Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
The community at Mason Middle School is proud of our commitment to personal growth and high standards for learning. We believe that through goal setting, growth mindsets, and targeted efforts that 100% of our students will hit their growth and achievement targets each year. We see our focus on raising happy, healthy, and hopeful children, as not only woven into the supports for academic growth, but in many cases equally as important as academic outcomes.
Our Vision
All Mason Middle School students will meet or exceed their growth and achievement targets for academics while learning skills and mindsets that help them live happy, healthy, and hopeful lives.
Our Mission
Mason Middle School welcomes students, families and the community to an engaging and challenging learning environment that promotes personal growth and academic achievement. We have a clear and shared focus on the collective and individual pursuit of challenges as the pathway to improvement and learning. Together, the Mason Middle School community supports students with the knowledge and skills to become respectful, responsible, life-long learners and citizens.
Academic Goals
6th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By January 25, 2026, 75% students in Tiers 2 or 3 will improve by one level(s) on the W.6.9 standard as measured by common classroom writing assessments. To achieve this goal teachers will implement high-yield strategies (authentic Feedback, Common Formative Assessments and Rubrics, Self-Assessments/Reflections, Socratic Seminar, Literature Circles, Student Quickwrites, and Peer Editing).
CURRICULUM: The standards and units we are targeting
STANDARD: W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research - a) Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics") - b) Apply grade 6 Reading standards to literary nonfiction (e.g., ''Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not")
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Common Writing Assessments and the W.6.9 Rubric during core instruction, all students will develop a deeper understanding of the standard for drawing evidence from literary or informational texts. Students will demonstrate growth through practice assignments and targeted feedback, as measured by Quickwrites, Exit Tickets, Reflections, and/or Embedded Assessments.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing Common Writing Assessments and the 6.9 writing rubric, Tier 2 students will receive targeted support for the standard, with a focus on the claim-evidence-reasoning format. Teachers will utilize scaffolded strategies such as verbal rehearsal prior to writing, sentence frames/starters, and intentional heterogeneous student partnering.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support in drawing evidence from texts to support analysis, reflection, and research. In addition to core strategies-such as identifying textual features, highlighting, and annotating-students will practice CER (Claim, Evidence, Reasoning) paragraph writing for 100 minutes biweekly. Progress will be measured using teacher-generated prompts and rubrics.
Math Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
By January 31, 2026, 80% of all students in tiers 1, 2, and 3 will improve by one level or will have shown proficiency on the Mason Mastery Scale on 6.NS.A. 1 as measured by our classroom-created pre and post-test for unit 1, lessons 5 and 6. The CRT practices of using high yield strategies, encouraging, and implementing student collaboration, and having a welcoming, safe, and engaging classroom will be used to create an inclusive & equitable environment.
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
By implementing purposeful questioning strategies, clearly communicating the intentions of the lessons and the success criteria, and incorporating meaningful student discourse during core instruction, students will build understanding in 6.NS.A.1. Students will demonstrate growth through practice assignments, feedback and the growth will be measured by self-evaluation throughout the unit, communication through Schoology, summative tutorials, feedback back on work completed, and quick understanding checks such as a thumbs-up/down or fist to five.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing purposeful questioning strategies, clearly communicating the intentions of the lessons and the success criteria, and incorporating meaningful student discourse, during core instruction, tier 2 students will receive additional support in 6.NS.A.1. Teachers will use individual and small-group instruction with the teacher and peer support, such as demonstrating and comparing their process on past and current work strategies to provide additional support and feedback to the tier 2 students. This will occur 20 minutes per week. Student progress will be measured by questions students ask about their needs, feedback in-person and on Schoology, as well as improvement on tasks they were struggling with.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing purposeful questioning strategies, clearly communicating the intentions of the lessons and the success criteria, and incorporating meaningful student discourse during core instruction, tier 3 students will receive additional support in 6.NS.A.1. Students will be receiving services with an interventionist, 5 times a week for an average of 50 minutes with a focus on 6.NS.A.1. Teachers will use individual and small-group instruction with the teacher and peer support, such as demonstrating and comparing their process on past and current work. Student progress will be measured by questions students ask about their needs, feedback in-person and on Schoology, as well as improvement on tasks they were struggling with.
Science Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 160 students at level 1, 39 students at level 2, and 16 students at level 3. By 1/30/2026, 112 of the students at a level 1, 27 of the students at a level 2, and 11 of the students at a level 3 will improve by 1 level on the CER rubric on 6-LS1-3 as measured by Vocabulary Quizzes and CERs. The Culturally Responsive and Relevant Teaching practices of guided notes, sentence stems, graphic organizers, gamification, and examples will be used to create inclusive and equitable practices.
CURRICULUM: The standards and units we are targeting
STANDARD: 6-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
UNIT: Unit 6 - Cells and Systems
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Whole group will receive instruction in writing CER and multiple opportunities to show mastery of writing an argument and using vocabulary. Students will be given guided notes on vocabulary and opportunities to practice that vocabulary in the form of gamification. Sentence stems, templates, and clear rubrics will be given to help guidwe students creation of CER arguments.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Whole group will receive instruction in writing CER and multiple opportunities to show mastery of writing an argument and using vocabulary. Students will be given guided notes on vocabulary and opportunities to practice that vocabulary in the form of gamification. Sentence stems, templates, and clear rubrics will be given to help guidwe students creation of CER arguments. Examples of strong arguments will be presented to students.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Whole group will receive instruction in writing CER and multiple opportunities to show mastery of writing an argument and using vocabulary. Students will be given guided notes on vocabulary and opportunities to practice that vocabulary in the form of gamification. Sentence stems, templates, and clear rubrics will be given to help guidwe students creation of CER arguments. Examples of strong arguments will be presented to students. Intentional peer partnering and/or focused teacher supports in a one-on-one setting will be provided.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
We want our students to be able to know how Mesopotamians utilized their environment to meet the needs and growth of a civilization. Students will focus on geography and CER to meet this goal. They will need to be able to identify Mesopotamia's climate, topography and natural resources. They will do this by PBL, peer reflection, small group intervention, asset-based feedback, reteaching and community circles. Our students will create a product that demonstrates SOC6-12. G2- Understands human interaction with the environment between September 18th and January 30th.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.G2- Understands human interaction with the environment.
UNIT: Mesopotamian Milestones
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
• Employ student note taking strategies to· capture thoughts and learning· AVID Note taking and Note Making??· Design student collaboration by having students· regularly learn and process in small collaborative groups· Discussion Protocols· Class discussion Strategies· Give positive recognition and authentic· feedback for academic work· Asset Based Feedback· Validate, Affirm, Build & Bridge Feedback· Lesson Design· Ignite, Chunk, Chew & Review • Authentic Formative Assessment
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Utilize a data analysis protocol with your PLC to identify student learning gaps and possible intervention strategies to address skill deficits ATLAS Protocol: Learning From Student Work Student Work Analysis Protocol Integrate Authentic Formative Assessment practices Tools for Formative Assessment Progress monitoring at least every two weeks. The progress monitoring tool is tied directly to the focus of the intervention AVID Strategy Collaborative Study Groups Project Based Learning Projects - Project Based Learning: Explained. - YouTube Stations - Homogeneous small groups ideally 4-6 students based on progress monitoring data
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Differentiated instruction small group instruction reading strategies ML collaboration & instruction support/guidance Community circles Classroom accommodations for ML students Intensive, highly structured individualized interventions and supports for a few students significantly below grade level Promote SEL for Students
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 25, 2026, 70% students in Tiers 2 or 3 will improve by one level(s) on the W.7.4 standard as measured by common classroom writing assessments. To achieve this goal teachers will implement high-yield strategies (authentic Feedback, Common Formative Assessments and Rubrics, Self-Assessments/Reflections, Socratic Seminar, Literature Circles, Student Quickwrites, and Peer Editing).
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: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Common Writing Assessments and the W.7.4 Rubric during core instruction, all students will develop a deeper understanding of the standard for drawing evidence from literary or informational texts. Students will demonstrate growth through practice assignments and targeted feedback, as measured by Quickwrites, Exit Tickets, Reflections, and/or Embedded Assessments.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing Common Writing Assessments and the 7.4 writing rubric, Tier 2 students will receive targeted support for the standard, with a focus on the claim-evidence-reasoning format. Teachers will utilize scaffolded strategies such as verbal rehearsal prior to writing, sentence frames/starters, and intentional heterogeneous student partnering. Student progress will be monitored through teacher observations, student self-reflections, and analysis of student responses and work samples.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 students will receive targeted support in drawing evidence from texts to support analysis, reflection, and research. In addition to core strategies-such as identifying textual features, highlighting, and annotating-students will practice CER (Claim, Evidence, Reasoning) paragraph writing for 100 minutes biweekly. Progress will be measured using teacher-generated prompts and rubrics. Students will also receive support from Student Services in mastering the 7.4 standard (CER format), with frequency and duration based on IEPs. Teachers will implement Common Writing Assessments, the 7.4 rubric, and scaffolded strategies like verbal rehearsal, sentence frames, and intentional peer pairing. Progress will be assessed through observation, self-reflection, and student work.
Math Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Achieve a 80% pass rate for the selected standard by the end of the quarter. By December 1st, 80% of all students in tiers 1, 2, and 3 will improve by one level or will have shown proficiency on the Mason Mastery Scale on 7.NS.A as measured by our classroom-created pre, mid, post-test for unit 1. The CRT practices of using high yield strategies, encouraging, and implementing student collaboration, and having a welcoming, safe, and engaging classroom will be used to create an inclusive & equitable environment.
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
By implementing purposeful questioning strategies, clearly communicating the intentions of the lessons and the success criteria, and incorporating meaningful student discourse during core instruction, students will build understanding in 7.NS.A. Students will demonstrate growth through practice assignments, feedback and the growth will be measured by self-evaluation throughout the unit, feedback back on work completed, and quick understanding checks such as a thumbs-up/down or fist to five.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing purposeful questioning strategies, clearly communicating the intentions of the lessons and the success criteria, and incorporating meaningful student discourse, during core instruction, tier 2 students will receive additional support in 7.NS.A. Teachers will use individual and small-group instruction with the teacher and peer support, such as demonstrating and comparing their process on past and current work strategies to provide additional support and feedback to the tier 2 students. This will occur 20 minutes per week. Student progress will be measured by questions students ask about their needs, feedback in-person, as well as improvement on tasks they were struggling with.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing purposeful questioning strategies, clearly communicating the intentions of the lessons and the success criteria, and incorporating meaningful student discourse during core instruction, tier 3 students will receive additional support in 7.NS.A. Students will be receiving services with an interventionist, 5 times a week for an average of SO minutes with a focus on 7.EE.B.3 & 4. Teachers will use individual and small-group instruction with the teacher and peer support, such as demonstrating and comparing their process on past and current work. Student progress will be measured by questions students ask about their needs, feedback in-person, as well as improvement on tasks they were struggling with.
Science 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 30, 2026, 70% of students meeting the standard based on the common pre-assessment using the consensus model related to chemical reactions, progress tracker and application task. Formative assessments collected during the unit will provide data for whole and small groups, and individual scaffold and supports. By the end of the CAP cycle 70% of students will show growth in their ability to correctly interpret when interacting chemicals have produced a reaction. The storyline strategies of the Open Sci curriculum guiding student collaboration, and high yield strategies. For example, utilizing collaborative groups, data talks, and group consensus models, scientist circles will be used to create an inclusive & equitable environment. And, 2S% of students in Tier 2 or 3) will improve by 1 level (s) on the Tacoma School District Secondary Scale on 7-PS1-2, Analyze and interpret data on the property of substances before and after the substances interact to determine if a chemical reaction has occurred by teacher developed CRT assessment
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
Classroom discussion, Student to student discourse. Collaborative groups, for example, scientist's circles, Self-reflections. peer-to-peer feedback. Teacher to student feedback. Student sense making. Progress Tracker reflection notes.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Word walls, data talks, graphic organizers. Modeling CER and keeping examples in notebook, table group work, peer check, initial models in notebook being updated with corrected information, scientific circles, progress tracker graphic organizer.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Sentence stems. Progress tracker templates, set up like graphic organizers. Bank of words relating to word wall. Additional mini analyzing data in simpler forms. Deliberate grouping of learners in groups- heterogenous groups, for example, scientist's circles.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
We want our students to be able to know positions, evidence, issues, events, historical materials, perspectives, world history, causal factors, claim, and use these to create a product for a meaningful audience. Students will focus heavily on CER (claim, evidence, reasoning) to meet this goal. What they will need to do in order to know these facets are to analyze, interpret, create, support]. By [PBL, small group intervention, asset-based feedback, reteaching, and community circles], we will increase the number of students meeting or exceeding standard on SOC6-8.SSS4-Creates a product that uses social studies content to support a thesis, and present the product in an appropriate manner to a meaningful audience from 5% to 85% between September 3rd and February 4th.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-8.SSS4- Creates a product that uses social studies content to support a thesis, and present the product in an appropriate manner to a meaningful audience.
UNIT: Connected
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier 1 Strategies (Whole class): Employ student note taking strategies to capture thoughts and learning AVID Note taking and Note Making Design student collaboration by having students regularly learn and process in small, collaborative groups Discussion Protocols Class Discussion Strategies Give positive recognition and authentic feedback for academic work Asset Based Feedback Validate, Affirm, Build & Bridge Feedback Lesson Design Ignite, Chunk, Chew & Review - Video Integrate Authentic Formative Assessment practices Tools for Formative Assessment
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2 Strategies: 1) frequent check-ins with student for understanding and comprehension 2) Exit tickets for formative assessments-extra time allowed if necessary (available digitally so students can access later). These will inform Friday intervention needs for individual students 3) Friday Intervention Structures: students will work to complete tasks from the week while I work in small groups with the students that need extra support as identified by exit tickets and comprehension checks
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 subgroup (IEP, ELL, Intervention, Racial/ethnic/gender subgroup): Tier 3 Strategies What intervention strategies will be used to support the identified students Community Circle How are you feeling about what you read If you could give the main character in the book some advice, what would you tell them Think of an important event in the book. How would the story have changed if that event did not happen Intensive, highly structured individualized interventions and supports for a few students significantly below grade level standards Classroom Accommodations for ELs.docx (sharepoint.com) Reading Strategies - Classroom Strategies I Reading Rockets Promote SEL for Students
8th 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 February 5, 2026, students in Tiers 2 and 3 will achieve a 70% proficiency rate on the Mason Mastery Scale on Writing 8.9 as measured by common classroom writing assessments using the Mason Mastery Rubric. The CRT (Culturally Responsive Teaching} practices implementing high-yield strategies (Common Formative Assessments and Rubrics, as well as graphic organizers/templates}. CRT Practices will be used to create an inclusive and equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research - a) Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new") - b) Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced")
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing Common Writing Assessments and the Mason Mastery Rubric, during core instruction, all students will build understanding in Writing 8.9 to draw evidence from literary or informational text. Students will demonstrate growth through practice assignments, feedback measured by Quick-writes, Exit Tickets, Reflections, and/or Embedded Assessments.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing Common Writing Assessments and the Mason Mastery Rubric, Tier 2 students will receive additional support in Writing 8.9 focusing on the claim, evidence, and reasoning format. Teachers will use scaffolded strategies such as verbal rehearsal before writing, sentence frames/starters, intentional heterogenous partnering of students. Student progress will be measured by teacher observation, student self-reflections, and student responses/work.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing high-yield strategies such as identifying important textual features, highlighting key passages and annotating the text during core instruction, Tier 3 students will receive additional support in drawing evidence from literary or informational texts to support analysis, reflection, and research, students will practice structured paragraph writing in the CER-style (claim/evidence/reasoning) format for 100 minutes every other week. Teachers will use structured paragraph writing strategies. Student progress will be measured by teacher generated prompts and teacher created rubrics. In addition to implementing Common Writing Assessments and the Mason Mastery Rubric, Tier 3 students will receive additional support from Student Services in Writing 8.9 focusing on the claim, evidence, and reasoning format for recommended frequency and duration based on individualized educational plans. Teachers will use scaffolded strategies such as verbal rehearsal before writing, sentence frames/starters, intentional heterogenous partnering of students. Student progress will be measured by teacher observation, student self-reflections, and student responses/work.
Math 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 2026, increase the percentage of students who show mastery of A.REI.C.6 from 0% to 70% (based on CFA and unit assessment), by implementing targeted strategies such as small group collaboration and discourse, targeted assessment revisions, and multiple opportunities for showing mastery. This goal will be monitored weekly and will include common formative and summative assessment across all of 8th Grade Algebra at Mason Middle School.
CURRICULUM: The standards and units we are targeting
STANDARD: HSA-REI.C Solve systems of equations
UNIT: Topic 4 - Systems of Linear Equations and Inequalities
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Common starting place (do now) Receive random grouping for small group collaboration where students engage in specific tasks tied to the standard and preparing them for upcoming common formative assessments. Student use of white boards and teacher designed feedback tools for checks along the way prior to formative assessment. Common note taking, consolidation of learning, and reflection strategies are implemented for all.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Checking in with individuals and/or small groups during instruction, and as response to formative data. Providing additional guidance or resources within and outside of class time.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing purposeful questioning strategies, clearly communicating the intentions of the lessons and the success criteria, and incorporating meaningful student discourse during core instruction, tier 3 students will receive additional support in HSA-REI.C. Students will be receiving services with an interventionist, 5 times a week for an average of 50 minutes with a focus on HSA-REI.C. Teachers will use individual and small-group instruction with the teacher and peer support, such as demonstrating and comparing their process on past and current work. Student progress will be measured by questions students ask about their needs, feedback in-person and on Synergy, as well as improvement on tasks they were struggling with.
Science Goal
Goal: What are we trying to achieve
Achieve a 72% pass rate for the selected standard by the end of the quarter.
Students will improve their ability to write a claim about how Newton's third law applies to related classroom and real-life phenomenon by the end of the unit and measured using a common developed CER rubric. Students have access to sentence stems and groupie/ass collected data to help build understanding.
CURRICULUM: The standards and units we are targeting
STANDARD: 8-PS2-1 Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. *
UNIT: Unit 1: Contact Forces
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Feedback: daily feedback with students, scientific circle, partner/class collaboration (discussion, lab experiences and assessments), anchor charts, graphic organizers.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In additional to feedback, daily feedback with students, scientific circle, partner/class collaboration (discussion, lab experiences and assessments), anchor charts, graphic organizers, we support students through intentional heterogenous groups, and continuous progress monitoring.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Providing multiple representations of learning (words, pictures, models) Feedback, daily feedback with students, scientific circle, partner/class collaboration (discussion, lab experiences and assessments), anchor charts, graphic organizers, sentence stems
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
We want our students to be able to use evidence (including historical materials, perspectives, and causal factors) and reasoning to write a claim and create a product for a meaningful audience. Students frequently use the CER (claim, evidence, reasoning) model to meet this goal. By [PBL, small group intervention, asset-based feedback, reteaching, and community circles] we will increase the number of students meeting or exceeding standard on SOC6-8.SSS4 from 0% to 75% between September 3rd and January 30th.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-8.SSS4- Creates a product that uses social studies content to support a thesis, and presents the product in an appropriate manner to a meaningful audience
UNIT: Untold Stories of the Revolution
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
AVID note-taking and note-making strategies small collaborative groups discussion protocols authentic feedback common formative assessment practices
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Data analysis protocol with PLC to identify student learning gaps and possible intervention strategies to address skill deficits ATLAS Protocol: Learning from Student Work authentic formative assessment practices progress monitoring at least every two weeks. the progress monitoring tool is tied directly to the focus of the intervention Wednesday intervention structures collaborative study groups (AVID) Project-based learning projects Stations - Homogeneous small groups (4-6 students)
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Community circles SEL Specific IEP interventions per student One-on-one check-ins alternate forms of assessment
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Achieve a 96% pass rate for the selected standard by the end of the quarter.
5-Students will learn and observe a variety of ways to create art from their ideas using visual literacy like the elements of art and principles of design plus observation of how artists across time and cultures have done so in art making. M-AII art lessons will begin with a formative series of exercises that will use artist tools and some technology to create art and develop designs. A-Every unit learned is specific and measurable on a 4-point rubric, but, flexible for a variety of skills, abilities and cultural awareness. R-All lessons will use the tools, space and supplies available for art making that are developmentally appropriate. T-Progress will be tracked through formative and summative evidence of work and artist statements and 4-point rubrics that students participate in using and self-scoring as individuals or in groups. I- Make accommodations of time, respect for diverse cognitions and in some cases simplify some tools or supplies for those that need it and also respect highly capable students that need goals adapted for them, so they are challenged. E-the teacher will, based on student feedback, observation and student scores and artist statements will reflect, refine and rework plans to adapt to anxiety or students not participating and adjust the learning experience to better fit student needs. Also, IEP's, 504's and other feedback that is given to the teacher to support each student's special needs.
CURRICULUM: The standards and units we are targeting
STANDARD: Art-2 Organize and develop artistic idea and work
UNIT: Art NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
For every lesson, as an introduction, students will be asked to perform a task like, drawing, painting, making sculptures or designs without any direct instruction to see where their baseline of understanding is. Once these works are reviewed and shared, the teacher and students will recognize and ask questions about how the task is done. This puts the students in the effective domain of curiosity to find new strategies to successfully approach an art making skill. Each student will write an artist statement at the end of their summative work, that describes their learning, how they applied their learning in their art and expresses their ideas and unique artistic voice. At the end all students will display their work, read each other's artist statement and learn audience and gallery skills.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
All students will keep an art portfolio that inventories their work for the semester and is in chronological order. Students will monthly review their work and map their growth or areas that need more practice or work.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Text
Music Goal
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
6th grade students will improve reading comprehension of musical notation from <10% to 70% by February 1, as measured by assessment tools from sightreadingfactory.com, musictheory.net, and classroom-based assessment. The Culturally Responsive and Relevant Teaching practices of allowing data to be captured in multiple ways, such as students performing either live or by recording, as solo or with peers, will be used to create inclusive and equitable practices.
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
Spending time learning how to work with weekly musictheory.net challenges, how to submit progress reports for verification, and gain understanding of their current skill level.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Partner practice, game-ify the tasks.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Reduce the workload and/or extend the amount of time for practice.
PE Goal
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
Our goal, by the end of the first semester is to have 80% of our focus students achieve 33 laps or more on the 20- meter pacer test. This performance goal is based on National Healthy Fitness zone performance standards.
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
During the first week of instruction our PLC team has reviewed National Standards for the Fitness Gram assessments and the FITT principle. The FITT principle will be taught for student awareness of healthy habits. Students will also be shown the pacer national averages, set a goal for themselves, and make the connection between being healthy and cardiovascular fitness.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Once students have learned the FITT principle, they will create personal/individual goals for their fitness journey throughout the semester. These goals will give them structure to succeed. Each student created a goal for themselves in each Fitness category and provided two ways that they can hold themselves accountable. Students will also be provided extra support and practice opportunities during class, after school, and on game days as an option for those not showing growth. Feedback will be sent home to parents periodically with a grading rubric based off of the national average. This form will be signed by their parent/guardian and returned. Parents have the options to leave comments or questions about their students progress.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students who are identified as needing additional support will have extra opportunity for one on one mentoring as well as standard modifications to help them become successful. These students will work in a small group or one on one with the teacher, including special education teachers that have study skills to assist with their data input. These students will set goals for their lifestyle health and work towards mastery of recording and documenting.
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.
Using the A*APPL** Presentational Writing Levels, French/Spanish students will advance from 4% meeting Novice Mid (N3) in October, 2025 to 70% meeting Novice Mid (N3) by June, 2026 (End of Semester 2).*** *ACTFL: American Council on the Teaching of Foreign Languages **MPPL: ACTFL Assessment of Performance toward Proficiency in Languages ***Student growth will be based on quarterly presentational writing tasks (fall, winter, spring)
CURRICULUM: The standards and units we are targeting
STANDARD: World Language WL1.3: Presentational Communication- Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics verbally or in writing
UNIT: World Language - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Familiarize students with the proficiency rubrics and ways to improve their proficiency; Students self- and peer - review based on the ACTFL Proficiency Rubrics; Offer frequent formative opportunities to receive feedback on their written proficiency; address common errors in a whole-class setting.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Opportunities to revise and re-submit work using exemplar writing samples; Focus on the "text type" (per the ACTFL Rubric language) to encourage students to produce more language to advance proficiency levels.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Offering alternate assessment formats (i.e. typed vs. hand-written vs. verbal); potential coordination with LRC teachers for additional support; breaking assignments into manageable chunks and/or extending deadlines to complete assessments; reading prompts aloud; aid students in mastering essential concepts by reducing extraneous formative or summative tasks.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 98% of students have behaviors NOT resulting in suspension or expulsion.
The highest percentage of suspensions we have had have to do with Marijuana. We will be working with a counselor to make advisory lessons on the negative effect of drug use among teens. We will be using our advisory model to help teach students about conflict resolution and building strong connections to help with the areas of need when it comes to exclusionary discipline.
Root Cause Analysis:
How are we de-escalating students in the classroom?
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Our goal is to have 98% of students at Mason does not have any exclusionary discipline. We will be focusing on MV and African-American male students as our subgroups to help lower the suspension numbers.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will be reviewing restorative justice questions and responses for teachers so that they will have the necessary skills to de-escalate in classroom situations.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will be having de-escalation advisory lessons to help students learn the necessary skills. Admin Team will review disciplinary reports quarterly to monitor suspension number of our students' sub-groups.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 99% positive rating on the selected Climate Survey item.
Students indicating support needed for academic and SEL will decrease from 10% of the student body to 3%.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Teacher teams identified SEL supports to use universally at each grade level for semester 1.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 72% positive rating on the selected Climate Survey item.
32% of students indicate that they almost always feel safe at Mason, 30% say they often feel safe, 20% sometimes feel safe, and 18% indicate seldom or never feeling safe (10% & 8%, respectively). With that in mind: By the time students take the 25-26 Climate Survey, 37% will always feel safe and 35% will indicate that they often feel safe.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
1. For first semester, 2025, both counselors will lead an average of six check-ins with students per day. 2. At least one counselor will go to 6th grade advisories to lead mini lessons on support. 3. Counselors will build increasing rapport with students by talking to them while covering at least one lunch or recess per week. 4. Admin and counselors will show themselves friendly by providing hallway support, between classes, at least twice per day (and often more). 5. Admin will lead weekly Advisory lessons w/ a variety of components, including some SEL.