial) and L25% are provided a mentor to monitor progress, support learning, and celebrate success.
| Maintain up-to-date list of students in ESSA subgroups and L25% Daily Tier 2 check-in schedule posted in classrooms Gradebook reflects checks for understanding, exit tickets, and CFAs Mentor assignments and schedules |
- PLCs collaborate to understand ELA BEST standards, grade level expectations, select benchmark-aligned texts/tasks, and common formative assessments utilizing new district instructional resources.
- Teams establish common grading practices and daily homework policy for ELA.
- Teachers develop lesson plans that integrate STEAM content, use anchor texts, and adhere to the literacy framework and ELA pacing guide.
- Teachers use Sharepoint to collect/analyze common formative assessments.
- Improve explicit instruction through coaching/modeling.
| Weekly Instructional Walkthrough Schedule w/ Feedback CFA/PM Results and Action Plans in Sharepoint PLC Meeting Minutes and Individual Teacher Lesson Plans Student Portfolios and Parent Conferences Forms Team Newsletters Coaching Log |
- Use benchmark-aligned tasks to strengthen standards-based instruction and guided/independent practice.
- Provide explicit instruction through modeling, step-by-step actions, clear demonstrations, examples, non-examples and teacher think-alouds.
- Kagan Cooperative Learning structure utilized in every core lesson to improve student engagement.
- Consistentuse of Interactive Notebooks to promote engagement.
- Student reading and writing incorporated into every ELA and content lesson.
- DI time includes working directly with the teacher and meaningful independent activities, in addition to Lexia.
| Weekly Instructional Walkthroughs – Glow and Grow Feedback CFA/PM Results Team Newsletters ILU Alignment and Learning Progressions Student Artifacts |
By May 2026, 60% of K-5 students will be proficient in math, as measured by PM 3. | - Students in ESSA Subgroups (SWD, ELL, Black, and Multiracial) and L25% receive daily Tier 2 and 3 supports for Math, with more frequent checks for understanding.
- Students in ESSA Subgroups (SWD, ELL, Black, and Multiracial) and L25% are provided a mentor to monitor progress, support learning, and celebrate success.
| Maintain up-to-date list of students in ESSA subgroups and L25% Daily Tier 2 check-in schedule posted in classrooms. Gradebook reflects checks for understanding, exit tickets, and CFA Mentor assignments and schedules. |
- PLCs collaborate to understand Math BEST standards, grade level expectations, select benchmark-aligned practice and common formative assessments utilizing new district instructional resources.
- Teams establish common grading practices and daily homework policy for Math.
- Teachers use Sharepoint to collect/analyze common formative assessments.
- Improve explicit instruction through coaching/modeling.
| Math schedule posted in classrooms w/ Tier 2 support Monitoring of weekly lesson plans by leadership team. Feedback from classroom walkthroughs and observations. Completed ILU lesson plans |
- Use benchmark-aligned tasks to strengthen standards-based instruction and guided/independent practice.
- Provide explicit instruction through modeling, step-by-step actions, clear demonstrations, examples, non-examples and teacher think-alouds.
- Kagan Cooperative Learning structure utilized in every core lesson to improve student engagement.
- Consistentuse of Interactive Notebooks to promote engagement.
- Student writing incorporated into every Math and content lesson.
- DI time includes working directly with the teacher and meaningful independent activities, in addition to iReady.
| Teacher check-ins with administrators. Student work analysis. DI schedules posted in classrooms. Feedback from classroom walkthroughs and observations. |
| By May 2026, Student engagement will improve by 10%, as measured by On-Track for discipline and attendance. | - Off-track students in ESSA subgroups (SWD, ELL, Black, and Multiracial) and L25% are provided a mentor to support school engagement.
- Off-Track students in ESSA subgroups (SWD, ELL, Black, and Multiracial) and L25% are monitored for attendance and ODR with appropriate strategies provided to families.
- T1 Home/School Compact highlighting the importance of good attndance and behavior.
| Mentor assignments and schedules. Quarterly data analysis by ESSA subgroup. EWS attendance and discipline reports. Daily Tier 2 check-in schedule posted in classrooms. |
- Classroom behavior expectations aligned to PACK Traits (Perseverance, Accountable, Caring and Knowledge-Seeking).
- Quarterly communication with families to set and monitor attendance and behavior goals.
- Consistent use of behavior clipchart and communication folder in every classroom, every day.
- Pride of the PACK, Leader of the PACK, Student of the Month, etc.
| T1 Home/School Compact parent conference forms. myStudent communication log. Feedback from classroom walkthroughs and observations. School/Team Newsletters |
