Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Our Vision
Our Mission
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 73% pass rate for the selected standard by the end of the quarter.
Kindergartners will correctly order pictures from a story based on key details. This goal will be monitored utilizing common formative assessments working towards mastery of this standard. By mid-January, kindergartners will improve from 53 % of student to 73 % of students able to demonstrate proficiency for this standard, Multiple approaches of instruction will be utilized including modeling, whole class practice and individual practice.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.K.2 With prompting and support, retell familiar stories, including key details.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will provide practice materials, stories the students can sequence and multiple methods to show mastery (draw pictures, orally and cut and paste).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will incorporate weekly practice of the retelling strategies by using personal experiences, daily happenings, and classroom routines within a small group for 15 minutes.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
LRC: There are currently no students receiving LRC services. The students marked are students that have indicators of needing extra support.
1st Grade
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
NA: First grade uses the MTSS process in place of the CAP.
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
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
2nd Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
There are 52% of 2nd grade students meeting the standard of using the RL 2.7 By January, 2026, the percent of students meeting the standard will increase to 75% as measured by the iReady Winter Reading diagnostic and 5awas Unit 1 test/Unit 2 and 5awas weekly unit progress checkups.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Utilize intentional planning using the lesson planning document from the K-5 Literacy Framework (page SD) as a guide; in all whole group and small group ELA lessons. We will use Sawas leveled readers, Small Group Intervention guide.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Using assessment data gathered during Action Step 1, identify common needs using the TPS single-point rubric for RL 2.7; provide instruction and feedback in flexible strategy groups using the Sawas Small group instruction teacher led options; decodable readers, intervention activities.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Additional supports from resource teachers
3rd Grade
Goal: What are we trying to achieve
Achieve a 66% pass rate for the selected standard by the end of the quarter.
S - By 01/30/2025 75% of 3rd grade students will meet standard. M - CFA's, Unit Assessments, and progress checkup from Sawas Reading curriculum A - Use the single point rubric for 3. throughout the entire goal window, to provide feedback for each student. R - Every 3rd grade student will show growth in their understanding of the standard 3 on the single point rubric. T - September 2024-January 2025 I - Intentionally invite students to engage in reading instruction personalized by their needs/data. E - Use whole group, small group and 1:1 instruction based on student centered strategies
CURRICULUM: The standards and units we are targeting
STANDARD: RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
All students will receive core instruction daily for 50 minutes or more. We will teach Sawas Unit 1 using many modes of showing understanding (talk moves, whiteboard, verbal}, Different entry/access points Formative assessments- Exit tickets, Feedback and revision of assignments and assessments, integrated learning with Science and Social Studies, Peer collaboration, Celebration of achievements and Movement. Teachers will provide timely feedback about growth towards the identified standard.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will receive approximately 15 minutes, 2 times a week small group instruction geared toward supporting RL3.2. Strategies at this time include opportunities to reread in small group, pairs, and independently will be provided. Explicit instruction in "hard skills" needed for comprehension, identify common needs using the TPS single-point rubric for RL.3.2; provide instruction and feedback in a flexible strategy group(s), monitor progress using the fiction - Student Performance Checklist for Reading, and TPS single-point rubric for RL.3.2 Teachers will monitor accordingly and provide feedback in order to maximize growth.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Teacher and/or para-support will conduct small groups with 2-3 identified students at a time to a small group for 15 minutes twice for at least 15 minutes. LAP students will also receive 30 minutes of small group instruction with the LAP teacher five days a week. LRC students will also receive small group reading services for approximately 30 minutes 4-5 days and week. The strategies during this time will include small group and/or 1:1 instruction that allows for opportunities to pre-read reading text at their current level to develop necessary phonemic, decoding, and comprehension skills. Support staff will use the adopted materials
4th Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
At least 60 %of Sherman Fourth graders will show proficiency in standard R/4.1; Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text by the January 20, 2026, through teacher created CBAs and iReady Winter data. In addition to the diagnostic, students will have the opportunity to show growth and mastery through exit tickets, daily reading responses, and PBL project work.
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 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
All students will receive 60 to 80 minutes of instruction daily. We will use district adopted SAWAS curriculum and rubrics as well as district adopted applications to integrate reading comprehension into our PBL cycles. Students will share ideas and concepts peer to peer and edit work based on common rubrics and respond daily in reading/writing journals as well as writing prompts and exit tickets.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Teachers will group students into small groups based on performance towards mastery of the chosen standard. Students will receive approximately 15-20 minutes 2 times a week during these interventions. Strategies teachers will use during these interventions are re-reading, peer to peer reading, guided editing, peer editing, explicit reteaching and instruction, modeling inferencing and guided comprehension lessons using informational texts. Teachers will monitor and evaluate flexible groupings based on student performance and provide timely feedback to maximize growth.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Intervention Teachers will provide small group instruction on prerequisite skills to support learning toward this goal.
5th Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
S - By 02/17/2025 75% of 5th grade students will meet standard. M - CFA's, Unit Assessments, and progress checkup from Sawas Reading curriculum A - Use the single point rubric for 3. throughout the entire goal window, to provide feedback for each student. R - Every 5th grade student will show growth in their understanding of the standard 3 on the single point rubric. T - October 2025-January 2026 I - Intentionally invite students to engage in reading instruction personalized by their needs/data. E - Use whole group, small group and 1:1 instruction based on student centered strategies
CURRICULUM: The standards and units we are targeting
STANDARD: RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
All students will receive core instruction daily for 50 minutes or more. We will teach Sawas Unit 1 using many modes of showing understanding (talk moves, whiteboard, verbal), Different entry/access points Formative assessments- Exit tickets, Feedback and revision of assignments and assessments, integrated learning with Science and Social Studies, Peer collaboration, Celebration of achievements and Movement. Teachers will provide timely feedback about growth towards the identified standard.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will receive approximately 15 minutes; 2 times a week small group instruction geared toward supporting RL.5.6. Strategies at this time include opportunities to reread in small group, pairs, and independently will be provided. Explicit instruction in "hard skills" needed for comprehension, identify common needs using the TPS single-point rubric for RL.5.6; provide instruction and feedback in a flexible strategy group(s), monitor progress using the fiction - Student Performance Checklist for Reading, and TPS single-point rubric for RL.5.6 Teachers will monitor accordingly and provide feedback in order to maximize growth.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
LRC and LAP will conduct small groups with identified students at a time to a small group for 15 minutes twice for at least 15 minutes. LAP students will also receive 30 minutes of small group instruction with the LAP teacher five days a week. LRC students will also receive small group reading services for approximately 30 minutes 4-5 days and week. The strategies during this time will include small group and/or 1:1 instruction that allows for opportunities to pre-read reading text at their current level to develop necessary phonemic, decoding, and comprehension skills. Support staff will use the adopted materials their programs.
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 86% pass rate for the selected standard by the end of the quarter.
Students in Kindergarten will reach at least 86 % proficiency in being able to count orally to 30 (or beyond). This will be an increase of 20% from preliminary data showing that 66 % of all kinder students have met this standard based on observation of counting orally. Progress towards this goal will be monitored through continued counting practice as a class and individual conferring and assessments.
CURRICULUM: The standards and units we are targeting
STANDARD: K.CC.B Count to tell the number of objects
UNIT: Unit 5 Numbers to 100
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will provide practice materials and opportunities for students to practice their oral counting skills
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will incorporate weekly practice for oral counting individually and in small groups
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
LRC: There are currently no students receiving math LRC/LAP services. These are the students who have indicators of needing extra support.
1st Grade
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
NA: First grade uses the MTSS process in place of the CAP.
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
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
2nd Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 33% of 2nd grade students meeting the standard of 2.OA.A By January, 2026 the percent of students meeting the standard will increase to 70% as measured by Comprehension Checks and Unit Assessment from Ready Classroom. We will accomplish this by establishing an inclusive and equitable math culture that adheres to grade level content and shifts from remediation to support and scaffolding.
CURRICULUM: The standards and units we are targeting
STANDARD: 2.OA.A Represent and solve problems involving addition and subtraction
UNIT: Unit 1 Numbers Within 20: Addition, Subtraction, and Data
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Strengthen the Try, Discuss, Connect Protocol from Ready Classroom by: Presenting a rigorous, grade level task using the three reads protocol. Guide class conversation using a discussion protocol (consensus board, four corners, talk moves, sentence stems, numbered heads, turn-and-talk to a prompt) to enhance student discourse. Anticipate student thinking to be able to Select and Sequence student work to build conceptual understanding and connect representations.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Engage a small group of students in the Try, Discuss, Connect Protocol (as stated above) with: - additional problems. Using concrete representations/manipulatives to move from physical, to visual, to symbolic representation - providing sentence stems for conversation
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Additional supports from resource teachers
3rd Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
S - By 01/29/2026 60% of 3rd grade students will meet standard. M - CFA's, Unit Assessments, and exit tickets from iReady Math A - Use the single point rubric for 3.NBTA.2 throughout the entire goal window, to provide feedback for each student R - Every 3rd grade student will show growth in their understanding of the standard 3.NBTA.2 on the single point rubric. T - October 2025-January 30, 2026 I - Intentionally invite students to engage in math instruction personalized by their needs/data. E - Use whole group, small group and 1:1 instruction based on student centered strategies.
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
All students will receive core instruction daily for at least 70 minutes. We will use district adopted materials and frameworks to meet students' needs. We will teach Ready Math Unit 1 using these specific strategies: Many modes of showing understanding (talk moves, whiteboard, verbal), Different entry/access points, Formative assessments- Exit tickets Feedback and revision of assignments and assessments Integrated learning with ELA Peer collaboration Celebration of achievements Movement We will assess student progress through exit tickets Students requiring further support on 3.NBT.A.2 will receive 15 minutes 2x a week small group math work. All students will also be assigned a correlating iReady lesson, and then move on to personalized instruction through MyPath, play interactive math games, and fluency practice. Teachers will reteach and monitor lessons accordingly and provide feedback in order to maximize growth.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students requiring further support on 3.NBT.A.2 will receive 15 minutes 2x a week small group math work. All students will also be assigned a correlating iReady lesson, and then move on to personalized instruction through MyPath, play interactive math games, and fluency practice. Teachers will reteach and monitor lessons accordingly and provide feedback in order to maximize growth.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Selected LRC students will receive additional services from LRC. Times are determined by that provider, but in most cases this is approximately 30 minutes 4-5 days and week. The strategies during this time will include small group instruction, small group modeling, additional reps at a skill, oral work, speech to text, and visual representation. Support staff will use the adopted materials for their programs, in addition to Ready Classroom support materials. para-support pulls 2-3 students at a time to a small group for 15 minutes 2x a week working on specific needs.
4th Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Students in grade 4 will achieve proficiency rate on 4.NBTB by solving multiplication equations using one-digit by up to four-digit numbers as well as two-digit by two-digit multiplication equations. This will be an increase from 0% to 50%. This increase will be completed by January 20, 2026. Progress towards this goal will be monitored by team designed CFAs and district provided curriculum quizzes and exit tickets data. Students will be able to show their strategies with models and equations as well as words.
CURRICULUM: The standards and units we are targeting
STANDARD: 4.NBT.B Use place value understanding and properties of operations to perform multi-digit arithmetic
UNIT: Unit 3 Multi-Digit Operations and Measurement: Multiplication, Division, Perimeter and Area
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Whole Group and Flexible Small Group Instruction (Core Classroom) All students will receive core instruction daily for 60-75 minutes. We will use district adopted materials and frameworks to meet student's needs. Specific high impact strategies that we will include are differentiated math lessons and MyPath individualized instruction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will be pulled for 10- 15 minutes interventions based on performance during whole group instruction and formative assessments such as exit tickets and CFAs. This will happen 2-3 times per week and/or as needed. Strategies at this time will be repeated instruction, per and partner opportunities, using math manipulatives and small group teacher led minilessons. Teachers will monitor growth in order to provide feedback. Teacher's will use whiteboards, exit tickets, iReady teacher assigned lessons and quizzes to provide formative and real-time feedback. Teachers will pull students to confer after whole group lessons and during independent work times based on these formative assessments.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Teachers will provide small group instruction on prerequisite skills to support their learning toward this goal. Teachers will consult with and collaborate with the LRC instructor on strategies to best support students in T3.
5th Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
S - By 02/17/2026 50% of 5th grade students will meet the standard. M - CFA's, Unit Assessments, and exit tickets from iReady Math A - Use the single point rubric for 5.NBTB throughout the entire goal window, to provide feedback for each student R - Every 5th grade student will show growth in their understanding of the standard 5.NBTB on the single point rubric. T - October 2025 - February 2026I- Intentionally invite students to engage in math instruction personalized by their needs/data. E - Use whole group, small group and 1:1 instruction based on student centered strategies
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 3 More Decimals and Fractions: Multiplication and Division
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
All students will receive core instruction daily for at least 70 minutes. We will use district adopted materials and frameworks to meet students' needs. We will teach Ready Math Unit 1 using these specific strategies: Many modes of showing understanding (talk moves, whiteboard, verbal) Different entry/access points Formative assessments- Exit tickets Feedback and revision of assignments and assessments Integrated learning with ELA Peer collaboration Celebration of achievements Movement We will assess student progress through exit tickets
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students requiring further support on 5.NBT.B will receive 15 minutes 2x a week small group math work. All students will also be assigned a correlating iReady lesson, and then move on to personalized instruction through MyPath, play interactive math games, and fluency practice. Teachers will reteach and monitor lessons accordingly and provide feedback in order to maximize growth.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Elected LRC students will receive additional services from LRC. Times are determined by that provider, but in most cases this is approximately 30 minutes 4-5 days and week. The strategies during this time will include small group instruction, small group modeling, additional reps at a skill, oral work, speech to text, and visual representation. Support staff will use the adopted materials for their programs, in addition to Ready Classroom support materials. para-support pulls 2-3 students at a time to a small group for 15 minutes 2x a week working on specific needs.
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 59% 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
• Review Learning Target • Review success criteria - give examples Strategies may include: • Give ample opportunities for self-assessment and allow them to compare with teacher feedback· Practice steady beat as a class with recordings of many different songs· 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 and other instruments• Practice steady beat as a class while singing songs in different tempos• Practice steady beat in small groups and individually both with recorded music and while singing• Half the students play a steady beat on an instrument while the other half steps the same beat, then switch • Practice identifying whether or not a piece has a steady beat (Beat/No Beat on MPO; teacher-sourced recorded examples; live examples on instruments)
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Unfortunately we do not have the ability to "double dose" in the core classroom. Tier two instruction strategies used that have the most impact on the learning goal of steady beat are individualized games that provide opportunities for students to show individual growth with the goal, and songs that are directly tied to the goal that can be sung anywhere, not just in the music classroom. At this point, because all students come in with a baseline of 0, Tier 2 students have not been identified (1 student has been selected in order to Save).
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, or access to interventionist's time to support music. 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. At this point, because all students come in with a baseline of 0, Tier 3 students have not been identified (1 student has been selected in order to Save).
PE Goal
Goal: What are we trying to achieve
Achieve a 98% pass rate for the selected standard by the end of the quarter.
BY February, 2025, students in Ms. Castro's multi-age class will show growth from 0% to 50% of the students meeting or exceeding the class baseline of 26 laps/paces as measured by the PACER assessment, student goal-setting and progress monitoring.
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
Daily warm up activities focusing on cardiovascular fitness. Tag games, relays, laps using locomotor skills.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Extra encouragement for students during warm up activities. "High fives, keep it going, you can do it." Revisit goal setting and strategies to attain their goals.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Will encourage students to increase their activity in class. Walk around the field during recess for extra exercise. Speak with them about their goals. Ask questions about how do they feel regarding running the pacer, what help do they need to gain extra cardiovascular strength. Include partner pacer as an activity in class, give them a buddy to run with.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 99% of students have behaviors NOT resulting in suspension or expulsion.
We will reduce the percentage of exclusionary discipline from 2.2 to 1.2% by June 2026
Root Cause Analysis:
Reviewing the data our 87.5% of our exclusionary discipline referrals involved male students. Our Hispanic students make up only 1% of our student population but had 6.3% of the referrals. The exclusionary discipline involved either assaults or sexual misconduct (pulling down pants). This data makes us wonder about alternative consequences we can implement for aggressive behavior and the principal implementing a PAUSE protocol before exclusionary discipline is decided.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
We want to start by co-creating a vision for belonging with families, students and staff using a community cafe method which will allow us to gather our community's ideas and thoughts around belonging at Sherman and addressing conflict. We also see the need to really streamline our conflict resolution strategies so it's easy for students to remember and practice along with streamlining the use of restorative practices
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Co-create a vision for belonging with families, students and staff that will help support conflict resolution and concerns with harassment, intimidation and bullying.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Implementation of four conflict resolution strategies school wide.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 70% positive rating on the selected Climate Survey item.
By June 2026, we will see a 10% increase in positive responses (from 59% to 69%) in our team's ability to solve problems and resolve conflict.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
1. Clear protocols on how conflict will be addressed in moments of disagreement as an SCDM 2. Restorative conversations among staff when conflict arises 3. Tier 1 Community Circles to build on relationships and connections. 4. Progress monitoring of goal through small survey 2x throughout the year.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 82% positive rating on the selected Climate Survey item.
Students will show a 10% increase (72% to 82%} in their reporting of feeling good at solving conflicts with others.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
1. Implementation of four conflict resolution strategies that are taught and used at the tier 1 level. 2. Increase the use of restorative conversations when conflict arises. 3. Co-create a plan on conflict and HIB with Sherman community through the use of a community cafe process 4. Universal screener 2x a year and mini survey (CEE) 2x a year 5. Peacemaker program for older students to coach younger students on resolving conflicts during recess