Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Thank you for viewing Sheridan Elementary's Continuous Achievement Plan! We are committed to knowing every child-their social, emotional, and academic strengths and needs and using that knowledge to set purposeful goals at each grade level. Throughout the year, we'll carefully monitor progress and celebrate growth as our students learn and thrive!
Our Vision
Sheridan Elementary students will transition to middle school with confidence and compassion, enriched by diversity, equipped to collaborate, create, think critically, and communicate for high school graduation and beyond.
Our Mission
Sheridan Elementary provides a system of collaborative support resulting in academic, social, and emotional success for every student, every day.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Using Sheridan's common kindergarten benchmarks for LN, we've identified ---students with base line data that does not meet February's benchmark of recognizing 36 or more letter names. Using Sheridan's common kindergarten benchmarks for LS, we've identified 61 students with base line data that does not meet February's benchmark of recognizing 16 or more letter sounds. By implementing TPR activities, using nonlinguistic representations, co-construct, co-create neurological imprinting, one on one conferring, modeling, and singing/chanting, we will increase proficiency from level 1 to level 3, including--% of students with identifying IEP and students with no prior school experience. By focusing on RF.K.1d, and RF.K.3a our grade level will move --- students below standard to meeting standard by February 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing total physical response, other non-linguistic representations, modeling and daily alphabet phonics routines (singing, TPR, etc.) teachers will use whole group, partner and small group instruction to support students in understanding RF. K.3A and RF.K.1 d.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 15 - 20 minutes, 3-4 times a week with a focus on RF.K.3A and RF.K.1d. Teachers will use flashcards, present alphabet games, and other forms of alphabet manipulation using magnets, sand, etc. Students will practice alphabet recognition in various sensory modes using center activities, such as word sorts, letter stamping, etc. Progress will be measured by teacher observation, regular letter sound assessments, and consistent feedback all brought back to PLCs.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving ML services will participate in small group instruction for 30 minutes, 5 times a week with a focus on English language development within content including phonics, letters skills, and eve words. This will support student's growth in the priority standard W.K.3; by building structures and supports for word formation. Support teachers will work with students in differentiated small groups based on student need, to support their growth. Depending on student need, students will work on letter identification, letter sounds, vowel patterns, long vowels, and beginning and ending sounds. Progress will be measured by common formative assessments, exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
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 33% pass rate for the selected standard by the end of the quarter.
Achieve a 33% (22166) pass rate for the selected standard by the end of the quarter 1 CAP.
CURRICULUM: The standards and units we are targeting
STANDARD: W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing modeling, teacher scaffolding, sentence frames, graphic organizers and anecdotal notes, teachers will use whole group, partner and small group instruction to support students in understanding W.2.2 to ensure students are able to write an explanatory/informational paragraph including a topic sentence and supporting details, definitions and using graphic organizers with a focus on writing a paragraph.
Additionally, students will monitor their progress by self-assessing using student friendly rubrics. Feedback will be given weekly by teachers and peers.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 10 minutes, 3 times a week with a focus on W.2.2 standard.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students receiving ML services (in monolingual classes, not dual) will participate in small group instruction for 30 minutes, 5 times a week with a focus on English language development within content including phonics, eve words, and reading comprehension. This will support student's growth in the priority standard W.2.2; by building structures and supports for sentence formation.
Support teachers will work with students in differentiated small groups based on student need, to support their growth using CCD charts, observation charts, inquiry charts, TPR, big books, and chants. Depending on student need, students will work on vowel patterns, blends, long vowels, diagraphs, sentence formation with the use of sentence frames. Progress will be measured by common formative assessments, exit slips, consistent feedback, and brought to PLC meetings to inform classroom teachers of progress.
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 iReady assessment data, we've identified 54 out of 72 students who are unable to recount stories including fables, folktales, and myths from diverse cultures. By implementing, summarizing, and note taking strategies, graphic organizers and opportunities for student discourse, we will increase proficiency from 21 percent to 45 percent in 3rd grade including 50% percent of multilingual students. By focusing on priority standard RL 3.2 our grade level will move 27 of 45, or 60% students out of below standard to approaching standard according to the iReady Diagnostics by January 2026.
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 3
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing modeling, graphic organizers, and summarizing and notetaking strategies, teachers will use whole group, partner, and small group instruction to support students in understanding RL.3.2. to ensure that students are able to recount stories, including fables, folktales, and myths from diverse cultures through close reading literature passages, noting key details to tell about characters, setting, and plot. Additionally, students will monitor their progress by analyzing their feedback on the Sawas oral reading records and weekly e-assessments. Feedback will be given to students weekly fore-assessments and monthly for oral reading records by their classroom teacher.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the ELA core, students will participate in strategy groups for 15 minutes, 3 times a week with a focus on RL.3.2 to recount a story in sequence by using key details to tell about characters, setting, and plot. Teachers will use students discourse strategies such as student talk to encourage and provide opportunities to discuss recounting stories. Students will read passages and recount stories using key details.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
These children will receive additional support from ELL/LRC one to three times per week for 30 minutes, working on phonics skills and story retell.
4th 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 CAP Q1, 50% of fourth-grade students will demonstrate growth in narrative writing by improving their ability to write narratives that develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences (W.4.3). Growth will be measured using district-aligned writing rubrics scored during Unit 1 with a target of at least 50% of students meeting or exceeding proficiency by end of CAP Q1. Particular attention will be given to multilingual learners and students with disabilities, ensuring that instruction includes GLAD strategies, explicit writing scaffolds, and individualized supports that promote equitable access to grade-level standards.
CURRICULUM: The standards and units we are targeting
STANDARD: W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
All students will participate in a comprehensive writing workshop model that includes daily opportunities for modeled, shared, and independent writing. Instruction will explicitly teach narrative structure, sequencing, and descriptive language using mentor texts and sentence frames.
Teachers will integrate GLAD strategies, visual supports, and academic language development to strengthen vocabulary and syntax for multilingual learners. Universal design practices will be implemented to support students with disabilities, including sentence stems, graphic organizers, and multimodal examples. Progress will be monitored through on-demand writing tasks and informal conferencing, with instruction adjusted based on formative data.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students performing below grade level will receive targeted small-group instruction 2-3 times per week focused on specific narrative elements such as sequencing, dialogue, and descriptive details. Instruction will include high-interest prompts, sentence expansion strategies, and guided writing practice with immediate feedback. Multilingual learners will receive language-rich support emphasizing oral rehearsal and vocabulary scaffolds before writing. Students with disabilities will receive guided practice using structured templates and frequent feedback cycles to build writing independence and confidence.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students significantly below grade level will receive 1:1 writing conferences and modified writing tasks emphasizing clear sequencing, sentence construction, dialogue, and idea development. Interventionists and classroom teachers will collaborate with special education and multilingual learner specialists to ensure instructional alignment and scaffolded supports. Instruction will prioritize accessibility, motivation, and measurable growth through individualized goals and consistent progress monitoring.
5th Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Using common formative assessments, we've identified, (94%) students who are unable to summarize a story. By implementing modeling, graphic organizers, and sentence frames, we will increase proficiency from 6% to 50% in 5th grade, including 46% of multi-lingual students. By focusing on priority standard SRL.5.2 our grade level will move 36 students out of below standard to approaching or meeting standard by February 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing modeling, graphic organizers, and sentence frames, teachers will use whole group, partner and small group instruction to support students in understanding RL.5.2. to ensure students are able to summarize a text. Additionally, students will monitor their progress by using a checklist to self-assess and feedback will be given weekly.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 10 minutes, two times a week with a focus on stating a claim. Teachers will model, confer, and guide students with identifying story elements. Students will bring a graphic organizer to capture their ideas. Progress will be measured by self-assessment, peer-assessment, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
These students will receive extra support in LRC 4 times per week for 30 minutes
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Using Sheridan's common kindergarten benchmark for K.CC.B.4 standard, we've identified 57/66 (86%) students who are unable to count, identify, and write numbers O -10. By implementing nonlinguistic representation, modeling, and cooperative learning (strategic turns and talks, differentiated partnership and small groups), we will increase proficiency from 14% to 70% in kindergarten including students with IEPs and/or no prior school experience. By focusing on K CC.B.4, kindergarten will move 37 students out of below/approaching standard to meeting standard according to the Sheridan Common Kindergarten Benchmark.
CURRICULUM: The standards and units we are targeting
STANDARD: K.CC.B Count to tell the number of objects
UNIT: Unit 4 Numbers to 10 and Shapes
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing non-linguistic representations, modeling and cooperative learning, teachers will use whole group instruction to support students in understanding K.CC.B.4 to ensure students are able to count, recognize and write numbers to 10 through math songs, games, formative and summative assessments with a focus on counting, recognizing and writing clearly. Additionally, students will monitor their progress by regular teacher check-ins and assessment. Feedback will be given orally and through modeling handwriting with teacher daily.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 15-20 minutes, 3-4 times/week with a focus on K.CC.B.4. Teachers will use math games, manipulatives, songs, chants, and other ReadyMath curricular resources. Students will engage in math centers, which consists of games, writing strategies using sand and playdough, and working with other students. Progress will be measured by teacher observations, formative and summative assessments.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
These children will receive additional support from ML/LRC one to three times a week for 30 minutes, working on basic number recognition, using visuals, manipulatives and modeling to help identify counts in everyday life.
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 50% pass rate for the selected standard by the end of the quarter.
By implementing modeling, nonlinguistic representations, team tasks, and opportunities for student discourse, we will increase proficiency from 0% to 50% in grade 2, including 73% (16 out of 22) multilingual students. By focusing on 2.NBT.B, our grade level will move 50% of students out of below standard to approaching standard according to the iReady diagnostic and common formative assessments by January 30th, 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 modeling, student discourse, and nonlinguistic representations, teachers will use whole group, partner and small group instruction to support students in understanding 2.NBT.B to ensure students are able to fluently add and subtract within 100 using place value strategies and standard algorithm.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, targeted students will receive additional support by k-3 MTSS math support teacher that aligns with 2.NBT.B with a focus on place value understanding with two-digit problems. Students will follow their iReady My Path to support student growth in identified areas from the Fall 2025 diagnostic. Students will participate in small group intervention, 5 times per week for 20 minutes, that utilize Math games and Number Sense practice. Progress will be monitored using exit tickets and checking for understanding.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core and small group instruction, targeted students will receive additional 1:2 small group intervention that aligns with standard 2.NBT.B with a focus on addition and subtraction within 20. Students will participate in small group intervention 5 times weekly for 25 minutes utilizing Math games and Number Sense practice. Students will use manipulatives to visually represent the problems. Ten frames and number charts will be used to support number sense. Progress will be monitored using exit tickets and checking for understanding.
3rd Grade
Goal: What are we trying to achieve
Achieve a 43% pass rate for the selected standard by the end of the quarter.
Using a common formative assessment, we've identified 65 of 72 students who are unable to fluently add and subtract within 1000 using place value strategies and standard algorithm. By implementing modeling, nonlinguistic representations, team tasks, and opportunities for student discourse, we will increase proficiency from 13% to 43% in grade 3, including 71% (15 of 21J multilingual students. By focusing on 3.NBT.A.2, our grade level will move 40% of students out of below standard to approaching standard according to the iReady diagnostic and common formative assessments by January 30th, 2026.
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
By implementing modeling, student discourse, and nonlinguistic representations, teachers will use whole group, partner and small group instruction to support students in understanding 3.NBT.A.2 to ensure students are able to fluently add and subtract within 1000 using place value strategies and standard algorithm.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Additionally, students will monitor their progress by tracking their fluency. Feeback will be given through daily math exit tickets and 1:1 conferring.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students who continue to struggle with standard mastery will meet 3 to 4 times a week for 20 minutes to practice these basic strategies to gain knowledge in the areas of basic math facts in addition and subtraction.
4th Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
By End of CAP Q1, 50% of fourth-grade students will demonstrate growth in multi-digit arithmetic and place value understanding (4.NBTB}, as measured by curriculum-based assessments. At least 50% of students will meet or exceed grade-level expectations in computation and place value. This goal prioritizes students with disabilities and multilingual learners, ensuring equitable access through differentiated instruction, GLAD strategies, and explicit math language routines to build conceptual understanding and fluency.
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
All students will receive daily math instruction emphasizing conceptual understanding of place value and the properties of operations. Lessons will include visual models, manipulatives, and structured math talk routines to strengthen reasoning and communication. Teachers will incorporate GLAD strategies such as pictorial input charts and collaborative problem-solving to support academic language development for multilingual learners. Students with disabilities will be supported through universal design for learning (UDL) strategies, including visual anchors, guided notes, and multiple representations. Formative assessment data will guide daily differentiation and pacing.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students identified through iReady and formative data will receive small-group math interventions 3 times per week targeting computation accuracy, place value understanding, and problem-solving strategies. Instruction will include scaffolded practice with manipulatives, guided modeling, and immediate corrective feedback. For multilingual learners, instruction will emphasize academic math language, use of sentence frames, and opportunities for structured math talk. For students with disabilities, instruction will include step-by-step modeling, guided practice, and explicit visual supports to reinforce conceptual understanding.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students significantly below grade level will receive 1:1 or very small group intervention aligned with their i-Ready individualized learning path and IEP/MLP goals. Lessons will focus on foundational number sense, place value, and fluency with operations through repeated modeling, manipulatives, and visual supports. Collaboration among the classroom teacher, special education teacher, and multilingual learner specialist will ensure alignment of goals, consistency of instructional supports, and data-driven adjustments to intervention plans.
5th Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
Using the common formative assessment on volume of rectangular prisms, we've identified students who are below or approaching standard MD.CS. By implementing modeling, multiplication charts, and area models we will increase proficiency from 7% to 50% in 5th grade including 46% of multi-lingual learners. By focusing on Priority Standard 5.MC.C.5 our grade level will move students out of approaching or below standard to meeting standard according to our Common Summative Assessment and I-Ready quizzes.
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
By implementing modeling, multiplication charts, and area models teachers will use whole group, partner and small group instruction to support students in understanding Priority Standard 5.MD.C.5 to ensure students are able to multiply in order to find the volume of rectangular prisms. Additionally, students will monitor their progress by self-assessing their learning and ability and feedback will be given daily by the teacher and peers.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to core instruction, students will participate in small group instruction for 1O minutes, two times a week with a focus on 5.MD.C.5 priority standard. Teachers will explicitly teach multiplication and addition strategies and appropriate use of math tools. Students will use models to find the volume of rectangular prisms. Progress will be measured by exit slips, consistent feedback, and brought to PLC meetings to inform instructional moves.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
These students will receive additional support from LRC 4 times per week for 20 minutes.
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, 2026, 60% of Kindergartners will be able to demonstrate a steady beat while class is singing, 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? 3. Practice steady beat as a class with recording of Bear Hunt and other pieces of music. 4. One student at a time demonstrates steady beat using body percussion for four measures while class sings along.? 5. Students will move around room matching the steady beat the teacher is playing on the drum.? 6. Students may play beat on a percussion instrument.?
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to music instruction, students requiring additional support, I will work closely in a smaller group to help students find and practice steady beat (music standard 9). Assessment and formative exit tickets and will communicate this progress to students, parents, and staff every other week.? Supports/Learning Activities for standard 9 is the following:? • Marching? • Heartbeat?· Clock?
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to music instruction and additional support with their music teacher, students requiring additional support will meet with the music teacher with a differentiated intervention group during normal music time. Students will monitor specific goals and families and core teachers will receive feedback on student progress bi-weekly.?
PE Goal
Goal: What are we trying to achieve
Achieve a 95% pass rate for the selected standard by the end of the quarter.
By the end of October, 95% of students will demonstrate proficiency in bike riding (independent or near-independent riding}, as measured by a formative observation checklist. Currently, 80% of students are proficient. To close this gap, I will provide targeted support to beginners through small group instruction, peer mentoring, and additional practice opportunities. Progress will be tracked weekly to adjust support as needed. This goal promotes equity by ensuring all students have access to skill development, and supports SEL through confidence-building and perseverance.
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
Whole Group Instruction: Teach and model bike safety rules, helmet fitting, and basic riding techniques. Use visual aids or videos to demonstrate skills and expectations. Lead group warm-ups and balance-building activities (e.g., walking bikes, gliding). Flexible Small Groups: Group students by skill level (e.g., beginners, emerging riders, independent riders). Provide targeted support to beginners with balance bikes or tricycle adaptive bike. Challenge advanced riders with obstacle courses or skill drills. Embedded Supports: Use peer partners to encourage collaboration and modeling. Incorporate SEL check-ins and goal setting to build confidence and resilience. Track progress with a simple checklist.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
I will work will beginners with small group settings working on basic skills of balancing and braking. They will have access to a separate track and balance bikes.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
PT will work will beginners with motor control issues to give them extra time and support. One on one support with extra time.
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.
By implementing daily teacher supervised recess, building a common language around SEL practices, implementing Character Strong lessons and activities daily, monthly SEL lessons with Counselor, routine restorative discussion circles, and Tier 3 behavior plans for individual student success, 98% of students at Sheridan will not have behaviors that result in suspension or expulsion.
Root Cause Analysis:
Equity is being addressed through the continued focus of developing and nurture authentic relationships between staff and students and student to student. Sheridan staff follows the SEL practices and Character Strong with fidelity. All students are welcomed into the building every morning. We practice restorative circles across all school spaces. Staff and students are building a culture of affirming goals and a positive mindset.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Sheridan will build students' abilities to de-escalate by developing a building-wide schedule that provides students with daily morning meetings that incorporate SEL strategies and relationship building skills. Students will receive monthly SEL lessons tailored to the needs of the classroom taught by our counselor, utilize Character Strong curriculum, creating emphasis on schoolwide common language for conflict resolution (Tree of Choices).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Sheridan administration will track all behavior incidents quarterly to look at alignment/discrepancies between demographic data and discipline incidents. Our TWCI leadership team will analyze discipline data and make recommendations for staff professional development around school-wide discipline, morning meetings, conflict resolution, and restorative circles/conversations.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
MTSS team with admin support will create and implement tier 3 behavior plans for students struggling with behavioral expectations. Plans will be co-created with student, teacher and parent input.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 88% positive rating on the selected Climate Survey item.
By May 2026, 90% of staff will respond positively to the question, "There is a willingness to address conflict in my school. When there is a problem we talk about how to solve it" as measured by CEE staff survey 2024.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Admin and the TWCI team will present strategies and tools at staff meetings and PD. Equity circles, discussion of equity questions, and support in conflict resolution will be utilized all year. Lastly, the Social Committee will continue to plan and host social gatherings to build community.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 70% positive rating on the selected Climate Survey item.
By May 2026, 70% of students in grades 3-5 will improve their ability to solve conflict with others as measured by a forms assessment based on the climate survey. K-5 classroom teachers, specialists, interventionists, ML teachers, counselors and admin will use Character Strong curriculum and vocabulary to teach conflict resolution skills in each classroom weekly per our pacing calendar.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Our counselor will provide SEL lessons for all K-5 students on conflict resolution with Tree of Choices and Character Strong curriculum. Classroom teachers will follow Character modules and there will be a focus on bully prevention. PE and Music teachers will support with songs, games, and support of students' use of strategies when conflict arises.