Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Meeker Middle School's Continuous Achievement Plans address student academic, behavior, and social emotional learning. Plans support students in meeting/exceeding content standards while strengthen their sense of school belonging. Meeker's signature practices include AVID note taking, Community Time focusing on team building, reading comprehension strategies to bolster student capacity to understand text, restorative practices, and special education inclusionary practices (co-teaching).
Our Vision
This vision is that Meeker Middle School students thrive academically, behaviorally, and socially showing high performance and high growth in ELA, math, science as measured by school, district, and state assessments regardless of race, ethnicity, class, language, disability, or exceptionality. Additionally, our vision is that each student feels safe and included, cares about themselves and other, is passionate and inquisitive, and has the skills necessary to thrive now and in the future.
Our Mission
Meeker Middle School's Community collaborates to empower all to care about themselves and others, be passionate and inquisitive learners, and have the skills necessary to thrive now and in the future. Stated in seven words, Meeker's mission is: Empower All to Care, Learn, and Thrive. Four values summarize how Meeker community members treat each other and behave to support learning. Collectively known as "The Wolverine Way," these values are Caring, Respectful, Responsible and Safe.
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.
Students will increase their narrative vocabulary proficiency from 46% as measured by the Fall iReady to % as measured by the Winter iReady by January 31, 2026. Our focus sub-groups include students who are one or more grade levels behind based on their September 2025 iReady scores. Our strategies will include: teacher pull-outs, co-teaching, Kahoots! and Blookets for vocabulary engagement, Cognitive Content Dictionaries and Common Prefix lists implemented in ELA INBs. Vocabulary words will also be posted on the ELA classroom wall. We will also introduce iReady Pro as an option for students to choose during independent reading time. We will learn, teach, and practice focus comprehension strategies such as Monitoring & Fixing Up in addition to Predicting, Interring, Visualizing, Questioning, and Getting the Gist.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We plan to have students write vocabulary words and their definitions in a Cognitive Content Dictionary (CCD) graphic organizer in their INB. The CCD asks students to predict definitions, write down definitions, and either draw a picture or write a sentence using the vocab word. We are also encouraging students to create their sentences in their table groups, so students can share their ideas with each other We will also use Frayer model, mini lessons on root words/prefixes/suffixes, explicitly teaching fix-up strategies for word attack such as sound out, separate unknown words into syllables and sound out, reread/read on to decide what would make sense, look for word parts- prefix, affix, root words, ask someone. Additionally, we will tape prefix lists graphic organizers into student IBS. This aligns with our 7th and 8th grade ELA cohort because 7th grade will focus on root words and 8th grade will focus on suffixes.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students enrolled in the co-taught ELA 6th grade class will receive instruction from two teachers, Morgan and Perkowsky. We will provide differentiated instruction with small groups, stations, and individualized online assignments.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
The students who need extra supports be placed in EL classes, Special Ed classes, or double dosed in general education and special education classes, according to their needs. This also includes students with 504s.
Math 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 2026, our goal is to have 114 or more out of 152 students will score proficient on Topic 1 Sawas multiplication and division of fractions assessment ( 6.NS.A standard, based on the General Priority Standard Summative Assessment Criteria Rubric on the district website for Multiplying and Dividing Fractions by Fractions Standard). Each and every student who achieves this goal will have a stronger foundation and better conceptual understanding for future mathematical thinking.
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
Teachers will use activities designed to build background and concept knowledge. Students will be assigned to heterogenous groups with variety
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Teacher will work with small groups based on concepts students are struggling with. Teachers will assign I-Ready Pro lessons to help students with current concepts and remedial practice. Teacher will use manipulatives and teach specific reading thinking strategies (visualize, draw a picture, ask questions predict, estimate, infer, make generalizations with math concepts.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students are enrolled in LAP math class, LRC, and in co-taught math classes. Scaffolds for students with LRC services including flexible grouping, and manipulatives.
Science Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By implementing exit slips, StudentVue assessments and class wide discussions and other formative assessments such as drawing models, graphic organizers, curriculum progress trackers (/NB) we will increase growth by 57% above baseline (vocabulary assessment) by end of the unit in December 2025. In our final assessments, including creating a model and supporting writing, students accurately use unit specific vocabulary. Our focus sub-groups include students with IEPs, students with 504s, and ML students, and students who demonstrate gaps in their learning or abilities based on iReady reading scores and direct classroom observation. Our strategies will include: teacher check-ins, INBs, reading material in OpenSciEd, and applying AVID reading strategies such as Strategic Previewing, Checking for Understanding, Think Out Loud starters, and Marking the Text, and Monitoring and Fixing Up. In addition, we will use vocabulary specific activities like Frayer models, intentional vocabulary written in lab books, word walls, vocabulary games, and additional strategies we find as we go.
CURRICULUM: The standards and units we are targeting
STANDARD: 6-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
UNIT: Unit 2: Thermal Energy
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
-Observation of initial phenomena -Small Group and Whole class discussions of observations -Group Work -Lab Activities/thermal cups - Observations of related phenomena -Modifying instruction based on formative assessments -AVID reading strategies will be applied to the few reading articles included in OpenSciEd. The strategies include, but are not limited to, Strategic Previewing, Checking for Understanding, Think Out Loud starters, Marking the Text -We will use word walls, vocabulary in lab books, Frayer Models, vocabulary games, hexagonal thinking and other strategies we learn as we go.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Intentional seating Peer review feedback Exemplars Modified instruction, such as breaking down directions into smaller parts and using graphic organizers such as notice and wonder charts.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Collaboration with SPED and ML Support staff to adjust strategies to meet needs of individuals learners Collaboration with SPED and ML Support staff to adjust strategies to meet needs of individuals learners
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
Using the formative assessment, we've identified 57% of student were unable to communicate their understanding that there are multiple perspectives and interpretations of historical events. By implementing common formative assessments, AVID strategies to support disciplinary literacy, rubrics, and modeling we will increase student proficiency from 43% to 65%. By focusing on 5OC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events. Our grade level will move 22% of student from approaching standard to meeting standard byJanuary 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events.
UNIT: Mesopotamian Milestones
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing graphic organizers, scaffolding, modeling, and using Mark the Text AVID strategies teachers will use whole group, partner, and small group instruction to support students in understanding how to use social studies content to support a claim to ensure that students are able to meaningfully communicate their understanding that there are multiple perspectives and interpretations of historical events. Students will do this through the production of a summative paragraph that hits on the social studies topic at the end of each module with a focus on clear communication of ideas. Additionally, students will monitor their progress by tracking their scores for each paragraph.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the Social Studies core instruction, students will participate in small group instruction as needed based off of formative paragraph scores. Teachers will use 1 on 1 conferring, and small group reteach in order to provide opportunities to discuss challenges and get support.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students with IEP services in reading and written expression will participate in small group instruction with their case managers. Social Studies teachers will confer with Special Education case managers to support these students. Progress will be measured through the summative assessments and brought to PLC meetings to inform classroom teachers of the process being made in support of this goal.
7th 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 30 2026, 75% of 7th-grade ELA students be meeting standard as measured by the iReady Reading assessment. 100% will have grown in some way. The Culturally Responsive and Relevant Teaching practices of community circles, and connecting these words to their lives will be used to create inclusive and equitable practices.
CURRICULUM: The standards and units we are targeting
STANDARD: L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We plan to have students write vocabulary words and their definitions in a Word Bank in the back of their notebooks. We will implement Word Walls in our classrooms featuring the target vocabulary from Unit 1. Socratic Seminars. Students will learn and practice vocabulary strategies such as the Frayer model, using root words/prefixes/suffixes to figure out meaning of unknown words, fix-up strategies for word attack such as sound out, separate unknown words into syllables and sound out, reread/read on to decide what would make sense, look for word parts- prefix, affix, root words, ask someone.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will use the vocabulary words in Socratic Seminars. Utilize quickwrites as a high-yield strategy to encourage participation.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students who scored low (4 or below out of 8) on their Unit 1 Pre-test, will be targeted for specialized individualized instruction when possible. The students who struggle will also be placed in ELL classes and Special Ed co-taught classes. This also includes students with 504s.
Math Goal
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
By the end of the CAPP cycle, 85% of students will be at grade level in number sense and 100% will have made progress toward mastery of the standards in number sense with improved ability to apply the four operations to mixed numbers, decimals, and integers. To assess mastery, we will use in-class formative work, assessments on the priority standards, and i-Ready scores by domain.
CURRICULUM: The standards and units we are targeting
STANDARD: 7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers
UNIT: Topic 1 - Integers and Rational Numbers
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Students will use interactive notebooks. Teachers will teach students to take improved notes and have more productive student-to-student conversations that revolve around math. Teachers will emphasize the mathematical practices of perseverance and justifying answers to help students think through answers instead of guessing. Intervention lessons will support with just-in-time pre-teaching, vocabulary, and review of prior learning that supports grade-level math.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will be given additional support based on ability to master the parts of the standard they struggle with most. With 2 teachers in the co-taught class, we can further assist students with their specific needs instead of using class time to review the parts some have already mastered.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students are getting additional support to serve their needs by having a math teacher and a special ed specialist in the room to support them. We are also breaking the class up for extra instruction by topic/idea/component of the standard as needed.
Science 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 explain that each pure substance has characteristic physical and chemical properties that can be used to identify it. Also, students should be able to explain that chemical properties of matter determine how a substance will react chemically and describe how, in a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. By using small groups, interactive notebooks, conducting investigations and writing conclusions using the CER method, we will increase the number of students meeting or exceeding standard on"6-8 PS1-2.2: Analyze & interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred" from 16% to 70% between October 13th, 2025 and February 4th, 2026.
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
Tier 1 Strategies (Whole class): -a consistent routine through daily lesson plan/flow. -consistent class expectations; starting with the do now, introducing the concept through note taking, student discourse, AVID strategies and reflections/processing assignments. -intentional seating, using Learning Modalities (acting/visuals), GLAD strategies, student friendly lab procedures to help accommodate reading levels. -AVID strategies (such as one-pagers, acrostic poems, graphic organizers, bullseyes, fold its) -routine INB set up. Processing/Reflecting in INB is formative feedback for me/students. -progress monitoring will be tracked in a data tracking graph in their INB (pretest, notebook checks, summative assignments), classroom discussions and collaboration through project- based learning.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2 Strategies (Small group instruction directed by teacher): -templates and vocabulary development through use of CER templates
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3 Strategies: -peer tutoring, graphic organizers, collaborative learning (through lab groups), use of a whole group word bank on assignments and assessments, extended time to complete assignments and rubrics for lab conclusions (CER) which students can finish in small groups collaboratively?.
Social Studies Goal
Goal: What are we trying to achieve
Achieve a 90% pass rate for the selected standard by the end of the quarter.
Using the formative assessment, we've identified 79% of student were unable to communicate their understanding that there are multiple perspectives and interpretations of historical events. By implementing common formative assessments, AVID strategies to support disciplinary literacy, rubrics, and modeling we will increase student proficiency from 79% to 90%. By focusing on SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events. Our grade level will move 11% of student from approaching standard to meeting standard by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events.
UNIT: Decisions That Define Us
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing graphic organizers, scaffolding, modeling, and using Mark the Text AVID strategies teachers will use whole group, partner, and small group instruction to support students in understanding how to use social studies content to support a claim to ensure that students are able to meaningfully communicate their understanding that there are multiple perspectives and interpretations of historical events. Students will do this through the production of a summative paragraph that hits on the social studies topic at the end of each module with a focus on clear communication of ideas. Additionally, students will monitor their progress by tracking their scores for each paragraph.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the Social Studies core instruction, students will participate in small group instruction as needed based off of formative paragraph scores. Teachers will use 1 on 1 conferring, and small group reteach in order to provide opportunities to discuss challenges and get support.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students with IEP services in reading and written expression will participate in small group instruction with their case managers. Social Studies teachers will confer with Special Education case managers to support these students. Progress will be measured through the summative assessments and brought to PLC meetings to inform classroom teachers of the process being made in support of this goal.
8th Grade
ELA Goal
Goal: What are we trying to achieve
Achieve a 65% pass rate for the selected standard by the end of the quarter.
By January 30, 2026, 100% of 8th-grade ELA students will show growth in vocabulary, with 65% of students meeting standard as measured by the iReady Reading assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases - gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
UNIT: Narrative Reading and Writing
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Explicit vocabulary instruction with a focus on prefixes, roots, and suffixes Total physical response (TPR) Examples of vocabulary in context Opportunities to practice using vocabulary in context Vocabulary games Formative assessments with immediate feedback UDL/inclusive teaching practices
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Re-teaching vocabulary Extra practice with prefixes, roots, and suffixes Additional TPR practice Additional example sentences
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Assess just a few words at a time Collaboration with case manager to address IEP needs related to vocabulary Collaborative planning & push-in support with ML teacher If needed, we will modify the assessment with fill-in-the-blank sentences instead of having students create their own
Math Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
Specific: On the Topic 2 Linear Equations assessment, the percentage of students at the proficient level will increase to 75%. Students will continue to work on this skill in later units as well. Measurable: We will use the teacher created readiness assessment, and other teacher constructed mid and post-assessments to measure student performance. Action Oriented: We will use both formative and summative classroom assessments to monitor student growth, including exit tickets and other formative assessments using a single point rubric. Relevant: Students who achieve this goal will have a stronger foundation for making sense of linear functions and work with other more complex linear and non-linear functions in the future. Time-Bound: We plan on achieving this goal by November 21, 2025. Inclusive: Students will use multiple mathematical representations to show evidence of mastery as well as its relationship to prior work in other content strands. We will also monitor student growth using classroom-based exit slips, conferring strategies and other formative assessment. Equitable: By using CRT strategies and brain research as well as being intentional with the items we use and don't use, we will provide access to a wider range of reading levels.
CURRICULUM: The standards and units we are targeting
STANDARD: HSA-CED.A Create equations that describe numbers or relationships
UNIT: Topic 2 - Linear Equations
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will focus on using MP #3: Use & Connect Mathematical Representations. We will select and/or create tasks that lend themselves to multiple representations, tasks that allow students to have mathematical insights between representations, tasks that ask students to compare representations (MP #8) and connect representations to mathematic concepts. All algebra classes will continue to use INB (interactive notebooks) this year, and we plan to include relevant AVID strategies such as writing a note to yourself, formative five and reflections.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small group strategies could include: 1) Conferring with small groups of students that appear to have the same misconception. 2) Grouping students based on common misconceptions as identified by exit tickets/single point rubrics. 3) Station work/individualized tasks to target specific groups of students with specific misconceptions.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Step 1: Pre-teach upcoming concepts to students in intervention class in order to give them more exposure to sense making activities. Step 2: Targeted re-teaching to concepts and skills that have been identified as needing more support. Step 3: Utilize the LAP funded software program iXL to provide differentiated instruction based off individual need.
Science Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By implementing exit slips, StudentVue assessments and class wide discussions and other formative assessments such as drawing models, graphic organizers, curriculum progress trackers (/NB) we will increase growth by 57% above baseline (vocabulary assessment) by end of the unit in December 2025. In our final assessments, including creating a model and supporting writing, students accurately use unit specific vocabulary. Our focus sub-groups include students with IEPs, students with 504s, and ML students, and students who demonstrate gaps in their learning or abilities based on iReady reading scores and direct classroom observation. Our strategies will include: teacher check-ins, INBs, reading material in OpenSciEd, and applying AVID reading strategies such as Strategic Previewing, Checking for Understanding, Think Out Loud starters, and Marking the Text, and Monitoring and Fixing Up. In addition, we will use vocabulary specific activities like Frayer models, intentional vocabulary written in lab books, word walls, vocabulary games, and additional strategies we find as we go.
CURRICULUM: The standards and units we are targeting
STANDARD: 8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
UNIT: Unit 2: Sound Waves
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier I: -Observation of initial phenomena -Small Group and Whole class discussions of observations -Group Work -Lab Activities/thermal cups - Observations of related phenomena -Modifying instruction based on formative assessments -AVID reading strategies will be applied to the few reading articles included in OpenSciEd. The strategies include, but are not limited to, Strategic Previewing, Checking for Understanding, Think Out Loud starters, Marking the Text -We will use word walls, vocabulary in lab books, Frayer Models, vocabulary games, hexagonal thinking and other strategies we learn as we go.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Intentional seating Peer review feedback Exemplars Modified instruction, such as breaking down directions into smaller parts and using graphic organizers such as notice and wonder charts. -AVID note taking strategies such as INB, graphic organizers, notice/wonder charts, tables for recording data, etc. Breaking down instructions in small parts.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Collaboration with SPED and ML support staff to adjust strategies to meet needs of individual students.
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.
Using the formative assessment, we've identified 31% of student were unable to communicate their understanding that there are multiple perspectives and interpretations of historical events. By implementing common formative assessments, AVID strategies to support disciplinary literacy, rubrics, and modeling we will increase student proficiency from 69% to 85%. By focusing on SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events. Our grade level will move 16% of student from approaching standard to meeting standard by January 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: SOC6-12.H3- Understands that there are multiple perspectives and interpretations of historical events.
UNIT: Untold Stories of the Revolution
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing graphic organizers, scaffolding, modeling, and using Mark the Text AVID strategies teachers will use whole group, partner, and small group instruction to support students in understanding how to use social studies content to support a claim to ensure that students are able to meaningfully communicate their understanding that there are multiple perspectives and interpretations of historical events. Students will do this through the production of a summative paragraph that hits on the social studies topic at the end of each module with a focus on clear communication of ideas. Additionally, students will monitor their progress by tracking their scores for each paragraph.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to the Social Studies core instruction, students will participate in small group instruction as needed based off of formative paragraph scores. Teachers will use 1 on 1 conferring, and small group reteach in order to provide opportunities to discuss challenges and get support.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to core instruction, students with IEP services in reading and written expression will participate in small group instruction with their case managers. Social Studies teachers will confer with Special Education case managers to support these students. Progress will be measured through the summative assessments and brought to PLC meetings to inform classroom teachers of the process being made in support of this goal.
Specialized Program Goals
Art Goal
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
My baseline is 86% and my goal is 100% 5- By the end of this visual arts unit, generate, conceptualize, and develop original artistic ideas and works that reflect personal and cultural influences. This supports the Visual Arts Priority Standards and aligns with the SEL competencies of self-awareness, relationship skills, and responsible decision-making. M-Student mastery will increase from 85% to 100% as measured by rubric-based assessments aligned with the Priority Standards. Evidence will include final artwork, artist statements, and reflection Journals demonstrating conceptual understanding and skill development. A-To achieve this, I will: Model, Provide formative feedback Integrate technology and diverse artist examples to deepen cultural understanding. Offer targeted support and small-group guidance R-This goal is achievable using existing district resources such as the TPS Visual Arts Pacing Guide, CEL 50 framework, and digital art resources. Collaboration with colleagues and the use of formative checkpoints will ensure steady progress. T-Progress will be monitored weekly /-Student voice will be centered through choice in themes, materials, and artistic focus. E- Supports such as differentiated instruction, access to technology, and collaboration with LRCILAP staff will ensure all learners have equitable opportunities to achieve mastery.
CURRICULUM: The standards and units we are targeting
STANDARD: Art-1 Generate and conceptualize artistic ideas and work
UNIT: Art NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Clear Expectations & Visual Supports- Provide visual examples, anchor charts, and step-by-step demonstrations for key techniques. Display vocabulary and visual references around the room for ongoing support. Structured Routines- Begin each class with a brief check-in or mindfulness warm-up to support SEL. Maintain consistent routines for setup, cleanup, and reflection to create predictability and safety.
Differentiated Access to Materials & Ideas- Offer choices in media, style, or subject matter so students can connect personally and culturally to their artwork. Provide digital resources and links to diverse artists so students can see representation across cultures and abilities. Peer Collaboration & Feedback- Use structured peer critiques focused on positive affirmations and constructive feedback. Incorporate think-pair-share or gallery walks to encourage student dialogue and shared learning. Inclusive Language & Affirmations-Model and reinforce positive language that encourages creative risk-taking. Celebrate process over perfection, highlighting effort, growth, and unique expression. Accessible Technology Integration- Use digital platforms for students to explore global artists, share work, and reflect on learning. Offer closed captions, translations, or visual aids when showing videos or artist talks. Embedded SEL Practices- Encourage self-reflection through artist statements or short journaling prompts about feelings and challenges during
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small-Group or Guided Support- Offer small-group instruction or check-ins for students who need extra help generating ideas or organizing their projects. Provide additional modeling or guided practice before independent work. Scaffolded Creative Process- Break projects into smaller, manageable steps with visual or written checklists. Use graphic organizers to help students brainstorm and plan their artwork before starting.
Targeted SEL Interventions- Use brief, guided reflections or restorative check-ins for students who struggle with frustration or perfectionism during creation. Pair students intentionally with supportive peers for collaboration or feedback. Modified or Alternative Assignments-Allow alternative materials, simplified prompts, or different pacing for students who need more time or have fine motor or attention challenges. Offer templates or partially structured outlines for artist statements or critiques. Increased Positive Reinforcement- Provide immediate, specific praise and feedback to build confidence and motivation. Use "goal cards" or "progress trackers" for students to monitor their artistic and SEL growth. Extra Access to Technology & Resources- Offer extra time or guided use of digital tools for students needing help accessing artist research or online components. Provide curated artist examples or culturally relevant visuals that connect to students' interests or backgrounds.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Individualized Instruction & Modified Goals Collaborate with the LRC or LAP specialist to modify project expectations based on the student's IEP, 504, or learning plan. Focus on attainable, skill-based goals (following directions, using materials safely, completing each step of the creative process). Provide extended time or multiple class sessions for task completion. One-on-One or Small-Group Support - Schedule direct teacher or paraeducator check-ins to help with step-by-step guidance during class. Use simplified visual aids, tactile tools, or adaptive materials for accessibility (e.g., thicker brushes, larger stencils, sensory-safe materials). Explicit SEL & Emotional Regulation Support Work closely with counselors or SEL specialists to create calm-down strategies for students who experience frustration or emotional overwhelm. Offer structured reflection prompts focused on emotional expression through art ("How does your art show what you're feeling today?"). Provide alternative quiet workspaces when needed. Intensive Scaffolding & Repetition Re-teach key skills or concepts in shorter, focused bursts. Provide step-by-step visuals, verbal cues, and consistent repetition of directions. Check for understanding after each step before students move on. Family & Specialist Collaboration Communicate with families and Title I or LRC staff about progress and strategies that work in the classroom. Invite input from specialists to ensure consistency
Music 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 _O_ % of 7th-grade students currently meeting the standard based on the Sight Reading Factory pre-assessment. Formative assessments collected during the unit will provide data for whole group, small group, and individual scaffolds and supports. By the end of 51, 90% of students will show growth in Sight Reading, Music Standard 1. We will accomplish this by doing our fall pre-assessment, classroom-based Sight Reading Factory instruction (full ensemble), individual Sight Reading Factory assignments, Whiteboard.fi dictation, and a Fall post-assessment.
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
EXAMPLE TEMPLATE: By implementing full group rehearsal and reinforcement of literacy skills, individual assignments and practice, symbol recall and recognition, rhythmic and melodic dictation, and pre/post assessments, teachers will use whole group and small group instruction to support students in understanding Music Standard 1 to ensure students are able to meet standard on sight reading. Teacher practices will include large group rehearsal, solfege kinesthetic alignment, and individual practice. Additionally, teachers and students will monitor progress by use of a sight reading rubric and formative assessment, tutoring by request outside of class, and feedback will be given on periodic assignments (individual) and full ensemble practice. We use the comprehension strategy of Predicting to carefully scan for symbols, signs, new rhythms, and the contour of the melody to anticipate what is next as we practice the sight reading process. We also use Monitoring and Fixing it up to anticipate trouble spots in our 60 second practice time before we get to them when sight reading the excerpt.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing the aforementioned high yield strategies, during core instruction, students will participate in small group instruction or tutoring outside of class by request. Students will also receive individual feedback on every assignment with their strengths and areas for growth by rubric and/or written feedback. Progress will be measured by consistent feedback on individual and group sight reading formative exercises.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing the aforementioned High Yield Instructional Strategies (sharepoint.com) during core instruction, students receiving (Title/LAP, EL, SPED) services will utilize extra time for assignments, longer intro time to digest their sight reading exercise before being assessed on it, tutoring/individualized help by appointment, as needed, and/or modified exercise levels. Progress will be measured by consistent feedback on individual and group sight reading formative exercises.
PE Goal
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
All 6th grade PE students will improve their mile time by at least one level so that the percentage of students who run a mile in less than 12 minutes increases from 50% who can do this in September 2025 to at least 75% who can do this by the end of January 2026. Students will achieve this growth by participating in daily warmups, sports specific trainings and workouts. Students who have medical or other physical complications will improve their baseline health by practicing at their ability. For example - a student who couldn't walk one lap will work to complete one lap and then 2 in a timely manner.
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
Weekly endurance runs. Daily warm up sessions that include many different movements and core strengthening exercises.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Continue with daily routine listed below and add circuit training to improve cardiovascular fitness levels. Weekly endurance runs. Daily warm up sessions that include many different movements and core strengthening exercises.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Assign students in this section some simple at home daily activities to help push them in trying to achieve their goals.
World Language Goal
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
By January of 2026, the percentage of 58 Spanish 1 8th graders who can write in in phrases, chunks, lists and some memorized sentences about themselves and/or a simple topic will increase from 10% (about 6 students) who can do this to 50% (28 students) who can do this. This will be demonstrated through student writing samples collected through writing formative tasks and through World Language Standards Based Assessments which will be measured by ACTFL proficiency levels.
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
Sen-or Wooly videos and activities and also leveled novel. Interactive notebooks that I write in to respond to students. Sentence stems for writing to pen pals and writing opinions. Summarizing using graphic organizers and timeline activities. Focused notetaking in their interactive notebooks. Think, pair, share. Self-reflection after smaller writing assignments. Self-assessment and reflection of initial writing sample from fall before taking writing assessment in January.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
More frequent responses in their interactive notebooks. More structured note taking papers. Think Aloud process. Detailed examples of writing about their topic at each level of ACTFL proficiency in the Novice range so they have examples to follow.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Sentence stems to use for assessments. Ability to use their own notes and specific graphic organizers on assessments and/or to write their answers in a graphic organizer form. Speech to text and text to speech.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 97% of students have behaviors NOT resulting in suspension or expulsion.
We will decrease the percent of students receiving exclusionary discipline from 96.8% to 98% by June 2025. Additionally, we will decrease the percent of students receiving teacher referrals from the classroom by 25%. Using PowerBI, Synergy Incident Referrals, and weekly data pulls to progress monitor. We will progress monitor discipline referral type, frequency, and interventions by grade level, gender, program, race, and ethnicity on a weekly basis. This is relevant is key to a safe, inclusive, and welcoming school culture. By the end of 2nd semester, June 2026. We will pay special attention to students who identify as BIPOC and who receive special education services to ensure these historically disenfranchised students feel welcomed, included, and connected. We will disaggregate data by race, ethnicity, gender, grade level, and program to check for disproportionality.
Root Cause Analysis:
Disproportionality results when educators make decisions with implicit unconscious bias and without student/family voice. When educators explicitly teacher behavior expectations they learn and use Culturally Responsive social emotional learning practices to build relationships, including positive home communication and restorative practices, they will become more effective and students will be more successful in following behavior expectations, which in turn will reduce discipline and bias.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
During the 2025-26 year Meeker had 5.7% of their students received exclusionary discipline. The 2025-26 goal is to reduce the exclusionary discipline 5.7% down to 3%. By the end of the first CAP cycle, we want to reduce it to 2%. We will do this by focusing on our had most marginalized student groups being African-American Males and students with IEP's. We will continue to run boy's groups to support our male students of color.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Effective Tier 1 instruction, Frequent formative assessment and differentiated instruction. Community Lessons with Character Strong curriculum during extended second period. Classroom equity circles. Staff equity circles.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Create student, home, and school partnerships to engage students, families, and staff voices in the co-creation of behavior expectations, practices, and systems: 1. Engage Meeker's Student PULSE group in communicating behavior norms consistent with the Wolverine Way in teacher voice via weekly Meeker Minutes video announcements.; 2. Class newsletters/info - Sharing what learning is taking place and providing questions to engage the student and guardian in a conversation. 3. Positive home communications on a regular basis (5 positive to 1 negative communication) through phone calls, postcards, email, etc. 4. Provide further opportunities for family involvement/engagement within the building both during school hours and after hours. 5. Continued General Education participation in IEP's meetings. 6. Student Team meetings - this includes the student, family, teachers, and admin to communicate needs and create goals. Occurring preemptively or in response to a need. Co-creation of Behavior Agreements. 7. Include family and community representation to our Whole Child Team.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 90% positive rating on the selected Climate Survey item.
Using data from the selected CEE Climate Survey and from a site-created staff survey administered and collected by Meeker's (SCDM) School Centered Decision Making, we will show improvement on the staff Social Emotional Learning goal selected for this year. Specifically, Meeker will increase the positive response rate on the CEE staff survey from 73% to 90% of staff who positively respond to the item, "My school is a place where people want to come to work." This is an action-oriented goal that is attainable goal because 73% of our staff were neutral and we believe we can 'tip' these neutral staff toward the positive. Given our grit, commitment, available resources, and do-able action plan, we are confident we can achieve this goal. We will do this by June 2026. We will show progress toward this goal with benchmark staff surveys administered in February 2026 and June 2026. We will disaggregate this data by service years at Meeker, and certificated and classified staff. Equitable:
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Increase team-building opportunities available to staff, and staff participation in team-building activities. Create, schedule, implement, distribute, and collect feedback on the following: 1. Meeker Retreat 2. Staff spirit wear for each season fall, winter, and spring staff 3. Monthly Friday Happy Hour Cart delivered to each staff member 4. Quarterly potlucks S. Secret staff spirit days 6. Monthly birthday celebrations 7. Gratitude created and published weekly 8. 7th Period Planning get-togethers at a local establishment 9. Monthly staff community circles using the district's equity series 10. Monthly staff breakfasts 11. PTSA staff celebrations 12. Monthly Wolverine Awards given by staff to staff for specific expressions of appreciation
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.
Meeker Middle School will increase the percentage of students who enjoy coming to school and increase the rate of students who feel good about their school experience. We will use a building-generated survey including two items: 1. Do you enjoy coming to Meeker Middle School? (YIN} and 2. On a scale of 1-5, how do you feel about your overall experience at Meeker--1 not good and 5 very good? We will increase the % of students who like school from 38% to 90%. We will accomplish this goal by implementing a variety of Tier 1 strategies that provide every student with positive recognition and opportunities for positive incentives. We will administer the survey by June 2026. All student groups will be included in Tier 1 strategies. When data is disaggregated by student groups including program, gender, race, ethnicity, and language background, the data will show equitable improvement for all student groups.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
We will achieve this goal by implementing action steps including the following actions: 1. Individualized positive postcards, emails, and/or phone calls home for every student - Basecamp Positive Interactions 2. Letters of Achievement acknowledging high Student Growth Percentage scores on SBAs. 4. 100% Club celebration each quarter for students with O missing assignments. 5. Meeker Family Culture Night 6. Meeker Money and Wolverine Warehouse. 7. Increasing adult male positive interactions with Watch D.O.G.S 8. Student leadership class 9. Increase structured social activities during breakfast and lunch-time activities.