Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
The Continuous Achievement Process (CAP) is a systemic approach to effectively meet and exceed Tacoma Public School's strategic plan goals. The strategic plan serves as the foundation of CAP and is a continuous process that compels all district stakeholders to identify and eliminate student achievement gaps in ELA, Math and SEL.
Our Vision
Our vision is to build a collaborative and compassionate school community where diversity is honored, and kindness guides our actions. We aim to empower every student with the knowledge, skills, and confidence to thrive academically, socially, and emotionally. Through differentiated and rigorous instruction, restorative practices, and strong family and community partnerships, we meet the unique needs of each learner and family.
Our Mission
Northeast Tacoma Elementary, is committed to being a nurturing and inclusive learning environment where every student is heard, valued, and empowered. By delivering high-quality instruction every day, we inspire a love of learning and prepare students to be empathetic, thoughtful, and active contributors to making the world a better, more inclusive place for us all.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By implementing turn and talks, jot and dot, anchor charts and sentence stems according to the learning targets 75% of students will be able to retell elements of a story.
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
Whole group and small group differentiated instruction, 1:1 and small group conferring, reteaching and modeling.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
1:1 conferring and small group reteaching and modeling while providing targeted feedback.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
1:1 conferring and small group instruction
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 60% pass rate for the selected standard by the end of the quarter.
By implementing peer instruction, small groups, conferring, we will increase from 18% to 60% of students in second grade, meeting our aforementioned targeted standard. We will use the Sawas playlist capability to differentiate student needs based on iReady diagnostic. We will use 1 to 1 conferring to assess student growth.
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
Student interactives in Savvas Various other resources, such as student vocabulary books GLAD strategies
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Cooperative learning groups Language learning games Peer to peer activities
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
18 second grade students go to LAP 18 second grade students go to ML O second grade students go to LRC
3rd Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
By the end of the semester, all students will be able to independently recount the main events of a story (beginning, middle, end} and identify the central message or moral with at least 70% accuracy, using a variety of texts (e.g., fables, folktales, and myths} from diverse cultures. Students will receive differentiated support based on their needs, including visual aids, guided reading sessions, and peer discussions, to ensure equity and inclusion in mastering the skill.
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
Tier 1 instruction, teachers can use strategies like direct instruction on story elements, guided retelling, and story mapping. Read-alouds and comprehension questions help reinforce key details, while visual aids and collaborative storytelling enhance recall. Writing summaries and making personal connections to the story also aid in understanding and recounting, ensuring all students can effectively retell the tales.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2 instruction, teachers will work in small groups to give more focused support. Using repeated readings of fables and folktales to build understanding and fluency. Teachers can also provide simple graphic organizers to help students organize the story's key parts and use prompts or sentence starters to guide them in retelling the story. Extra practice with storytelling and feedback helps reinforce their skills, while focusing on important vocabulary improves their understanding of the story's language.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Our team will collaborate with LRC, LAP, Title 1, and ML to support small group tier 3 instructions.
4th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By January 30th, all selected students in Tier 2 or 3 will achieve a 3 or 4 on the mastery scale as measured by Sawas unit 2 assessment. The CRT practice of communicating high expectations, building relationships with students, and using diverse materials to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Classroom teachers will meet with small groups, created based on formative assessments, 2-3 times weekly. Small groups will rotate so that each group meets with the teacher throughout the week. Students will complete multiple readings of each text and use close reading strategies to analyze and identify unknown words and context clues. Teachers will provide guidance for types of context clues to assist students in identification. Teachers will meet with students individually to have students reflect on their individual goals and share their self-assessment of their progress.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Teachers will also have 1:1 instruction with students weekly, as needed, based on informal observations and formative assessment data. Teachers will circulate the classroom to conduct in-the-moment assessment of student growth and understanding.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Teachers will administer monthly iReady growth monitoring assessments to track student growth and to inform instruction. Classroom teachers will share data with small group interventionists.
5th Grade
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By the end of January 2026, 75% of the targeted student group will score on or above grade level in the comprehension of informational text domain on the Winter 2026 iReady Diagnostic. Progress will be monitored through reading comprehension quizzes and other formative assessments throughout the unit of whole-group reading instruction. The students in the targeted group will be grouped together during ELA small group sessions to facilitate progress monitoring and reteaching. 5ummative work on the research project will be used as a marker of achievement toward this goal. The students in the targeted group will be grouped together during ELA small group sessions to facilitate instructional
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 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing text structures strategies and training students in effective choice and integration of quotes as evidence during core ELA whole group instruction, students will build understanding in comprehension of informational text. By teaching questioning strategies and sentence stems for responses to readings during flexible small group discussion and instruction, students will learn to quote accurately from a text to support explanations of and inferences from informational texts. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by scores on informal and formal reading and writing assessments and their My Path Reading percentages.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing reading group discussion protocols during ELA small group time, students will build understanding and practice using text quotes in their responses to reading comprehension and text analysis questions.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
The students selected above do not receive intervention outside the classroom, though several of them exited ML and/or LAP within the past two years. Those students are indicated below. Using specific question and answer stems to facilitate text responses allows ML and lower-fluency readers to participate in discussion, which will increase comprehension and connect spoken voice to written voice.
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By implementing whole group and small group instruction, math manipulatives, counters, ten frames, think pair share, iReady my path, interactive, multisensory counting videos, math games; we will have 75% of kindergarten will meet grade level expectations.
CURRICULUM: The standards and units we are targeting
STANDARD: K.CC.B Count to tell the number of objects
UNIT: Unit 2 Numbers to 5, Shapes, and Weight
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Whole group and small group differentiated instruction using math manipulatives, counters, ten frames and I-ready my path.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
1:1/ small group reteaching and modeling while providing targeted feedback.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
1:1 and small group instruction
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 60% pass rate for the selected standard by the end of the quarter.
By implementing a variety of instructional strategies including teacher modeling (I do, we do, you do), try it, discuss it, and connect instructional routine with picture it strategies, model it strategies, and apply it strategies. We will increase from 18% to 50% in all of 2nd grade.
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
1. Whole iReady group instruction with TDC routine 2. Daily teacher modeling math strategies for class, small groups and individuals as needed based on student work and exit slips, and assessments. 3. Create anchor chart for all math strategies for students to use as a resource. 4. Use manipulatives, including white boards (daily) to show student thinking and math discourse: student to teacher as well as students to students. 5. Partner talk (step 2 of the TDC model) to increase discourse between students and share their strategy to solve the problem. Student share work under document camera and explain strategy and student feedback about their work. 6. Daily review practice of previously taught math skills. 7. Reteaching lesson as needed with whole group determined by student performance of math lesson and math skill.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
1. Daily 1:1 conference with students who are struggling to understand the concept as determined by student work, exit slips, and assessments.
2. Daily small group reteach instruction with multiple students who are struggling to understand concept or skill as determined by student work, exit slips, and assessments. We will use concrete manipulatives and tools mentioned in the "Unpacking the Unit" portion of this CAP goal.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
There is currently no math assistance for LAP and Title 1 students. LRC assistance is based upon student goals as listed in the IEP. Students who continue to need additional intervention will receive additional teacher support using the aforementioned strategies and skills.
3rd Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
By the end of the trimester, 50% of students will be able to independently add and subtract 3 digit numbers to 1000. They will use place value strategies such as drawings, place value blocks, and the standard algorithm.
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
For whole group instruction, our team will follow the Ready Math curriculum and make adjustments to pacing as needed to support our students. We will utilize high yield teaching strategies such as engaging lessons, nonlinguistic representations, and cooperative learning.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will use classroom formative assessment data to create flexible small groups based on our students' needs. During small group instruction we will utilize Ready Classroom and other digital resources to create engaging lessons and practice using tools and strategies for independent application. Additional push-in support will be provided by our school math specialist.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
We will provide intervention based on formative assessments that do not interrupt students' intervention classes including IEP and 504 plans.
4th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
By January 30th, all students in Tier 2 or 3 will achieve a 3 or 4 on the mastery scale on NBT5 performing multi-digit multiplication as measured by iReady Math unit 3 assessment. The CRT practices of high expectations, building relationships with our students, and creating a safe environment will be used to create an inclusive & equitable environment.
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
During math instruction, students are using iReady math discourse with pre-assigned groups (groups of mixed ability levels) through the built in try-discuss-connect routine. Students also will have their whiteboards to use during instruction: questions will be posed to the whole class, and all students will respond on their whiteboard. Then they will turn and talk to their peers. We will highlight certain strategies and have individuals share out their work.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Classroom teachers will meet with small groups, created based on formative assessments, 2-3 times weekly during intervention block. Small groups will be rotated through the week so that each group (and every student) is able to meet with the teacher. Teachers will also have 1:1 instruction with students through exit tasks (plan is that students will bring work to teacher after completion to discuss strategies and potential areas for growth, based on informal observations and formative assessment data.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Teachers will administer monthly iReady growth monitoring assessments to track student growth and to inform instruction. Data will be shared with intervention teachers to inform their instruction.
5th Grade
Goal: What are we trying to achieve
Achieve a 67% pass rate for the selected standard by the end of the quarter.
Currently there are O students meeting the standard of 5.MD.C.Sb (find volume by applying the formula). By implementing a variety of supportive instructional strategies such as number talks, think-pair-share (using i-Ready discourse cards), whole group scaffolding with grade level math text, targeted small groups, manipulatives and individualized online practice, we will increase from 0% to 67% of students in the 5th grade to be at grade level, including 67% students of color. Students will solve for volume by applying the formula.
CURRICULUM: The standards and units we are targeting
STANDARD: 5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
UNIT: Unit 1 Whole Number Operations: Volume, Multiplication, and Division
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Whole group instruction using iReady math curriculum, high yield strategies such as think, pair, share, team-talk, etc., digital resources such as Math Facts Pro, iReady My Path, flexible skill groupings, small group review sessions of core instruction.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Adaptive digital resources such as Math Facts Pro, iReady My Path, flexible skill groupings, small group review sessions of core instruction.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Have additional small group pull out instruction with math specialist, adaptive digital resources such as Math Facts Pro, iReady My Path, flexible skill groupings, small group review sessions of core instruction.
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 60% pass rate for the selected standard by the end of the quarter.
By January 30, 2025, 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
1. Review Learning Target 2. Review success criteria - give examples Strategies may include: • Practice steady beat as a class with a recording. (ex. • 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. • Students may play beat on a percussion instrument).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier two instruction to be used to impact the learning goal of steady beat are individualized games that provide opportunities for students to show individual growth with the goal, and songs demonstrate the beat that directly tie to the goal that can be sung anywhere, not just in the music classroom. I know these strategies were effective because students were observed showing the skill, assessment scores from individualized games, and observable assessments from class time.· Observable formative and summative assessments from class time.
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. 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.
PE Goal
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
85% of the 5th grade cohort will be able to run the PACER test with a score of 20 or higher to meet the standard for aerobic capacity in 3 months.
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
• Interval Practices o Two-person and three-person Pacer Runs o Chunking the Pacer to build stamina? Round 1, individual runner will complete laps 0-11 and then take a 2 min break. Round 2, individual student will complete laps 12-20. • Incorporating games/activities that have a focus on cardiorespiratory endurance and running. The Fastest Class Challenge is an example. Students run as many laps around the gym in 2 minutes. The average of students and laps are calculate to get a score for the class.• Intentional in teaching how to pace on the PACER assessment. I have a video that counts down how many seconds the runner has before the next beep. • Track and visualize Progress. Students will have a personal Pacer Chart.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Double Dose approach - Incorporating 2-3 min of jogging as warm-up or cool down as part of daily routine.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
• Weekly Workout Log. • Using the Activity Calendar on the PE website • Completing the workout videos on the website
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 implement effective tier 1 and 2 interventions to ensure that 99% of our student population doesn't receive exclusionary forms of discipline.
Root Cause Analysis:
For one student in particular, trauma and desire for attention.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Tier 1 supports are used school wide. Tier 2 supports are offered to several small groups of students, lunchroom supports, playground supports and CICO supports.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Clear Tier 1 expectations school wide.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2, small group interventions offered as needed.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 100% positive rating on the selected Climate Survey item.
All staff will be accountable for anti racist, unbiased teaching.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Accountability. Reflection. Communication.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 100% positive rating on the selected Climate Survey item.
97 % of the student population at NE Tacoma will be served through tier 1 interventions and all other students will be supported via tier 2 interventions.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Tier 1 interventions school wide- tier 2 for small group supports.