Learning

GOALS: Learning

• Student Learning. Focus on social-emotional, engagement, and academic outcomes for each student.

  • PM 1 - Student Learning Dashboard

  • PM 2 - 4 year graduation rate of >95%

  • PM 3 - 5 year graduation rate of >99%

• Universal Design. Improve and optimize teaching and learning for all people by removing barriers in the way we design learning experiences and utilize curriculum.

  • PM 1 - All certificated staff have been trained in UDL and practice shows increasing evidence that they:

    • Understand variability

    • Know their priority standards (goals)

    • Have begun to transform their tried-and-true techniquesPrioritize engagement

    • Scaffold “expert learning”

  • PM 2 - Students have increased access to tools and resources that address barriers to learning in the environment; for example, all textbooks and reading material are available in print and auditory formats and voice to text is available to all students.

• Multi-Tiered System of Supports. Improve and optimize learning for students who we have not been able to reach through traditional/foundational methods.

  • PM 1 - Each school will have a clear system of evidence-based tiered interventions available to address student needs in the areas of math, reading, social/emotional/behavior, and writing.

  • PM 2 - Each school will have schedules and tools for data collection that inform them of student needs for movement within and across interventions within the tiered system.

  • PM 3 - Each school’s schedule demonstrates that all students have access to core instruction and grade-level standards and supplemental access to intervention and extension as needed.

• Cultural Responsiveness. Learning is designed in relation to individuals’ cultural context building on their rich heritage and experiences.

  • PM 1 - First cohort completes residency and design studio with Dr. Yemi Stembridge with plan to extend and scale the model

  • PM 2 - Each staff member has experienced core training in foundational anti-racism and equity principles and practices. (# of staff members completing training with feedback)

  • PM 3 - Each teacher delivers culturally responsive content instruction embracing the range of student cultures and experiences (# of administrators and teachers completing training with feedback)

  • PM 4 - Culturally Responsive Education Framework: Each teacher delivers equity and anti-racism focused lessons and strategies to support a culture of inclusion and belonging (# of teachers training and delivering lessons, student interviews)

• Trauma-Informed Practices. Recognizes the unique strengths and challenges of children and youth in light of the adversities they face.

  • PM 1 - Every school has an established tier 1/foundational SEL curriculum implemented with fidelity.

  • PM 2 - Training indicator

• Professional Learning. Use an inquiry cycle to guide professional learning that is innovative and mirrors the experiences we want for our students.

  • PM 1 - UDL strategies are modeled and practiced throughout all professional learning experiences.

  • PM 2 - Staff survey regarding value of professional learning experiences and transfer of learning into practice.

  • PM 3 - Teacher Leadership/Pathways

Action Plan