2015-16 Theory Of Action

Student Achievement Goals

SMARTE student goals that will help assess your impact

ELA/SLA Reading goal:

  • Students at or above grade level at BOY (Beginning of Year) will stay there

  • Students approaching grade level will make 1+ years growth

  • Students not yet meeting grade level will make 1.5+ years growth

As measured by:

Writing goal:

  • Students can clearly express their thinking and learning through writing and defend their ideas with evidence based on close reading from texts, as measured by administering and scoring an assessment using a common rubric 3 times this year, narrowing our focus to 3-4 focal students

  • Every student will improve in at least one area at each assessment

MATH Goal:

  • 70% of students will perform proficient on the end of unit open response milestone tasks as determined by each milestone task rubric.

ELD Goal:

We will reclassify 30% of all long term English Language Learners.  Of those eligible for possible reclassification, we will reclassify 80%.

Culture/Climate Goal: - how much growth?

  • Growth in all four SEL (social-Emotional Learning) skills as measured by end-of-year survey.

  • Students are able to authentically speak on each of the SEL skills and how using those skills has impacted their academic mindsets

  • Improved attendance

As measured by:

  • classroom visits & Review of student work

  • student voice (Interviews & survey)

  • Time in/out of class (sweep team & discipline data)

Assessment - Instruction - Curriculum

What will happen in every classroom to ensure student goals are met?

ELA/SLA Reading:

  • Workshop Model

  • Independent Reading

  • Guided Reading

  • Use assessments (F&P and SRI) to inform instruction

  • Students know their F&P/SRI scores and use them to access leveled books

  • Apply mini-lesson skill to reading


  • Workshop Model


  • Language practice with specific math terminology

  • Use and explicitly name Rule of 4

  • Explicitly teacher Math Norms and Standards for Mathematical Practice


  • ELD instruction 30 min 4 days/week


  • 16 proactive Classroom strategies

  • classroom Agenda

  • Positive Behavior Reinformant Systems

Systems and Support

How will all staff be supported to implement priority classroom practices?

Grade level Teams

  • Collaboratively score focal student writing assessments

  • Clarification and calibration of grade level expectations for writing

  • Examine student work to inform planning and instruction

  • Math Milestones:

    • Backwards plan from task

    • Prioritize task dates and data collection to support school-wide  decisions

    • Synthesize data based on SMP/rule of 4/math norms to inform instruction

    • Gather information through Checking for Understanding tools

Professional Development:

  • Focused and differentiated PD on workshop model

  • Teachers observe workshop in other classrooms

  • Best practices for ELL students

Instructional Coaching and Support

Leadership Teams

ILT: as an ILT we draw our work from:

  • Data driven approach, looking at outcomes and adjust throughout the year, ROCI needs to be a cornerstone of our work - the data can drive us.

  • Need to focus on communication - not just one way, bring questions from GLC to the ILT and share information with the GLCs

  • Alignment of systems throughout the school

  • Theory of Action to drive the Cycle of Inquiry

  • keep present in our mind the students we currently work for

BRtI. (Behavioral Response to Intervention)

  • Student Focus Group

  • walkthrough:

    • structure and calibration of data collection tool

    • Report back data

    • Speak with Focal students during [sic]

  • set mid-year benchmarks to measure progress

  • Teachers share best practices around SEL skill development

Comm School:

Systems Team: