Continuous Achievement Plan

Continuous Achievement Process & Plan - 2026 Quarter 1

At Jefferson, we believe that every child has infinite worth and is infinitely capable. It is our job to cultivate students' strengths and mitigate areas of struggle, by providing rigorous, engaging, and differentiated learning opportunities for all students.

Our Vision

Empowering every child to grow, thrive, and succeed together.

Our Mission

To educate, inspire, and foster a collaborative and inclusive learning environment.

ELA Goals: Kindergarten – 5th Grade

Kindergarten

Goal: What are we trying to achieve

Achieve a 90% pass rate for the selected standard by the end of the quarter.

Using classroom formative assessment, we've identified 27 % of students who are unable to produce at least 12 letter sounds. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 73 % to 90% in kindergarten.

CURRICULUM: The standards and units we are targeting

STANDARD: RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words

UNIT: ELA Unit 1

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing modeling, scaffolded instruction, and student discourse during core whole group instruction and reciprocal teaching during flexible small groups during core instruction, students will build understanding in RF.K.3 by increasing their number of known letter sounds. Students will demonstrate growth by accurately decoding individual letters and eve words.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing one to one conferring, partner work, and different ways to show letter and sound understanding during our intervention small group instruction 15 minutes three days per week, students will build an understanding in RF.K.3 knowledge of letter sounds. Students will demonstrate growth by accurately decoding individual letters and eve words.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Our kindergarten classes currently have zero students receiving LAP, ML, or LRe services for academic areas. All students seem to have a solid foundational understanding of concepts, though there are a couple students who may benefit from 1:1 work regarding letter and sound identification.

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 50% pass rate for the selected standard by the end of the quarter.

Using i-Ready CCSS fall diagnostic data, we've identified 71% of students are unable to identify the main purpose of informational text. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 29% to 50%, including 45% of students of color and special needs by January 30, 2026.

CURRICULUM: The standards and units we are targeting

STANDARD: Rl.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

UNIT: ELA Unit 2

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing common evidence-based curriculum, in differentiated whole group instruction using multiple strategies and/or materials to address different learning styles during core instruction and differentiated flexible small groups during core instruction, students will build understanding in how to identify the main idea in informational text. Students will demonstrate growth by verbally being able to state the main idea of a grade-level informational text.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing common evidence-based supplemental curriculum and frequent formative progress monitoring during our intervention small group instruction 15 to 20 minutes 2 to 4 days a week, students will build an understanding of 2.Rl.6 Identify the main purpose of a text, including what the author wants to answer, explain or describe. Students will demonstrate growth by being able to state the main idea of an informational text as well as demonstrate the same on the CCSS Report for the Reading i-Ready diagnostic.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to receiving LRC and/or LAP supports students will receive 2 - 4 children in the smallest group size possible and one on one lessons with teacher or ESP. [How will your grade level team provide learning opportunities and individual support in your classrooms that align with the students' intervention classes, IEP, and/or 504? (e.g.- meets them where they are at & helps them access this standard.]

3rd Grade

Goal: What are we trying to achieve

Achieve a 50% pass rate for the selected standard by the end of the quarter.

Using I-Ready and district curriculum assessments, we've identified 85% of students who are unable to identify main idea and supporting details. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 15% to 50% in 3rd grade.

CURRICULUM: The standards and units we are targeting

STANDARD: Rl.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

UNIT: ELA Unit 2

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing close reads, classroom discussions and summarization during core whole group instruction and flexible small groups to focus on observed needs. During flexible small groups and core instruction, students will build understanding in Rl.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Students will demonstrate growth by I-Ready testing, district curriculum checks, and formative assessment.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing direct instruction and close reading during our intervention small group instruction 3 days a week for 20-30 minutes. students will build an understanding in Rl.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Students will demonstrate growth by I-Ready testing and formative classroom assessments.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to receiving LRC supports students will receive flexible small groupings with targeted skills instruction.

4th Grade

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

Using iReady, we've identified 45% of students who are unable determine the meaning of grade level vocabulary. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 55% to 70% in 4th grade by May 4th.

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

By implementing student discourse, consistent feedback and text to world, text to text, and text to text connections during core instruction and opportunities to engage in small group discussions using a variety of differentiated text during small groups, students will build understanding of grade level vocabulary. Students will demonstrate growth through formative and summative assessments, as well as daily discourse.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing flexible groupings during our intervention small group instruction four days per week, students will build an understanding in vocabulary. Students will demonstrate growth through formative and summative assessments, as well as daily discourse in small group discussion.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to receiving LRC and/or LAP supports students will receive access to grade level content through differentiated small group instruction, text at current reading level, small group and 1:1 support, as well as modified assessments, including text to speech or human reader.

5th Grade

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

Using iReady, we've identified 67% of students are unable to use context clues to determine word meaning. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 33% to 70% in 5th grade byJanuary 30, 2026.

CURRICULUM: The standards and units we are targeting

STANDARD: L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 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

By implementing student discourse, consistent feedback, and by making text to world, text to text and text to self connections during core instruction and opportunities to engage in small group discussion using a variety of differentiated text during flexible small groups students will build understanding of grade level vocabulary. Students will demonstrate growth through formative and summative assessments as well as through their usage of vocabulary word in daily discourse.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing flexible groupings during our intervention small group instruction, students will demonstrate growth through formative and summative assessments as well as through their usage of vocabulary in daily discourse.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to receiving LRC and/or LAP supports students will receive small group instruction that focuses on their specific individual needs in ELA. I will reteach as needed to provide support for each student.

Math Goals: Kindergarten – 5th Grade

Kindergarten

Goal: What are we trying to achieve

Achieve a 85% pass rate for the selected standard by the end of the quarter.

Using a classroom-based assessment, we've identified 23 % of students of students who are unable to identify all numbers 0-10. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 77% to 85% in kindergarten.

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

By implementing scaffolded instruction using modeling and manipulatives as well as student discourse during student to student partner work during core whole group instruction and use of manipulatives, math songs and videos, flashcards, ten frames, counting books, one to one conferring, partners, and different ways to show numbers during flexible small groups during core instruction, students will build understanding in K.CC.B recognizing numbers 0-10. Students will demonstrate growth by accurately naming all numbers 0-10 in random order on a classroom based assessment.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing use of manipulatives, 1:1 conferring, and providing opportunities to show different ways of counting during our intervention small group instruction three days a week for 15 minutes, students will build an understanding in K.CC.B recognizing numbers 0-10. Students will demonstrate growth by accurately naming all numbers 0-10 in random order on a classroom-based assessment.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

Our kindergarten classes currently have zero students receiving LAP, ML, or LRC services for academic areas. All students seem to have a solid foundational understanding of concepts, though there are a couple students who may benefit from 1:1 work regarding number identification and 1:1 correspondence.

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 57% pass rate for the selected standard by the end of the quarter.

Using the CCSS i-Ready diagnostic data, we've identified that 73% of students are unable to 2.NBT.A.1b understand place value. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 37% to 57% in 2nd grade, including 45% of students of color and/or special needs byJanuary 30, 2026.

CURRICULUM: The standards and units we are targeting

STANDARD: 2.NBT.B Use place value understanding and properties of operations to add and subtract

UNIT: Unit 3 Numbers Within 1,000: Place Value, Addition, and Subtraction

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing Whole group: classroom curriculum and materials that are accessible to all students, utilizing a common evidence-based curriculum along with small group rotations or differentiated individualized as needed during core instruction and small group fact fluency groups, progress monitoring groups, and i-Ready My Path during flexible small groups during core instruction, students will build understanding in 2.NBT.A.1 b understanding place value Students will demonstrate growth by being able to name the digit value for ones, tens, and hundreds as well as by drawing base pictures to solve grade level math problems.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing progress monitoring, evidence based supplemental curriculum for small group instruction as well as small group with MTSS ESP during our intervention small group instruction 2 to 4 times a week for 15 minutes, students will build an understanding in place value and how to solve addition and subtraction problems. Students will demonstrate growth by classroom-based assessments, data from progress monitoring, and i-Ready diagnostic.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to receiving LRC and/or LAP supports students will receive 2-4 children in smallest group size possible 1 child in individualized lesson with teacher or ESP

3rd Grade

Goal: What are we trying to achieve

Achieve a 50% pass rate for the selected standard by the end of the quarter.

Using multiplication fact handouts, we've identified 0% of students of students who are unable to fluently multiply basic facts. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 0% to 50% in 3rd grade.

CURRICULUM: The standards and units we are targeting

STANDARD: 3.OA.B Understand properties of multiplication and the relationship between multiplication and division

UNIT: Unit 2 Multiplication and Division: Concepts, Relationships, and Patterns

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing feedback during core whole group instruction and center activities during small group time, students will build understanding in 3.OA.C Multiply and divide within 100. Students will demonstrate growth by students will self-monitor their growth through the use of multiplication timings and Fluency Flight.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing direct instructed and feedback during our intervention small group instruction 3 days a week for 10-15 minutes, students will build an understanding in 3.OA.C Multiply within 100. Students will demonstrate growth by continually showing growth as they take each multiplication fact timing and practiced in iReady pathway and Fluency Flight.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to receiving LRC and/or LAP supports students will receive extra practice using iReady pathway and Fluency Flight.

4th Grade

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

Using the Fall iReady, we've identified 45% of students who are able to accurately perform multi-digit arithmetic. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 45% to 70% in the 4h grade by May 2025.

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

By implementing opportunities for student discourse, Try-Discuss-Connect strategies and scaffolding during core instruction and 1:1 conferencing, review and reteach, as well as differentiated instruction during flexible small groups during core instruction, students will build understanding in the area of multiplication and division. Students will demonstrate growth through formative and summative assessments, weekly lesson quizzes, exit tickets, and classroom discourse.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing student discourse, Try-Discuss-Connect strategies, 1:1 conferring and goal setting, along with differentiated instruction during our intervention block four days a week, students will build an understanding of multiplication and division. Students will demonstrate growth through formative and summative assessments, weekly lesson quizzes, exit tickets, small group discourse, and 1:1 conferences.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to receiving LRC and/or LAP supports students will receive access to grade level curriculum, differentiated instruction in small group, modified assignments as needed, daily discourse and goal setting celebrations.

5th Grade

Goal: What are we trying to achieve

Achieve a 70% pass rate for the selected standard by the end of the quarter.

Using the autumn iReady diagnostic, we've identified 0% of students who are able to add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions. By implementing the high yield strategies listed in our action steps, we will increase proficiency from 0% to 70% in 5th grade, including 0% of girls with high need/percentage by January 30, 2026.

CURRICULUM: The standards and units we are targeting

STANDARD: 5.NF.A Use equivalent fractions as a strategy to add and subtract fractions

UNIT: Unit 2 Decimals and Fractions: Place Value, Addition, and Subtraction

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing classroom discourse, visual supports and physical (manipulatives) supports that scaffold the steps to solving addition and subtraction of fractions in number talks and utilizing high DOK questions, during core whole group instruction, students will build understanding of 5.NF.A using equivalent fractions as a strategy to add and subtract fractions. Feedback will be through daily interactions with teacher, classwork, goal setting, iReady assessments. Students will demonstrate growth by performing at 70% on iReady and classroom created assessments.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing small group discussion along with visual and physical manipulatives during our intervention small groups until students can accurately demonstrate understanding in adding and subtracting fractions. Students will demonstrate growth by producing accurate calculations on daily practice problems and iReady assessments.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

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.

IN MUSIC: By January 30, 2026, 60% of Kindergartners will be able to demonstrate a steady beat to music, without teacher modeling, based on the rubric.

CURRICULUM: The standards and units we are targeting

STANDARD: Music 9 Respond- Apply criteria to evaluate artistic work

UNIT: Music - NA

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing [list 2-3 high-yield whole group strategies your team will commit to using/explain how you will use it- see additional examples on the HUB, below, or above in "High Yield Strategy Ideas" in the CAP template] during core instruction and [list impact flexible small group strategies your team will commit to using/ explain how you will use i] during flexible small groups during core instruction, students will build understanding in [list standard and what students will be learning]. Students will demonstrate growth by [how will students demonstrate their learning/growth]. IN MUSIC: 1. Review Learning Target 2. Review success criteria - give examples Strategies may include:• Practice steady beat as a class with a recording. (ex. Remember Me) *Students practice and perform beat with beat videos designed for kindergarten. • 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

By implementing [list high-yield small group strategies your team will commit to using/explain how you will use it] during our intervention small group instruction [how many days a week and for how long], students will build an understanding in [list standard and what students will be learning]. Students will demonstrate growth by [how will students demonstrate their learning/growth]. IN MUSIC 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 are effective because students are 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

In addition to receiving LRC and/or LAP supports students will receive [How will your grade level team provide learning opportunities and individual support in your classrooms that align with the students' intervention classes, IEP, and/or 504? (e.g.- meets them where they are at & helps them access this standard.] IN MUSIC: Tier three strategies will be provided for all students as extra support by the music teacher. Due to time constraints, (And useful 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 75% pass rate for the selected standard by the end of the quarter.

Using The FitnessGram Push-up Test, we've identified 100% of 5th Grade students of students are unable to perform as many standard number of push-ups as they wish. By implementing the high yield strategies listed in our action steps, we will increase goal-achieving proficiency from 0% to 75% in 5th grade, including 65% of students identifying as female by January 30, 2026.

CURRICULUM: The standards and units we are targeting

STANDARD: Health-6 Student will demonstrate the ability to use goal setting skills to enhance health

UNIT: PE- NA

STEPS: How we will accomplish this goal

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

By implementing whole class discussions about Muscular Strength/Endurance, and teacher demonstration regarding proper Push-up form with the FitnessGram cadence, as well as modifications for making Push-ups more accessible to all students, during core instruction and push-up practice and 'coaching' stations during flexible small groups during core instruction, students will build understanding in Health Standard 6: Student will demonstrate the ability to utilize goal-setting skills to enhance physical health. Students will demonstrate growth by [performing proper push-ups during class warm-ups and during pre-test and monthly check-ins.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

By implementing Push-up stations and peer push-up coaching, as well as peer SMARTIE goal-setting coaching 1 day/month until January 30, 2026, students will build an understanding in Health Standard 6 and how to improve their form and repetitions on the Push-up test. Students will demonstrate growth by gradually increasing their push-up total during our monthly check-ins.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS

In addition to receiving LRC and/or LAP supports students will receive [individual coaching from instructor and emphasis on modifications which will help them achieve a standard Push-up. Additionally, emphasis on SMARTE goal-setting, particularly 'Attainable' will be made. Overall emphasis will be placed on individual improvement rather than meeting the Healthy Fitness Zone standard for each selected student.

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.

There are 99% of students who were not excluded at Jefferson Elementary last school year. ByJanuary 2026, we will have 0.5% or fewer students who have received exclusionary discipline. We will accomplish this goal by continuing to implement Tier 1 SEL practices school-wide, by utilizing the Character Strong, Purposeful/ People curriculum, and by engaging students in Restorative Practices.

Root Cause Analysis:

Staff will continue to build positive relationships with all students, will utilize trauma informed practices when discussing student needs and behaviors, and will utilize SEL instruction to support prosocial interactions between students.

STEPS: How we will accomplish this goal

ACTION STEP INTRODUCTION

1% of students were excluded last school year. We will decrease or maintain this percentage for the 2025-26 school year by continuing to utilize Tier 2 and 3 SEL interventions, in partnership with our LRC staff, and by implementing Purposeful! People and Restorative Practices.

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS

Teachers will explicitly teach and refer to Character Strong, Purposeful I People, to develop specific prosocial character traits Teachers and administrators will also implement restorative practices when responding to misbehavior.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS

If/when students who receive Special Education receive referrals their IEP team will work together to address interventions/responses as applicable.

Staff Goal

Goal: What are we trying to achieve

Support staff SEL (social awareness or relationship skills), resulting in at least 75% positive rating on the selected Climate Survey item.

50% of staff at Jefferson provided a positive response to the question "There is a willingness to address conflict in me school. When there is a problem, we talk about how to solve it." according to Spring 2024 CEE data. Progress will be monitored by formal and informal observations during PLC, Staff Meetings, Professional Growth Late-Starts, and committee meetings. By the end of January 2026, 75% of staff will show growth in ability to address conflict with one another and collaborate to solve problems. We will accomplish this by establishing and building/rebuilding positive relationships among staff, by modeling and explicitly addressing how to collaboratively address and solve conflict with one another (E.g. clear is kind, use of "I" statements, etc.}, and participating in our TPS monthly equity series which provides an additional opportunity to collaborate about important topics that are vital to effective conflict resolution (e.g. listening & vulnerability}.

STEPS: How we will accomplish this goal

PROMOTING SEL FOR STUDENT IMPACT

Utilize the monthly equity series at staff meetings. Admin being present & attuned to staff interactions at PLCs, during Professional Growth Opportunities, Staff Meetings and more. Explicitly modeling, coaching and creating spaces for conflict resolution to take place. I will use observational data, which I will record, to monitor this goal. I will gather feedback 1:1 from staff who are involved and in small group settings as appropriate/needed.

Student Goal

Goal: What are we trying to achieve

Implement Whole Child practices with fidelity, resulting in at least a 90% positive rating on the selected Climate Survey item.

66% of students at Jefferson provided a positive response to the question "I am good at solving conflict with others" according to Spring 2024 CEE data. By the end of January 2026, 90% of students will show growth in their ability to address conflict with one another. Progress will be monitored by formal and informal observations and office referrals. We will accomplish this goal by establishing and building/rebuilding positive relationships among students using Character Strong, Restorative Practices, and by regular visits from our school counselor to explicitly teach and model conflict resolution and prosocial behavior.

STEPS: How we will accomplish this goal

PROMOTING SEL FOR STUDENT IMPACT

Staff will utilize Character Strong and Restorative Practices to explicitly teach and model emotion regulation and conflict resolution. Our school counselor will utilize Second Step and other instructional supports to also explicitly teach emotion regulation and conflict resolution to all students whole group (by classroom) and with Tier 2 and Tier 3 students in small groups or 1:1, as needed. Feedback will be gathered by monitoring the number of office referrals specific to student conflict and by observation at recesses, in the lunchroom, and in the classroom. We will also use this year's CEE data as an additional measure.