5801 N. 35th St.
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
The Truman Middle School Continuous Achievement Plan outlines out plan for collective growth in the 2025/2026 school year. This plan is intended to guide and inspire students and staff to achieve ambitious, attainable goals promoting academic rigor and our school community values. We will continually return to this plan as a point of reference for ensuring every Truman Middle School student has the best possible opportunity to pursue their future goals.
Our Vision
Creating life-long learners and leaders for a successful today and tomorrow. Motto: Titan Up!
Our Mission
Truman's mission is to inspire Integrity through Teamwork and the promotion of Academic Excellence by Nurturing Relationships and Sharing Ideas that support a safe and civil learning experience for all.
Academic Goals
6th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 67% pass rate for the selected standard by the end of the quarter.
By the end of the Fall CAP cycle, 2026 students will increase from 46% proficient to 67% on W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience as measured by classroom-based assessment from Springboard using a district generated rubric. Student achievement data will be measured by rubrics and daily instruction will reflect equitable distribution of outcomes across lines of race and ethnicity. Continual progress monitoring will occur to ensure equity. Our data suggests that our boys struggle with this standard; therefore, we will implement movement, music, and small group instruction to keep them academically engaged.
CURRICULUM: The standards and units we are targeting
STANDARD: W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Whole group and small group instruction using anchor charts, graphic organizers, brainstorming, scaffolding, student-friendly rubrics, culturally responsive teaching that includes student choice, movement, music, and collaborative learning. Frequent formative assessment will be used to identify areas of student growth that will be used to create differentiation. iReady instructional lessons will be assigned to address student misconceptions.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Following formative assessment, tier two students will be placed in small group and 1:1 pull-out for remediation. Tier two students will be provided multiple opportunities for practice, exemplar examples from previous students and/or Springboard resources, as well as targeted iReady instructional lessons. Remedial and relatable passages to provide access to tier two students.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Following formative assessment, tier three students will receive small group and individual instruction. Tier three students will be provided student-friendly rubrics, modeling of the writing process, exemplars, graphic organizers, and use of a computer. Multiple opportunities for guided and independent practice, as well as targeted IXL lessons also will be provided. Culturally responsive teaching that includes student choice, movement, music, and collaborative learning will be available to tier three students in a small group learning environment.
Math Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Build a culture where mistakes are part of the learning and engaging in rough draft thinking is the norm. Students will utilize models to articulate their math thinking and engage in discussion to compare and contrast methods and strategies on their way to making mathematical conjectures and generalizations.
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
Utilize physical manipulatives and representations to then connect a visual (illustrated) model. Connections will be made between the concrete, representational, and abstract (numeric) models. Students will use sentence stems to promote productive discussion with partner talk. This partner talk then serves as a rehearsal for sharing in a small- or whole-group setting.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Utilize the i-Ready Prerequisites Report and Progressions to drive small group instruction. Multiple representations (manipulatives, visual models, etc.) will be used to address the skills identified as needs instructionally.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Math Intervention with Ms. Oishi.
Science Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
We want our students to be able to Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. By being a warm demander, progress monitoring every two week, utilizing class norms that allow for all student to actively participate in a discussion, WICOR strategies, 10-24-7 notes Prior Knowledge activities with whole group charts, Asset based feedback, SMARTIE goals, SEL with classroom circles and an emphasis on relationship building, Vocabulary strategies including heads together and think-pair-share, Utilize trauma informed teaching strategies including promoting predictability and consistency, employ thoughtful interactions, and to expect unexpected responses, we will increase the number of students meeting or exceeding standard on MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. from 9% [baseline percentage] to 80% [goal percentage] between October 2025 and January 2026.
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 usage of being a warm demander, utilizing progress monitoring every two weeks, prioritizing class norms that allow for all student to actively participate in a discussion, applying WICOR strategies, and holding students accountable for 10-24-7 notes through formative assessments of notebooks teachers will use whole group, partner and small group instruction to support student in understanding the standard.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing pre assessment of prior knowledge through activities with whole group charts, using asset-based feedback, creating SMARTIE goals with students and teachers we will use whole group, partner and small group instruction to support student in understanding the standard.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
By implementing understanding of SEL with use of classroom circles and an emphasis on relationship building, encouraging making mistakes and learning from those errors, utilizing vocabulary strategies including heads together and think-pair-share, we will utilize trauma informed teaching strategies including promoting predictability and consistency, employ thoughtful interactions, and to expect unexpected responses teachers will use whole group, partner and small group instruction to support student in understanding the standard.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Specific: Students have not been able to demonstrate proficiency in the standard, and the current unit is intended to support all students in reaching it. Our goal is for at least 50% of students to demonstrate proficiency. Measurable: The summative assessment on this standard will be used to assess student proficiency. Attainable: 6th grade students have been highly engaged in their social studies classes and have consistently demonstrated proficiency in taught standards. Realistic: The summative assessment has been used over time and is an appropriate measure of student proficiency. Timebound: October to May 2025 - 2026. Inclusive: All students can contribute to this goal via their classroom engagement. Equity: Where possible, we will evaluate the data to understand if specific student groups are not represented or underperforming.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H1- Understands historical chronology.
UNIT: Mesopotamian Milestones
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Engage in whole and small group discussions centered around see, think, wonder questions. The question formulation technique (QFT) will be used to develop compelling questions using a focus area and a primary source as a starting point. Other strategies include "Think, Pair, Share", gallery walks, and graphic organizers.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Strategies will include small group review of the graphic organizers, frequent small group monitoring and feedback, and peer tutoring.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Provide scaffolding for students who need reading support on their IEP's. Intentionally place students with higher performing peers who can model and support. Use "chunking" of texts, Think Pair Share, and small groups are other examples of strategies we will use. Provide explicit cultural connections for students who do not typically see themselves in historical texts, especially people from underrepresented ethnically diverse backgrounds.
7th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By January 31, 2026 students will increase from 3S% proficient to 70% on W 7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience; as measured by classed based assessment from Springboard using a common rubric. Student achievement data will be measured by common rubrics and daily instruction will reflect equitable distribution of outcomes across lines of race.
CURRICULUM: The standards and units we are targeting
STANDARD: W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
UNIT: Informational/Explanatory Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Whole group and small group instruction using anchor chart and graphic organizers, brainstorming, collaborative rubrics, and culturally responsive teaching that includes student choice, movement, music, and collaborative learning. Frequent assessment will be used to identify areas of student growth that will be used to create differentiation.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Following formative assessment, tier two students will be placed in small group and 1:1 pull-out for remediation. Tier two students will be provided multiple opportunities for practice, exemplar examples from previous students and/or Springboard resources. Remedial and relatable passages to provide access to tier two students.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Interventions provided weekly for students based on IEP and 504 plans. Formative feedback through rubrics along the way identify skills where students struggle. Reteaching using different prompts and text, breaking down skills into smaller steps and opportunities to practice with success to build confidence and standard to grade level expectations.
Math Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
My goal is to help students score 70% or higher on standard 7NSA (use four operations with rational numbers} by scaffolding lessons using visual models and peer collaboration which supports diverse learners. All students, including those with IEPs, will receive differentiated instruction and accommodations to ensure equitable access. Progress will be monitored through formative assessments, and students will receive support based on individual needs.
CURRICULUM: The standards and units we are targeting
STANDARD: 7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers
UNIT: Topic 1 - Integers and Rational Numbers
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
- Students take the Fall iReady Pretest. - Students take the Savvas Topic One Assessment. On a daily basis. 1. I will encourage students to verbalize their thinking and explain their reasoning (Think-Pair-Share, Number Talks, Sentence stems -e.g., "I noticed...", "I wonder..." 2. I will connect math concepts to authentic, relatable scenarios such as: budgeting for a school event, planning a trip using distance and time & analyzing sports statistics. 3. I will incorporate tools like graphs, diagrams, tables, number lines & interactive digital tools (e.g., Desmos, GeoGebra).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
After each targeted lesson (guided practice/common misconceptions/teacher talk/student questions), I will rotate students through: • Independent work: checking grades, finishing previous assignments, retaking tests • Differentiated online assignments • Foundational skills that unlock grade-level content (e.g., integer operations, fractions, proportional reasoning).
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
1) I will provide visual supports by using:· Graphic organizers· Step-by-step visual instructions 2) I will scaffold instruction by:· Guided practice· Worked examples • Sentence frames for explaining math reasoning 3) I will provide clear and consistent routines. 4) I will collaborate with the special education staff. 5) I will foster growth mindsets and positive relationships.
Science Goal
Goal: What are we trying to achieve
Achieve a 90% pass rate for the selected standard by the end of the quarter.
S= 90% of students will meet standard for NGS: PSJ-2 using OpenSci curriculum. Students meeting standard will be able to explain how the total mass of reactants and products stays the same during a chemical reaction. M= Student success will be measured using a classroom based pre and post assessment with a claim, evidence, reasoning rubric. A =Students will have multiple opportunities to express their thinking with whole group discussions, small group science circles, partner collaboration, and self assessment. R = It is realistic that 90% or more of students will meet standard since all students will use the same rubric throughout the unit to include evidence and reasoning whenever writing a claim. T = This will be achieved by the end of the unit with the summative assessment of the standard in November. Weekly formative assessments will be given to check for understanding in do nows, exit tickets, CER writing samples, and notebook reflections. I= Our inclusive learning will include all learning styles such as hands-on exploratory based on observed phenomena, engaging readings using reading strategies to help all students with different reading levels, reflective writing with student choice, accountable talk, and group roles to build confidence in low-level learners. E = All students will have access to a graphic organizer with sentence starters. Pre-printed data tables for accommodations. Student choice is given such as modeling, explain with words, or turn and talk.
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
As a whole class and following the OpenSci curriculum, we began our unit with a class Notice and Wanderings poster about the phenomena of a bath bomb. Background knowledge of bath bombs and chemical reactions were given from individual students with turn and talk and whole class participation onto the class poster. Each student created their own Initial model in which we combined into a whole class Initial Consensus Model. Students investigated as teams which ingredients were causing the gas bubbles and we created a public display of data for all groups. I scaffolded and modeled our first claim, evidence, and reasoning statement about our class results. All students self-assessed using a rubric and a highlighter to identify their evidence and reasoning. Readings about different chemical reactions are given each Monday to understand chemical reactions outside the classroom. Before, During, and after Reading strategies are modeled by me and practiced by the students to help low readers better comprehend the informational text. Students choose how they would like to reflect the day's learning in their AVID notebook. Students share with their table partner their reflection. Short video clips and Phet computer simulations, and Nearpod lessons are given to support visual learners about how molecules change during metabolic reactions. Graphic organizers, data tables, and graphs are used to help students organize their thinking.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2 students that were selected either left their explanation blank, wrote IDK, or wrote that they chose their answer randomly. This group of students I would like to be intentional about supporting during activities that lend themselves to explain and articulate their understanding. If it is their lack of confidence that is blocking them from explaining their thinking, then I would like to help them build their confidence and give extra praise anytime they share their thinking. Giving them an extra role in their group to share group thinking may help build this skill. Tier 2 students are students that Small Groups of 4 are given individual roles when investigating what chemical changes are happening in the bath bomb reaction. Students work in groups to investigate what ingredients are creating the chemical reaction and what gasses are being created during the reaction. All small groups come together to record public results. Small groups then discover through the process of elimination which 3 ingredients out of 10 creates a chemical reaction in a bath bomb. Back pocket questions are differentiated for students as I circle groups. Students score their first CER (claim, evidence, reasoning), and given another opportunity to redo their claim and evidence.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students that were selected, are students with special accommodations in their IEPs. Students with accommodations are given sentence starters on a graphic organizer they can choose to use as support when writing their CER statements. Partner read alouds are used to support low readers when reading science text. Communication with the Special Education teacher about extra science support during study skills class is extra time and support given to students in their study skills class. After school help with science classwork is offered every Tuesday after school. ELL students may use their translator, are partnered with a helpful student for support and can draw their explanations and/or learning.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
There are 25% of 7th grade students meeting the standard based on the common pre-assessment using a information gathered from class resources. 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 January 15th, 100% of students will show growth in how causal factors shape Historical events and 80% will successfully identify those events and two things that led to them in a common post-assessment using course materials. 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 inclusive of Stories normally skipped in the main story of history especially women, people of African descent and Native Americans.
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
Whole Group and Flexible Small Group Instruction (Core?Classroom) Take students through the Cornell Notes process to gather information Class discussions centered around I Wonder Questions We will read primary source documents to better understand the cultural context of the settling of Washington We will engage in Historical Role Play to achieve a deeper understanding of how people felt. We will watch videos to show what the Events looked like We will discuss how the students would have felt during these events and how that would shape their actions.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small group review of their Cornell Notes to focus on providing specific and relevant information. Small group debates about the correct course of action during historical events. Frequent formative assessments to practice providing evidence to support cause of events.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Provide scaffolding for students with reading issues on their IEP's and cultural connections for students who do not typically see themselves in Historical texts especially people of African descent. *Real-time FEEDBACK for students during this?unit I will check their notes and provide feedback daily We will take assessments that use the information gathered to assess whether they are recording the right information. We have group debates using the information gathered.
8th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
Specific: The goal specifies what students need to achieve, which is the ability to create clear and effective paragraphs in their narrative essays. Measurable: The goal is quantifiable, aiming for a 60% success rate based on the quality of paragraphs, as assessed by a rubric scoring at least 3 out of 4. Achievable: The goal is attainable and realistic within the scope of the narrative writing unit and the skills expected at the 8th-grade level. Relevant: The goal aligns directly with Washington State Standard W8.4, which emphasizes the development of a central idea or thesis in narrative writing. Time-bound: The timeframe for achieving the goal is set as "by the end of the narrative writing unit in 8th grade," making it time-bound. Inclusive: The goal aims to include all students in achieving the specified outcome, with the expectation that 60% of students will meet the criteria. Equitable: The goal promotes equity by setting a clear standard for all students to meet, regardless of their starting point, and by using a rubric-based assessment that is fair and unbiased. This SMARTie goal places a strong focus on the development of thesis statements in narrative writing. which is a critical aspect of the Washington State Standard W8.4. It provides a clear target for both students and educators, emphasizing the importance of this foundational skill in effective narrative writing.
CURRICULUM: The standards and units we are targeting
STANDARD: W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Whole group and small group instruction using anchor charts, graphic organizers, brainstorming, scaffolding student-friendly rubrics, interactive notebooks, peer editing, and culturally responsive teaching that includes student choice, and collaborative learning.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Following formative assessment, tier two students will be placed in small group and 1:1 pull-out for remediation. Tier two students will be provided multiple opportunities for practice, exemplar examples from previous students and/or Springboard resources.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Interventions provided weekly for students based on IEP and 504 plans. Formative feedback through rubrics along the way identify skills where students struggle. Reteaching using different prompts and text, breaking down skills into smaller steps and opportunities to practice with success to build confidence and standard to grade level expectations.
Math Goal
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
Using Sawas Unit test for Unit 2, Linear Equations and Functions we've identified 35 students who are unable to graph linear equations and write a linear equations from a graph or word problem. We will increase proficiency from 73% passing to 85% passing in the 8th grade by the end of the CAP cycle. In order to provide equity and ensure our students living in poverty are able to meet standard, I will be using culturally responsive strategies that include by implementing the following instructional strategies of student discourse, linking personal interests to content learning, modelling, and rewording math problems to make them more culturally relevant.
CURRICULUM: The standards and units we are targeting
STANDARD: HSA-CED.A Create equations that describe numbers or relationships
UNIT: Topic 2 - Linear Equations
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Gathering evidence of student understanding during the do now. Scaffolded instruction to promote gradual release of responsibility throughout the lesson. Students will reflect on mistakes and misconceptions to improve their mathematical understanding.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Teacher frequent formative assessment: Reflecting on evidence of student learning to inform the planning of next instructional steps. Student will weekly: Assessing and monitoring their own progress toward mathematics learning goals and identifying areas in which they need to improve. Provide opportunities throughout lessons for students to demonstrate flexible use of strategies and methods while providing time for group to reflect on which procedures seem to work best for specific types of problems. This strategy will promote student discourse to reflect on why each strategy was chosen. Teacher: Organize and create small group work through peer instruction and differentiation based upon understanding and level of skill. Create help desk opportunities for one-on-one help as needed through small group checks. Students: Share work and thought process on problems. Being prepared to explain or teach peers on areas of strength once concept knowledge increases. Self-awareness if one is still falling behind to utilize the help desk to get one on one assistance.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
The content in the math intervention and Special Education classes are all focused on the standards that are being taught in the regular math class. The intervention class and Special Education classes provides the following: -Instruction on quality note taking and note taking skills. - Standards that are taught in the core math class are broken down into manageable parts. -Additional online resources that include multiple levels of IXL and web-based applications. -Understanding of the student's own iReady score, and what their strengths and weaknesses are. -Discussions with the teacher about the learning target and success criteria in their core math class. -Math vocabulary instruction. -Regular monitoring of student gaps in their learning and whether the intervention is still needed. In addition to core instruction, students receiving math intervention and special education services will participate in small group instruction for 15-20 minutes, 2 times a week with a focus on foundational supporting standards that tie to priority standards. Support teachers will use strategies such as grouping students according to similar skill levels and objectives along their education pathway. Students will use whiteboards to demonstrate their understanding within the small groups. Progress will be measured by IXL and consistent feedback, then brought to PLC meetings to inform classroom teachers of progress. Students will be invited to Math ELO every Wednesday for 2 hours.
Science Goal
Goal: What are we trying to achieve
Achieve a 90% pass rate for the selected standard by the end of the quarter.
By November 14, 2025, the students in Tier 2 (see specific list below) will improve by 2 level(s) on the TPS 4-point Scale on the following science priority standard: 8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. This will be measured by the Making Sound Assessment. The CRT practices of providing timely feedback, using rubrics, and giving students opportunities to revise their thinking, will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: 8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
UNIT: Unit 2: Sound Waves
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing intentional student feedback, collaborative discussions, and using models during core instruction, students will build understanding in _8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Students will demonstrate growth through practice assignments; feedback and the growth will be measured by the Making Sound Assessment.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to intentional student feedback, collaborative discussions, and using models during core instruction, tier 2 students will receive addition support in 8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. I will use check ins with the teacher to provide additional support and feedback to the tier 2 students. This will occur 1O min per week. Student progress will be measured by the Making Sound Assessment.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to intentional student feedback, collaborative discussions, and using models during core instruction, tier 2 students will receive addition support in 8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. students will check in with me for 1S minutes, 3 times a week. Teachers will use high impact strategies such as questioning and student self-assessment. Student progress will be measured by the Making Sound Assessment.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
There are 37% of 8th grade students meeting the standard based on the common pre-assessment using information gathered from class resources. 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 January 15th, 80% of students will show growth in how causal factors shape Historical events and will successfully identify those events and two things that led to them in a common post-assessment using course materials. 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 inclusive of Stories often overlooked in the main story of history especially women, people of African descent and Native Americans.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H2- Understands and analyzes causal factors that have shaped major events in history.
UNIT: Untold Stories of the Revolution
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
The CRT practice of "leverage inclusive practices so students have access to the learning" will be used to create an inclusive & equitable environment. https://tps10.sharepoint.com/sites/TL/SitePages/Culturally-Responsive-Practices.aspx Instructional strategies will be used to support an inclusive & equitable environment. Teacher 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) By implementing feedback with the single point rubric, teachers will use whole group, partner, and small group instruction daily to improve students' understanding. 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. Small group review of students' notes to focus on providing specific and relevant information. Small group debates about the correct course of action during historical events. Frequent formative assessments to practice providing evidence to support cause of events.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support and scaffolding in alignment with their IEP goals. All students will have access to core instruction in the classroom setting.
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Student growth goal (CAP goal #3) will focus on building skills in creating, responding, and connecting with art, such as mastering foundational techniques, developing critical thinking and analysis, and engaging with art history and community. These goals can be broken down into specific, measurable objectives, like improving observational drawing through a multi-day project or using storytelling to spark self-expression and research.
CURRICULUM: The standards and units we are targeting
STANDARD: Art-10 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
I will be focusing on a small group of students who currently have Ds or Es in my art class. In looking at them, I found it interesting that 6/7 of them have IEPs or 504s. That said, this is not an accommodation/ differentiation issue as much as the freedom of art and larger class size may prove to be more challenging for them to navigate. Foundational principles: Students will be able to identify and use the elements of art (e.g., line, shape, color) and principles of design (e.g., balance, contrast) in their work.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Working with small groups of students who need individual support to improve their art skills.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Working with students individually to improve their art skills.
Music Goal
Goal: What are we trying to achieve
Achieve a 79% pass rate for the selected standard by the end of the quarter.
By the end of the unit, music students will be able to identify and act upon the directions inherent within the appropriate music notation for their voice/instrument and levels. Music literacy activities will be a focus of large ensemble rehearsal as well as supported by individual learning activities. These learning activities can be tailored to meet the individual student's needs.
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
Music students will have weekly vocabulary terms to build their music vocabulary and increase their ability to understand the directions given within music notation. Additionally, daily sight-reading activities will be worked through by the whole ensemble. This provides an opportunity for practice in a safe environment as well as immediate feedback to improve practice within class.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Work with a mentor student in a small ensemble. These groups will work on additional sight-reading practice to improve fluency.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students who need additional support will have access to remedial music literacy resources.
PE Goal
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
At the end of the semester duration students will have improved their 15 Meter PACER (Progressive Aerobic Cardiovascular Endurance Run) Test by at less 20% from their start number. The students have the ability to achieve this goal by increasing six to ten laps from their individual start at the end of the semester. Students will have the ability to improve their cardiovascular endurance through the continuous conditioning activities in class. Along with the FitnessGram PACER Test standards available for viewing.
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
Monday - Cardio endurance runs: 4 corner run, Partner PACER, Run & walk activity. Tuesday - Skill building, Drills, and Lead up activities. Wednesday- Review of skills attained & including nutritional based curriculum Thursday - Continuation of the skills, Drills, and Lead up activities. Friday - Reflect individually on their progress for the week by using exit tickets and applying the FITT Principle. Health and Fitness terminology Applying FITT Principle weekly (Frequency, Intensity, Time, and Type) Sharing out individual strategies for increasing cardio, skills, and nutrition. Following the district along with state curriculum. Guided instructions related to the standards, as well as criteria required in order to achieve, correspondingly maintain a healthy lifestyle, and to increase their overall fitness level. Skill based assessment and collaborative break out groups.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Based off their previously evaluated skill levels and knowledge students work in small groups. When showing progress, they have the opportunity to move up into a more highly skilled group. Encouragement and support is provided to individuals by feedback to students in their small groups.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Check on student's individual skill level progress and make changes as needed. Acknowledge students diverse background and lifestyles. Additionally find alternative ways for assignments based upon the individual's needs. Alterations to tasks in correlation to student's unique challenges.
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.
Specific: Students have not been able to demonstrate proficiency in the standard. The goal is for at least 70% of students to demonstrate a novice mid to high level of proficiency on the district Spanish assessment. Classroom incorporated best practices will be used to support instruction. Measurable: The district summative assessment on this standard will be used to assess student proficiency both in January and May. Attainable: As of September 19, 2025, students are at a novice level 1 with the exception of 1 student. One student tested at novice level high due to prior experience in the language. Realistic: The summative assessment has been used over time and is an appropriate measure of student proficiency. Timebound: September 2025 to May 2026. At least two formative written assessments will be given before the summative in January and May. Inclusive: All students can contribute to this goal via their classroom engagement on a daily basis. Informal assessments both oral and written will address all learning styles. Equitable: Data will be evaluated to understand if specific student groups are not represented or underperforming. (Students from ethnically diverse backgrounds, IEPs, 504s, MV, etc.) Engagement opportunities include Think - Pair - Share, group work, total physical response, and creating opportunities for connection throughout the year.
CURRICULUM: The standards and units we are targeting
STANDARD: World Language WL.1.1: Interpersonal Communication- Learners interact in spoken or written conversations to share information, reactions, feelings, and opinions
UNIT: World Language - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Examples of strategies include the use of a variety of visual aids and props, quick- writes, graphic organizers, extensive whole-group and partner discourse, the "Fist to Five AVID strategy" and videos of heritage Spanish speakers in real world situations.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Teacher led review of the Tier 1 strategies with a smaller group of students will maximize student growth. Activities will include breaking down large prompts into manageable pieces. Examples include partner discourse about the learning, graphic organizers, and frequent verbal and written teacher feedback.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Opportunities for growth will include use of small groups, peer tutoring, additional time for formative and summative assessments, breaking down work into small pieces and teacher check - ins for understanding.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 95% of students have behaviors NOT resulting in suspension or expulsion.
Specific: 95% of students will have behaviors not resulting in suspension or expulsion. Measurable: We will measure out exclusionary discipline rate over the 25-26 school year. Attainable: This would be an improvement of 2.5% from the 24-25 school year. Realistic: With additional supports and attention to students at risk of exclusionary discipline, this is a realistic goal. Timebound: October 2025 to January 2026 Inclusive: We will seek student and staff input on pursuing this goal. Equity: We will particularly consider supports for students from groups that have disproportionally experienced school discipline.
Root Cause Analysis:
At Truman Middle School, all classrooms apply culturally responsive teaching practices whereby student choice and inclusion grounds our instructional decision making. We evaluate data both demographically and on a student-by-student basis to evaluate decisions made around student behavior and their impact to the school community.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Our current baseline is 99.4%. Our goal is for this percentage of students without exclusionary school discipline to not fall below 95% by the end of the 24-25 school year.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Implement school-wide behavior intervention framework and positive rewards system.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
For students with non-exclusionary, behavior infractions, apply restorative practices to promote healing and resolution following an incident. Apply continued intervention and follow-up where appropriate. Work with the building special education and ELL team to better understand students with programmatic needs. Utilize intervention strategies implemented as part of the MTSS referral process for students in need of academic, behavioral, or social emotional support.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 80% positive rating on the selected Climate Survey item.
Specific: Grow from 65% to 80% Measurable: As measured by school climate survey data. Attainable: We are 80% or higher in a number of staff climate survey standards and believe this is attainable growth. Realistic: There has been similar growth between years in other standards. Timebound: October 2025 to January 2026 Inclusive: We will assess the needs of all school staff, across bargaining units, in pursuit of this goal. Equity: We will account for whether specific groups are more impacted than others.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
-Staff SEL Support Practices -Launching new building teams such as MTSS -Engaging SCDM for consistent feedback in guiding building initiatives and structures to support student success -TWCI Incentive Systems -Accessible support via school administration & instructional coaching
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 80% positive rating on the selected Climate Survey item.
Specific: Increase the Climate survey results of the combined answers of ':4/ways True" and "Often True" from 73% to 80%. Measurable: Using the Student Climate Survey questions to evaluate SEL standards Quarterly Attainable: Knowing that we were close to 80% last year, we are seeking to return and slightly increase to 80%. Realistic: Action Steps are in the classroom and building wide. Time Bound: October to January 2026...(End of Semester) Inclusive: All School Community Members contribute to School Safety Practice and Perception Equitable: Evaluate data to determine specific student groups that are especially impacted by safety issues
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
1-Emergency preparedness and monthly Safety Drills 2- Safety Awareness messaging on Weekly School Broadcasts 3- Partnership with TPS Safety and Security Department 4- Incident Reporting and Response structure 5-Behavior Intervention protocols 6- Positive Behavior Support Systems (TWCI work)