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Our Theory of Action

We aim to build safe, inclusive classroom communities where students feel known, valued, and inspired to learn together, by implementing Reading Apprenticeship (RA) as our core instructional practice and using student voice data from PERTS Elevate to guide our work.
This year, our focus is on increasing academic rigor and reading for understanding through student-to-student discussion about text as an entry point to deeper RA implementation.

We have...

Launched RA learning cycles centered on building the conditions for learning

Introduced strategies like Talking to the Text, Think-Aloud, and Reciprocal Think-Aloud to help students make their thinking visible

Grounded our work in the Social and Personal Dimensions of RA to strengthen trust, belonging, and learner identity

Used PERTS Elevate data to anchor planning in how students experience safety, belonging, and identity affirmation

Guided teachers to plan and implement RA routines, then collect student evidence (annotations, notes, sentence stems, reflections)

Facilitated structured PLC reflection to analyze:

Are students making their thinking visible?

How are these routines supporting student-to-student discussions and comprehension?

What successes or challenges are showing up, especially for multilingual learners?

Currently we are...

Refining our focus on metacognitive conversations during student-to-student discussions to deepen rigor and reading for understanding

Planning our first RA Learning Walk to look for RA indicators in classrooms, celebrate bright spots, and identify where support is needed

Designing the next learning cycle based on classroom evidence and the learning walk to keep building toward more rigorous, content-connected student discussions across the school

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Here at Spry, our first Learning Cycle's Practice shift is: Ensuring the alignment between the unit’s grade-level standards and formative assessments (student work) throughout the unit, to understand how to support all students in accessing grade-level content. This will lead to more students demonstrating mastery in the EoU summative assessment.

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Air Force:

Our ILT have been focusing on data analysis from STAR360, ACT, and Academic Approach. We've tiered and compared common trends of the tiers. We have been focusing on Domain 1, planning, to be intentional in differentiation and modifications. We have a secondary focus on the collaboration with CTT and SECA support while providing cultural relevant equity during instruction. We also are preparing for peer to peer walks!

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Kennedy HS has develop a professional learning calendar for the entire school year utilizing our flex-day adjusted bell schedule and calendar. We had most departments come in this summer to revise our curriculum aligned to CCRS that the ACT Exam is based on. We have focused on inclusivity through selection of culturally responsive mirror and window tests. The ILT has done a Learning Cycle Reset: Looking Back at Rigor Walk Data and ACT Data Analysis

https://docs.google.com/document/d/1kK9fF8ynUgCQfMmc55zxb9IadJaXxe-q0G1q2eQntdk/edit?tab=t.0

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Julian- Our Instructional Leadership Team (ILT) is first focusing on developing a growth mindset culture among our teachers as the foundation for student success. We recognize that when teachers embrace the belief that all students can improve and learn, this mindset directly translates into more effective instruction and better student outcomes.

To prepare for our first learning cycle, the ILT has been working with teachers to help them understand the research and reasoning behind our instructional approaches. We believe that when teachers have a clear understanding of the "why" behind our methods, they become more invested partners in the learning process.

Our support system includes both ILT guidance and collaborative peer classroom observations, creating multiple layers of professional support. Through these peer walks and ongoing collaboration, teachers can share effective practices, learn from one another, and receive constructive feedback in a supportive environment.

This comprehensive approach to teacher development - combining mindset work, clear rationale, and collaborative support - creates the optimal conditions for implementing our high-quality curriculum with fidelity. When teachers feel mentally prepared, supported, and connected to their colleagues, they're better equipped to create learning environments where all students can thrive and grow.

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At Kelly, we are working on Feedback for Growth. The ILT has completed a data review of student feedback through a PERTS survey, and we are currently planning our next steps. We are in the learning phase of the cycle at this time...

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Our ILT has been developing a learning cycle about vertical alignment and backwards design. Our instructional coaches have been facilitating discussions with course teams and our ILT members have been providing feedback around building cohesive curriculum that works to deepen student understanding through appropriate progression of core skills.

Through this work we hope to further integrate important aspects of our work such as the development of culturally responsive teaching practices, building more equitable grading practices, and creating intentional opportunities for student discourse.

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Since July, our ILT has developed a cadence of department and interdepartmental meetings in which to bring to life our Cycles of Learning. We created a 7 week cycle to implement in the 1st quarter, which began in Week 2 of the school year. We began with analyzing our student and teacher data from the SY24-25 Spring as a starting point, and set goals for this year. We recommitted to using Accountable Talk as an instructional tool to increase critical thinking and analysis skills for our students. We began the cycle by reviewing our Accountable Talk framework, refreshing our memory of it. We are currently planning AT lessons, and conducting peer observations. We will end the learning cycle by tuning Unit 2, engaging in Looking at Student Work resulting from the AT lessons, and will end with analysing grade reports at the end of the cycle.

Priority 1: Curriculum & Instruction

If we….

Commit to engage in professional learning 1) on the development a rigorous curriculum alignment and CCSS (ACT) grade level standards and 2)instructional strategies that support reading and writing for analysis aimed at engaging students in peer-to-peer academic discussions

Then we will see…

Teachers planning rigorous, grade-level curriculum and implementation of instructional strategies to strengthen our students’ academic vocabulary, discourse and writing

Which leads to…

improved student outcomes as demonstrated on interim/formative/summative assessments, as well as standardized tests and student surveys.

Links: Accountable Talk Cycle 1 Introductory Slides SY26

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Our ILT has been more productive this school year. We have been focused on data and creating next steps. There has been much better collaboration based on goals without philosophical conversations that are not rooted in data.

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At Goode, they are implementing their first learning cycle. So far, departments have examined data to identify a problem of practice, read professional readings on the issue, and are now determining the strategies/instructional shifts they wish to implement this week. Next week, they will set their SMART goals and begin implementing the strategies/instructional shifts. We plan to follow this up with peer observations and then whole school walkthroughs before collecting and analyzing data.

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Gage Park High School - Our ILT is in the 3rd year of our CIWP. Our first year was focused on purposing our lessons through our What, How, Why. Year Two was focused on formative and summative assessment that was aligned to High Quality curriculum implementation. As we are in year 3 we are continuing to build on both of these and incorporate success criteria.

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Our ILT has been completing the planning for our first learning cycle centered on the academic success tenet of culturally and linguistically responsive teaching (CLRT). Our department chairs have been co-planning and learning with their department around their focus area for the first learning cycle. Implementation of our first learning cycle starts next week.

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Sample School: Our ILT has started leading our first learning cycle on aligning the rigor of student work to the intended rigor of the learning target from our HQ curriculum. After doing some learning about teacher moves that maintain the intended rigor, teachers have co-planned two lessons from our HQ curriculum together during GLTs and are about to start peer observations to see each other's great work in action. Check out our PLP to see how we're building towards our Q1 PL Outcomes: https://docs.google.com/spreadsheets/d/1jJUsuQqP1DBnTQoIGtr0uOweuV3R3zXh5yC0r2D_Yyk/edit?gid=736987633#gid=736987633