Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Blix Elementary is a global community working in partnership, school and home, to meet every student where they are and support them to grow in their Academic and Social/Emotional Learning every day.
Our Vision
We Care, We Count, We Can Si Podemos. We Are One.
Our Mission
Blix Elementary is a beautiful multicultural community. Our students represent 40 different cultural backgrounds. Almost a third of our students are enrolled in our Multilingual Program. Blix has a K-5th Grade Dual Language Program and we are proud to have one Bilingual homeroom at every grade level. Blix Elementary is a global community working in partnership, school and home, to meet every student where they are and support them to grow in their Academic and Social/Emotional Learning 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.
By February 2025, 70% will improve from tier 2 to tier 1 on K.W2 informative writing as measured by a Writing CFA. The CRT practices of MODEL and GUIDING will be used to create an inclusive and equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing MODELING and GUIDING during core instruction, students will build understanding in informative writing purpose/meaning and writing facts related to a singular topic. Students will demonstrate growth through practice assignments and feedback. Growth will be measured by bi-monthly CFAs using MyView 4-Point Informative Writing Rubric, The Writing Strategies Book by Jennifer Serravallo and TPS: Standards Based Rubies for Informational Writing.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing MODELING and GUIDING during core instruction, tier 2 students will receive additional support in informational writing purpose/meaning and telling details about a topic. Teachers will use small group strategies such as grouping students with similar needs in writing to provide additional supports such as strategies for adding detail and ensuring details are all related to a single topic.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing MODELING and GUIDING during core instruction, tier 3 students will receive additional support in informational writing purpose/meaning and telling details about a topic. Teachers will use small group strategies such as grouping students with similar needs in writing to provide additional supports such as strategies for adding detail and ensuring details are all related to a single topic.
1st Grade
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
NA: First grade uses the MTSS process in place of the CAP.
CURRICULUM: The standards and units we are targeting
STANDARD: L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
2nd Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
By February 2026, 60% of students in Tier 2 and 3 will improve from their current tier to one higher Tier (3 to 2, 2 to 1) on standard Rl.2.6 as measured by the January iReady Reading assessment, formative assessments, teacher made assessments, and classroom observations. The CRT practices of high yield strategies and student collaboration will be used to create an inclusive & equitable environment.
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 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing the high yield strategies of 1) give positive recognition and authentic feedback and 2) integrate authentic, formative assessment practices during core instruction, students will build understanding in standard Rl.2.6.1. Students will demonstrate growth through practice assignments and feedback. Growth will be measured by the Savvas formative assessments and iReady diagnostics.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing the high yield strategies of 1) give positive recognition and authentic feedback and 2) integrate authentic, formative assessment practices during core instruction, tier 2 students will receive additional support in Rl.2.6. Teachers will use the high yield strategy of provide opportunities for student discourse to provide additional support and feedback to tier 2 students. This will occur in a minimum of two 15 min sessions per week. Student progress will be measured by the Savvas formative assessments, Teacher-made assessments, rubrics, and observations.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing the high yield strategies of 1) give positive recognition and authentic feedback and 2) integrate authentic, formative assessment practices during core instruction, tier 3 students will receive additional support in Rl.2.6 Teachers will use high yield strategies such as interact by using student friendly language, relevant visuals to build understanding before moving to academic vocabulary to provide additional support and feedback to tier 3 students. This will occur in a minimum of two 15 min sessions per week. Student progress will be measured by the Savvas formative assessments and teacher-made assessments and observations.
3rd Grade
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
80% (36 Of 44 students) will increase from 312 to 211 on RL3.2 {priority standard as measured by standards-based assessment using a rubric Assessment.) The CRT practices guide will be used to create an inclusive & equitable learning environment.
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 3
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Graphic organizers outlining character outlines student to student collaboration level readers peer reading book buddies 1:1 conferencing with teacher read alouds, lit circles
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Graphic organizers outlining character outlines student to student collaboration level readers peer reading 1:1 conferencing with teacher literature circles cold reads, timed reading ML services Title/Lap services
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Title/lap intervention Special education services ML services modified assignments graphic organizers outlining character outlines student to student collaboration level readers peer reading 1:1 conferencing with teacher literature circles cold reads, timed reading
4th Grade
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
There are 25% of students meeting the standards of determining the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content. (L.4.4). By February 18, 80% of students will meet the standards as measured by TPA Priority Standards Rubrics, Student Work, Sawas Rubrics and Checklists.
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
Whole group lessons moving into small group book clubs (mixed groupings of strong readers with those who need extra support in reading). Student groups have some say in choosing the books for book club groups - using the supplemental texts from Sawas curriculum. Students choose their own independent reading books.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Partner reading, increased think time, more opportunities to share with a partner before sharing with the whole class (think-pair-share, call/response, check for understanding)
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Partner reading, increased think time, more opportunities to share with a partner and instructor before sharing with the whole class (think-pair-share, call/response, check for understanding), condensed formative assessments.
5th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
There are 22% of 5th grade students meeting the standard of determining the meeting of meaning of multiple meaning words and phrases based on a grade 5 reading and content. (L.5.4) by March 2026, 60% of 5th grade students will meet the standards as measured by TPA priority standards, rubric, student work, 5AVMS rubric, and checklist. One way we will accomplish this is through implementing a variety of strategies which build an inclusive and equitable culture which provides access to a wide variety of learners.
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
Whole group lessons moving into small group book clubs (mixed groupings of strong readers with those who need extra support in reading). Student groups have some say in selecting the books for book clubs, using the supplemental texts from the SAWAS curriculum.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will participate in opportunities to practice reading via partner reading, close reading, increased think time, turn and talk with partner, and check for understanding.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Partner reading Increased think time More opportunities to share with a partner and instructor before sharing with the whole class (think-pair-share, call/response, check for understanding).
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 75% pass rate for the selected standard by the end of the quarter.
By February 2025 % of students will improve from tier 3 to tier 2 on counting 20 objects accurately with and indicate the last number said is the number of objects as measured by WA Kids assessment and Ready Classroom assessment. The CRT practices of modeling and providing will be used to create an inclusive & equitable environment.
CURRICULUM: The standards and units we are targeting
STANDARD: K.CC.B Count to tell the number of objects
UNIT: Unit 5 Numbers to 100
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing MODELING, and PROVIDING Whole group instruction daily for 10 minutes using counting strategies with manipulatives and Ready Classroom materials during core instruction, students will build understanding in counting and cardinality. Students will engage in peer-peer discourse. Students will demonstrate growth through practice assignments and feedback. Growth will be measured by iReady Classroom 1ematics Lesson Quiz and iReady Classroom 1ematics Unit Assessment.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In addition to implementing MODELING and PROVIDING during core instruction, tier 2 students will receive additional support in counting and one to one correspondence. Teachers will use differentiated small group instruction strategies using manipulatives such as ten frames and counters to provide additional support and feedback to tier 2 students. This will occur once a week for 1O minutes. Student progress will be measured by iReady Classroom 1ematics Lesson Quiz and iReady Classroom 1ematics Unit Assessment.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
In addition to implementing MODELING and PROVIDING during core instruction, tier 3 students will receive additional support in counting and one to one correspondence. Teachers will use differentiated small group and one on one conferring with counting manipulatives to provide additional support and feedback to tier 3 students. Students will meet in small group for 10 minutes twice a week as well as once a week one on one. One on One meetings will include explicit and direct instruction with more scaffolded questions. Student progress will be measured by iReady Classroom 1ematics Lesson Quiz and iReady Classroom 1ematics Unit Assessment.
1st Grade
Goal: What are we trying to achieve
Achieve a 100% pass rate for the selected standard by the end of the quarter.
NA: First grade uses the MTSS process in place of the CAP.
CURRICULUM: The standards and units we are targeting
STANDARD: 1.G.A Reason with shapes and their attributes
UNIT: Unit 6 Geometry and Measurement
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: First grade uses the MTSS process in place of the CAP.
2nd Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
Students will use a variety of strategies to add and subtract within 20. By implementing a variety of supportive instructional strategies such as using the Try It, Discuss It, Revise It and Connect It protocol and visually representing the word problem with manipulatives, the number of 2nd grade students who are one or two grade levels below will increase from 10% to 60%. The goal will be measured by the January iReady math assessment, formative assessment, teacher observations, rubrics, and student work samples.
CURRICULUM: The standards and units we are targeting
STANDARD: 2.OA.A Represent and solve problems involving addition and subtraction
UNIT: Unit 1 Numbers Within 20: Addition, Subtraction, and Data
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Daily whole group instruction, Small group work weekly for 20 minutes.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small group work weekly for 20 minutes.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students receive extra support (20 minutes/4 times a week) from building math interventionist.
3rd Grade
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
There are 16 students (25%) at level 1, 30 students (48%) at level 2 and 17 students (27%) at level 3. 80% (38 of 47 students) will improve from tier 312 to 211 on 3.OA.A use multiplication and division within 100 as measured by I-ready diagnostic. The culturally Responsive and Relevant Teaching practices of anchor charts and student talk will be used to create inclusive and equitable practices.
CURRICULUM: The standards and units we are targeting
STANDARD: 3.OA.A Represent and solve problems involving 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
Anchor charts with math terms math word wall 1:1 conferences partner work place value charts, manipulates small group instruction
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Anchor charts with math terms math word wall 1:1 conferences partner work place value charts, manipulates small group instruction
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Anchor charts with math terms math word wall 1:1 conferences partner work place value charts, manipulates small group instruction Special education Ml support MTSS support
4th Grade
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
There are 35% of 4th grade students meeting the standard of 4.NBT.B. By February 17, 2026, the percent of students meeting the standard will increase to 80% as measured by Comprehension Checks and Unit Assessment from Ready Classroom. We will accomplish this by establishing an inclusive and equitable math culture that adheres to grade level content and shifts from remediation to support and scaffolding.
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
Strengthen the Try, Discuss, Connect Protocol from Ready Classroom by presenting a rigorous, grade level task using the three reads protocol, guide class conversation using a discussion protocol (consensus board, four corners, talk moves, sentence stems, numbered heads, turn-and-talk to a prompt) to enhance student discourse. Anticipate student thinking to be able to Select and Sequence student work to build conceptual understanding and connect representations.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
In small groups, use manipulatives including and pictorial representations, providing sentence stems for conversation, multiplication tables, collaboratively creating anchor charts with students to break down the process of solving various problems.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Engage a small group of students in the Try, Discuss, Connect Protocol (as stated above) with additional problems using concrete representations/manipulatives to move from physical, to visual, to symbolic representation, providing sentence stems for conversation.
5th Grade
Goal: What are we trying to achieve
Achieve a 60% pass rate for the selected standard by the end of the quarter.
60% of 5th grade students will reach proficiency in 5th grade numbers and operations as measured by the !Ready Math progress monitoring by March 2026.
CURRICULUM: The standards and units we are targeting
STANDARD: 5.NBT.B Perform operations with multi-digit whole numbers and with decimals to hundredths
UNIT: Unit 3 More Decimals and Fractions: Multiplication and Division
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
We will follow the suggested Ready Mathematics instructional protocol of "Try, Discuss, Connect". Additionally, we will continue the three reads, guided conversations to help students grasp the mathematical concepts. Some of the resources we will use include math habits of mind, habits of interaction, consensus squares, sentence stems, think-pair-share, and compare peer strategies.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
We will use: Sentence stems for conversations Anchor charts (to model step-by-step procedures on problem solving) Manipulatives Multiplication and division facts (tables)
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Sentence stems, small intervention groups, Visual and concrete representations of targeted math concepts; scaffolded activities to help students progress to more symbolic representations (i.e., equations, students' own work)
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.
NA: TK does not do 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
NA: TK does not do Fall CAP
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
NA: TK does not do Fall CAP
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
NA: TK does not do 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 kindergarten students at Blix will be able to demonstrate a steady beat to music, without teacher modeling, based on TPS 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 and discuss examples Tier 1 Strategies for Standard Music 9 Respond- Apply criteria to evaluate artistic work -Practice keeping a steady beat as a class with a recording sample to compare to. -One student at a time demonstrates steady beat using body percussion for four measures while class sings along. -Students will move around the room while matching the steady beat played by a teacher or recording. -Students may demonstrate the beat by playing a percussion instrument.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier two instruction will support learners who need additional support. Strategies may include: -individualized games that provide opportunities to make growth toward the goal. -Song selections that demonstrate the beat in any setting, not just music classroom. -I will know if these strategies are effective by using records of observation of skill, assessment scores from the individualized games, and progress monitoring during class time.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Due to time and staffing resources, Tier 3/individual support is not typically available around music standards. Staff who provide tier 3 support in the building are focused on priority math and reading standards. There is no additional time to meet individually or in groups with students outside of the scheduled music instruction time. Progress and mastery of music standards are monitored for all students by one music instructor. High yield instructional strategies will be repeated often as needed, and multiple modality activities will be planned to support all learning styles for learning at all tiered levels. At this point, because all students come in with a baseline of 0, Tier 3 students have not been identified (1 student has been selected in order to Save).
PE Goal
Goal: What are we trying to achieve
Achieve a 63% pass rate for the selected standard by the end of the quarter.
There are five students at level 1, six students at level 2 and 10 students at level 3/proficient. By June 6, 2025, 3 of the students at level 1 and 3 of the students at level 2 will improve by completing two additional laps as measured by the national Pacer test.
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
By implementing endurance activities twice a week and learning how to monitor their heart rate, students will gradually increase the amount of laps they are able to complete. Students will demonstrate growth as measured by getting 31 laps on the PACER test.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students will participate in small group instruction of endurance activities as they rotate from station to station, i.e. jump roping, jumping jacks, burpies, etc.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Generally, Tier 3 is not provided or sought out for our physical education programs, specifically around the yearly PACER test (selected a student as needed for submission)
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 0% of students have behaviors NOT resulting in suspension or expulsion.
Ensure that no more than 4% of students who are referred for discipline are being excluded. Of the 4% reduce the disproportionate number of Latino students and Black/African American students with exclusionary discipline.
Root Cause Analysis:
Student access to behavior expectations and cultural/community norms is provided by the full implementation of Character Strong and integration of the CS language and lessons. Additionally, all staff are expected to utilize restorative conversations and practices: student -to-student, adult-to-student, student-to-adult, and adult-to-adult. Ongoing modeling of these practices makes students feel safe in making decisions, making mistakes/repairing them, making better decisions.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Staff is making progress in inclusion of restorative practices in managing behaviors. More training is needed in the steps of managing behaviors as well as identifying underlying causes of the behaviors.
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Train staff in educator responses to behaviors and classroom managed behaviors, office managed behaviors, and administrative responses (HUB).
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Continue training on restorative practices, full implementation of Character Strong, and continue building PLC/Community interdependence of staff and students.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills), resulting in at least 69% positive rating on the selected Climate Survey item.
The I-vs-They gap in change process at Blix was significant on the Spring 2024 staff survey. With the addition of 9 new certificated staff and purposeful placement of classroom communities teams are already working closely. That, with the transition to purposeful PLC time will transform the perception of I/They to WE.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Shared Leadership with PLC/Team Leader and SCDM, purposeful planning ML/classroom teachers, revised SIT and SRT team process.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 64% positive rating on the selected Climate Survey item.
In the Spring 2024 Brief student climate survey, 54% of students surveyed (fourth and fifth graders} responded positively to "I feel safe at my school'; under Supportive Learning Environment. By implementing Character Strong Tier I intervention and Whole Child Fidelity Inventory items: 2.1 PBIS Expectations, 3.2 Identity Affirming, 4 Signature Whole Child Practices, and 6.1 Predictable and safe environments, students will show a 10% increase in their response on the next SEL data review.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Blix will focus on Character Strong Tier I intervention and Whole Child Fidelity Inventory items: 2.1 PBIS Expectations, 3.2 Identity Affirming, 4 Signature Whole Child Practices, and 6.1 Predictable and safe environments. We will survey students with the same question to see the change in data.