5830 S. Pine St.
Continuous Achievement Plan
Continuous Achievement Process & Plan - 2026 Quarter 1
Welcome to Edison's 2025-2026 Continuous Achievement Plan at Edison Elementary, we are committed to growing both students and staff while partnering with families to nurture young minds on Tacoma's South Side. This plan outlines the strategies and supports that guide our work, ensuring every child thrives academically, socially, and emotionally. Together, we celebrate our shared dedication to excellence, because we are Edison Proud!
Our Vision
Unified Vision We commit to cultivating a learning community where all students thrive academically, socially, and emotionally. Through a foundation of rigorous instruction, equity, restorative practices, and whole-child development, we will build systems of support and celebration that ensure growth for every student. Our work is guided by a collaborative professional culture, and a commitment to student-centered decision-making.
Our Mission
Our mission is to establish a community that empowers, inspires, and motivates all students to become life-long learners who are college and career ready.
Academic Goals
ELA Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
The % proficient will rise from % to 80% by January 30, 2026, as measured by concepts of print on individual student progress report.
CURRICULUM: The standards and units we are targeting
STANDARD: RF.K.1 Demonstrate understanding of the organization and basic features of print
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Teachers will explicitly teach with clarity and model concepts of print through read aloud and class discussions.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small group instruction where teacher models, reads and demonstrates while questioning students to point to different parts of the book while giving them direct feedback.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Individual instruction where teacher models, reads and demonstrates while having student point along with teacher to different parts of the book while giving them direct feedback.
1st Grade
Goal: What are we trying to achieve
N/A
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
N/A
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
N/A
2nd Grade
Goal: What are we trying to achieve
Achieve a 72% pass rate for the selected standard by the end of the quarter.
There are 36% of 2nd grade students meeting the standard of being able to determine the meaning of or clarify an unknown word or phrase (L.2.4). By January 30, 2026, the percent of students meeting the standard will increase to 72% as measured by the weekly lessons' progress monitoring on MyView as well Winter iReady Reading Diagnostic. One way we will accomplish this is through implementing a variety of strategies that build an inclusive and equitable culture that represents a wide variety of learners.
CURRICULUM: The standards and units we are targeting
STANDARD: L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 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
Utilize intentional planning using the lesson planning document from Sawas for whole group and small group ELA lessons, increase student discussion about using context clues, graphic organizers and background knowledge to build understanding of vocabulary words.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Provide access to grade level texts with appropriate scaffolds as needed that are inclusive and representative of a wide variety of students and ideas/concepts.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Provide access to instructional level texts with appropriate scaffolds as needed with a focus on phonemic awareness in order to decode vocabulary words.
3rd Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
By January 2026, students will increase their proficiency in identifying the main idea and supporting details from 5 PERCENT to 50 PERCENT, using the resources and strategies in our Sawas curriculum, as measured by iReady diagnostics as well as outcomes in Cold Reads Unit 1 Week 4 and Exit tickets Unit 2 Week 2 and Week 3. This will be done in collaboration with families by setting goals at conferences, seeking parent suggestions, giving at home strategies (questioning) and sharing student progress.
CURRICULUM: The standards and units we are targeting
STANDARD: Rl.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
UNIT: ELA Unit 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Savaas Unit 2 Week 1 and 2 - Summarize Identify text evidence of supporting details by annotating Identify patterns/vocabulary Monitor comprehension - ask and answer questions Use leveled readers in small groups with same strategies
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small group leveled readers Continuing instruction on standard RI 3.2 at their instructional reading level.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Provide leveled readers if necessary to interventionists, with emphasis on main idea, and double dose in small group during core.
4th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
The percent of 4th grade students scoring proficient or higher in using text evidence to support inferences in informational text (Rl.5. 1) will increase from 24% to 70% as measured by i-Ready winter diagnostic, Sawas Unit Selection Test and CER (Claim Evidence Reasoning) classroom-based assessments.
CURRICULUM: The standards and units we are targeting
STANDARD: RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
UNIT: ELA Unit 1
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Whole class instruction, Data base small group instruction, book clubs,
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Whole class instruction, Data base small group instruction, book clubs, vertical skill scaffolding, partner discussion, pull out, push in
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Whole class instruction, Data base small group instruction, book clubs, vertical skill scaffolding, partner discussion, pull out, push in, foundational skill work
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 0% of 5th grade students meeting the standard determining a theme of a story, drama, or poem from details in the text (Rl.5.2). By November 15th, 2025, the percent of students meeting the standard will increase to 70% as measured by teacher created assessment.
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 2
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Tier 1: Whole group instruction, myview lessons, myview resources, less frequent small group meetings, book clubs, guided reading, iready pathway, iready teacher lessons
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Tier 2: Whole group instruction, myview lessons, myview resources, book clubs, guided reading, iready pathway More frequent small group meetings, more frequent check ins with station work, guided standard focused center activities, reading level focused comprehension, shorter pages, text evidence
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Tier 3: Most frequent small group meetings, reading level appropriate text, guided reading instruction with scaffolding to higher grade level skill, pull out for students when applicable, low-pressure environment with high chance of student success, graphic organizers, reduced writing assignments
Math Goals: Kindergarten – 5th Grade
Kindergarten
Goal: What are we trying to achieve
Achieve a 80% pass rate for the selected standard by the end of the quarter.
The 55% proficient will rise from 55% to 80% by January 30, 2026, as measured by count to tell the number of objects WaK/O5 assessment.; to be confirmed by Winter iReady diagnostic and unit 2 iReady Mathemetics assessment.
CURRICULUM: The standards and units we are targeting
STANDARD: K.CC.B Count to tell the number of objects
UNIT: Unit 2 Numbers to 5, Shapes, and Weight
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing classroom discussion and number talks during core math whole group instruction and questioning and number talks during flexible small group instruction, students will build understanding in count to tell the number of objects. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by WAKids preassessment and Unit 2 assessment.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Students who are not yet meeting standards will work in small groups to practice rote counting as well as given smaller numbers of objects to count in lines using touch methods. Using manipulatives will aid in conceptual understanding.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Teachers will work directly with individuals to count everyday objects to build their number sense. We will communicate with families and send manipulatives home for extra support and practice. Students will meet with interventionists during MTSS.
1st Grade
Goal: What are we trying to achieve
N/A
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
N/A
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
N/A
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
N/A
2nd Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
There are 21 % of 2nd grade students meeting the standard of being able to measure and estimate lengths is standard units (2.MD.A). By January 30, 2026, the percent of students meeting the standard will increase to 50% as measured by the math lessons' quizzes, iReady lessons, as well as the Winter iReady math Diagnostic. One way we will accomplish this is through implementing a variety of strategies that build an inclusive and equitable culture that represents a wide variety of learners.
CURRICULUM: The standards and units we are targeting
STANDARD: 2.MD.A Measure and estimate lengths in standard units
UNIT: Unit 4 Length: Measurement, Addition and Subtraction, and Line Plots
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Utilize intentional planning by using the lesson planning pages from iReady Classroom Mathematics for whole group and small group math lessons, increase student discussion about the story problems using "Try It, Discuss It, Model It, Connect It", and "Apply It" strategies.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Using the "Exit Tickets" to monitor which students are being successful with the learning target, and which students need small group guided instruction.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Students in this group will receive math intervention services at their instructional level from the classroom teachers, LRC teacher, and/or math interventionist. They will focus on making sense of the math problem and using any math tool and/or manipulatives as needed.
3rd Grade
Goal: What are we trying to achieve
Achieve a 50% pass rate for the selected standard by the end of the quarter.
By December 5, 2025, 50% of 3rd graders will be proficient in addition with regrouping as measured by Exit tickets, teacher-assigned lessons, post U1 L2 Quiz, in collaboration with parents and interventionists through goal setting conferences with students. Sharing of at-home strategies, flash cards, practice in newsletters, and student progress will facilitate growth.
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
Provide access to Unit 1 Ready Math classroom instruction and iReady teacher assigned lessons Select and sequence student examples Teach and discuss classroom routines Scaffold during lessons Provide access to small groups to reinforce/reteach Provide access to manipulatives Peer to peer collaboration/learning
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Small group instruction, manipulatives, practice activities with single digit or less complex addition Preteach and/or reassign online addition lessons
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Loop interventionists in our goal Provide materials if necessary Double dip with small group during core
4th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
The percent of 4th grade students scoring proficient or higher in 4.NBT.A will increase from 17% to 70% by Jan 9th, 2025, as measured by /ready and exit tickets.
CURRICULUM: The standards and units we are targeting
STANDARD: 4.NBT.A Generalize place value understanding for multi-digit whole numbers
UNIT: Unit 1 Whole Numbers: Place Value, Comparison, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Whole group instruction with GoMath, data-based grouping, data based vertical teaching, manipulatives
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Whole group instruction with GoMath, data-based grouping, data based vertical teaching, place value charts, manipulatives
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Whole group instruction with GoMath, data-based grouping, data based vertical teaching, manipulatives, scaffolded learning (start at 3 digits etc)
5th Grade
Goal: What are we trying to achieve
Achieve a 70% pass rate for the selected standard by the end of the quarter.
Based on Ready Math lesson 9 quiz, the percent of 5th grade students scoring proficient or higher (level 3 or 4) on standard NBT.A4 (Use place value understanding to round decimals to any place) will improve from 096 to 7096 by November 24th. We will meet or exceed this goal by using games, videos, and giving families suggested ways to support this learning at home.
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 2 Decimals and Fractions: Place Value, Addition, and Subtraction
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Place value reinforcement, place value charts, manipulatives, Ready Math instruction, Ready Math resources, i-Ready pathway, i-Ready lessons, station activities, anchor charts, small group guided instruction, number lines, less frequent small group meetings with the higher performing students.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
More frequent formative and informal teacher assessments, standard targeted entry task with data tracking, focused small group instruction, small group placements based on performance in targeted standard
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
Verticality to scale back skill, scaffolded instruction to build up to 5th grade standard, more frequent small group meetings, more frequent collaboration on student's growth data, real life application to further connect the skill, smaller setting for low pressure performance
Specialized Program Goals
Preschool Goal
Goal: What are we trying to achieve
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
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 70% pass rate for the selected standard by the end of the quarter.
There are 47 students at level 1. By the end of 1st trimester, 40 of the students at a level 1 will improve by at least 1 level on the Rhythm Creation proficiency rubric on Supporting Anchor Standard 3.2-Creating as measured by performance in class with body percussion or an unpitched percussion instrument. Of those 40 students, 20 will be at level 3, and 1 O will be at level 4. The Culturally Responsive and Relevant Teaching practices of moving throughout student learning, giving positive and authentic feedback, performing in smaller groups, and being fair in the way I discuss feedback with all students will be used to create inclusive and equitable practices.
CURRICULUM: The standards and units we are targeting
STANDARD: Music 6 Perform- Convey Meaning through the presentation of artistic work
UNIT: Music - NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
By implementing repetition and variation of musical selections and instruments and visual and auditory demonstrations during music class whole group instruction and small group performances on varying unpitched percussion instruments during flexible small group instruction, students will build understanding of quarter notes, eighth notes and eighth rests performed with a steady beat. By leveraging practice assignments, feedback, retakes/revisions/item corrections, students will demonstrate growth as measured by in class performance and ability to create and perform a two-measure rhythm with an instrument of their choosing.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
By implementing performances in smaller groups and visual demonstrations during our double dose small group instruction, students will build understanding in rhythmic notation including quarter notes, eighth notes, and quarter rests. Students will use popsicle sticks to create their own rhythms first, then they will write their compositions on paper to perform. By leveraging practice sessions, feedback, change of instruments, students will demonstrate growth as measured by performance and ability to create and perform their own compositions.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
I will allow students time to work in partners, small groups, and individually. I will make sure to check in with all students, especially those who may need extra support. I can perform with or demonstrate for students who may need extra support or guidance.
PE Goal
Goal: What are we trying to achieve
Achieve a 85% pass rate for the selected standard by the end of the quarter.
There are currently 35% of students meeting Standard 3 in regard to proper overhand throwing mechanics. By January 30th, 2026, the percent of students meeting the standard will increase to 85% as measured by visual skill assessments using the overhand throwing rubric as guidance. I will accomplish this by establishing an inclusive and equitable PE culture that adheres to grade-level standards. This includes providing a safe space for learning and trying new activities while maximizing participating time for students.
CURRICULUM: The standards and units we are targeting
STANDARD: PE-3 Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness
UNIT: PE-NA
STEPS: How we will accomplish this goal
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
During whole group instruction, I will use visuals, physical modeling, movement exploration, and peer coaching teaching strategies to teach the fundamental movement markers necessary to perform the skill correctly. Additionally, I will provide the warmup activities, games and station activities that emphasize the skill of the overhand throw.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
During station and small group instruction, I will reteach the skill. I will provide visual markers of the stepping foot for those who need extra assistance. I will provide and offer a variety of throwing implements for learners to choose from.
SUPPORTING STUDENTS AT TIER III ON THESE STANDARDS
For ELL students, I will provide pictures, videos and GIFs to demonstrate the skill and proper steps to perform the skill.
School Climate & Support Goals
Behavior Goal
Goal: What are we trying to achieve
Ensure 80% of students have behaviors NOT resulting in suspension or expulsion.
Continue to support students in identified programs (i.e. SPED, MV, LAP as main areas where student behavior is reported.
Root Cause Analysis:
1. Instructional & Environmental Factors Inconsistent Tier 1 expectations and reinforcement between general education and program settings
(students experience different rules and responses). Limited access to differentiated, engaging instruction - especially for students receiving interventions or special education services, leading to frustration or disengagement. Insufficient structure or predictable routines in certain settings, particularly during transitions or non-academic times.
STEPS: How we will accomplish this goal
ACTION STEP INTRODUCTION
Specific: Reduce the number of behavior incidents and students with repeated behaviors in programs with the highest counts (SPED and LAP) by strengthening proactive supports, consistency in interventions, and positive behavior reinforcement across all programs. Measurable: By June 2026, reduce the percentage of students with behavior incidents in the SPED and LAP programs by at least 20% (from 35 to 28 and from 34 to 27 respectively).
SUPPORTING STUDENTS AT TIER I ON THESE STANDARDS
Key Actions: Revisit and reteach schoolwide behavior expectations (e.g., Edison's "PAWS" or PBIS matrix) in all classrooms and program settings by October 2025. Develop a shared "Behavior Consistency Guide" that outlines common language, expectations, and reinforcement strategies across programs. Conduct monthly classroom and program walkthroughs focused on positive reinforcement, engagement, and alignment to expectations. Use student feedback tools (surveys, student voice groups) to gather perception data on fairness, consistency, and support. Celebrate monthly "Behavior Success Shoutouts" to highlight growth in SPED, LAP, and MV student behavior progress.
SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS
Key Actions: Establish a 6-week data review cycle within the PSIS/Behavior Team to identify students needing Tier 2 supports using discipline and referral data. Implement Check-In/Check-Out (CICO) and small-group SEL skill sessions for identified students, focusing on self-regulation, problem-solving, and goal setting. Collaborate with SPED, LAP, and MV staff to align interventions with IEP goals or academic support plans. Track student progress using behavior tracking sheets and SEL progress rubrics, reviewed biweekly with case managers. Conduct family connection meetings to co-design support strategies and celebrate progress.
Staff Goal
Goal: What are we trying to achieve
Support staff SEL (social awareness or relationship skills}, resulting in at least BO% positive rating on the selected Climate Survey item.
Specific: By intentionally fostering a culture of shared high expectations among staff and students, we will strengthen belief in every studenrs ability to learn and achieve at high levels. Measurable: By June 2026, staff and student survey data (Panorama or similar climate tool) will show a 10% increase in positive responses to items related to belief in student ability, relevance of learning, and rigor of instruction. Additionally, classroom walkthrough data will show evidence of increased student engagement and rigorous learning tasks in at least 80% of observed lessons. Achievable: Through professional learning communities (PL Cs), targeted professional development on equitable grading and engagement strategies, and shared reflection on bias and expectations, all staff will actively work toward consistent, rigorous instruction and belief in all learners' potential. Relevant: This goal supports Edison's Continuous Achievement Plan focus on equitable access, academic rigor, and whole-child support-ensuring every student experiences both high expectations and meaningful learning opportunities. Time-Bound: Progress will be monitored each trimester, with mid-year reflection and adjustments to ensure continued growth toward the June 2026 targets. Inclusive & Equitable: All staff and students-especially those from historically marginalized groups -will be intentionally included in efforts to strengthen belonging, belief, and academic challenge.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
1. Build Shared Belief and Vision Facilitate a staff launch activity or PD session to unpack the question: "Do I believe all students can learn?" Develop grade-level and schoolwide belief statements that affirm all students' potential and are displayed in classrooms. Use staff reflection tools to identify and address implicit bias and deficit thinking around student ability. 2. Strengthen Instructional Rigor and Relevance Implement monthly instructional rounds or walkthroughs focused on rigor, engagement, and relevance of tasks. Use common rubrics or look-fors that define what "rigorous learning" looks like at each grade level. Provide professional development on: Depth of Knowledge (DOK) questioning and task design Scaffolding for rigor and productive struggle Student-led learning and metacognition strategies 3. Foster Student Voice and Ownership Create student focus groups or "Student Voice Panels" each trimester to gather feedback on rigor, relevance, and support. Integrate student self-assessment and goal setting aligned with academic expectations in every grade level. Highlight student success through student work showcases that reflect high expectations and diverse excellence. 4. Monitor and Adjust Through Data Review Panorama or climate survey data with staff to identify trends around belief, rigor, and support. Track walkthrough and classroom observation data to monitor increases in rigorous practices and student engagement.
Student Goal
Goal: What are we trying to achieve
Implement Whole Child practices with fidelity, resulting in at least a 100% positive rating on the selected Climate Survey item.
We would like each student to be able to identify a trusted adult who they feel safe to go to if they need it at school.
STEPS: How we will accomplish this goal
PROMOTING SEL FOR STUDENT IMPACT
Identify to teachers, students who did not identify a trusted adult. Second try to identify and if not then working with identified students to help them build and believe they have a safe adult at school.