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Group 5

If school Leaders create flexible programs that allow teacher teams to collaborate and analyze content specific resources, then teachers will design data-driven explicit instruction that is aligned to our school vision requiring students to utilize critical thinking skills, then students will have the opportunity to take ownership of their own learning by tracking and reflecting multiple sources of data to increase reading fluency

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Group 11:

Theory of Action

School Leaders' Role

By collaborating with teacher teams, school leaders can enhance support for each curriculum, data analysis, and professional development. This includes focusing on 3c, establishing coaching cycles, and delivering actionable feedback throughout the entire school year.

Teachers' Engagement

Teachers will then engage students with tasks that are culturally responsive and cognitively challenging, promoting critical thinking and the integration of new and prior knowledge. This process is bolstered by focusing on foundational skills and leveraging background knowledge to deepen student engagement across all content areas.

Students' Outcomes

Consequently, students will experience an inclusive curriculum that emphasizes their voice and equity, leading to substantial gains in all subjects. They will exhibit improved fluency, vocabulary, language development, and reading comprehension, which will empower them as active participants in their educational journey.

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Group 9:

If school leaders…

Make strengthening core instruction the priority by providing tiered professional development and actionable, resource-rich feedback based on data analysis focusing on 1e, 3b, and 3d…

Then teachers…

Will design instruction that is evidence-based, culturally responsive, and engaging, implementing effective literacy-based activities to elicit and memorialize evidence of student learning…

So that all students…

are immersed in an inclusive classroom centered around student voice and equity that will result in significant learning gains throughout all content areas, with a particular emphasis on base English Language Arts skills.

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Group 10

Theory of action:

If school leaders proactively plan lateral and vertical teams that focus on MTSS Goals  in which administrators collaborate with staff and provide modeling and actionable feedback focusing on 1e,3b, and 3d

Then teachers will design data driven instruction related to MAP Growth that is culturally responsive and engaging which promotes student autonomy and student leadership.

So that students learn To use academic vocabulary and reading comprehension in order to have rich discussions  which allow them to make their thinking visible In order to solve real world problems

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Group 3:

If administrators offer very specific and relevant PD in the areas of culturally relevant lesson planning, offer high-level reading programs based in the science of reading, increase parent engagement, address student misbehavior, and offer constructive, specific, and actionable feedback;

Then teachers will be able to make lessons more culturally responsive, meet students at their current levels and learning styles, pivot to increase their pedagogical impact;

Then students will be able to gain phonological awareness, increase use of context clues and vocabulary acquisition, increase student engagement, better comprehend what they are reading across content areas, and gain conceptual understanding in all subjects.

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Group 4:

Group 4 (Thompson, Arrigo, Bobchin, Brancale, Speece, Guirguis)

If leaders create a clear course of structure that everyone understands with meaningful interdisciplinary collaboration amongst all content areas where professional learning and embedded coaching cycles, while providing actionable feedback that will strengthen core instruction that is culturally relevant and aligns to our school’s vision. Establishing high expectations and using data to track progress and performance will provide teachers and others the necessary support and training to succeed.

Then teachers can implement strategies and create resources for students to engage in culturally responsive and congenitally rigorous tasks that help students think critically, apply background knowledge to strengthen new skills and knowledge to apply to all areas of content.

So students can engage in meaningful student discourse utilizing academic vocabulary  that allows them to make real world connections and think critically through deep learning.

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Group 1:

If school leaders can make strengthening core instruction the priority by providing tiered professional development and actionable, resource-rich feedback focusing on 1e, 3b, and 3d…

Then teachers will create specially designed instruction that is culturally responsive and engaging, implementing effective literacy-based activities, alongside Brain Power Wellness to elicit and memorialize evidence of increased student vocabulary, student learning and student self-care…

So that students can have a mastery of self-awareness and their surroundings in order to engage in self-and-peer assessment, and rich discussion and writing activities, while respecting diversity among peers and creating cultural awareness which allow them to make their thinking visible.

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Group 8 First Draft:

If school leaders... prioritize teacher clarity and implementation of effective instructional strategies (Domain 1E), provide consistent feedback and support to teachers on their instructional practices (Domain 3B), and foster a collaborative culture that encourages peer observation and reflection (Domain 3D), then teaching practices continually improve which will lead to increased student achievement.

Then teachers will...demonstrate a deeper understanding of effective instructional strategies founded on universal design (Domain 1E),actively seek and utilize feedback from school leaders and colleagues to refine their instructional strategies (Domain 3B) and engage in collaborative discussions to share best practices and reflect on their teaching experiences (Domain 3D).

So students learn... to take ownership of their education and contribute meaningfully to decision-making processes (Domain 1E) through the facilitation of their own student inquiry processes which encourages critical thinking rooted in CRSE (Domain 3D), thus fostering a culture of inquiry-based learning where students actively engage in investigating and solving real-world problems both verbally and in writing to make their thinking visible (Domain 3B).

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Group 7

DRAFT: Administrators will:

Make strengthening core instruction the priority by providing tiered professional development, including SEL, differentiation and the effective use of data in guiding instruction and actionable, resource-rich feedback focusing on 1e, 3b, and 3d…

Teachers Will create specially designed instruction that is culturally responsive, differentiated and engaging, focusing on wellness while implementing effective literacy-based activities to elicit and memorialize evidence of student learning

So Students Learn

To engage in self-and-peer assessment, and rich discussion and writing activities which allow them to make their thinking visible while learning to manage their wellness.

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DRAFT: IF SCHOOL LEADERS provide tiered and actionable feedback to teachers to assist them in designing, implementing, and revising a learner-centered CRSE/SEL curricular program THEN...

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Draft Group 6: If Leaders make strengthening core instruction with improved literacy a core priority and provide support for teacher collaboration focusing on 1e, 3b, and 3d… ---Teachers Will design specially designed instruction that is culturally responsive and engaging, implementing effective literacy-based activities to elicit and memorialize evidence of student learning… ----Students will be able to engage in self-and-peer assessment, rich discussion and writing activities tailored to their needs, which allow them to make their thinking tangible.