Theory of Action

NJUHSD's believes that if they  engage teachers in collaborative planning, peer observations, and ongoing PLN meetings grounded in UDL and student voice, and build shared responsibility for equity across the system—then they expect to see increased student engagement, improved learning outcomes, and a more inclusive, collaborative learning environment, as evidenced by student and teacher feedback, assessment data, and climate surveys. 

Strategies

• Collective Learning: Teachers engage in collaborative planning and non-evaluative peer-to-peer observation as well as monthly professional learning networks to identify barriers and improve access to Tier 1 mathematics instruction. 

• Lifting Student Voice: Students engage in surveys and interviews to share their perspectives on instruction and assessment practices.

• Aligning Efforts: Blending UDL with building Thinking Classrooms

Measures of Success

• Student engagement surveys, participation rates, and classroom observation notes focused on engagement and participation in math tasks.

• Student work samples showing varied approaches, feedback from focal student interviews, and teacher reflections on instructional adjustments based on UDL practices.

• Analysis of assessment data showing growth across diverse groups, common formative assessment results, and end-of-term test scores.

• Documentation from PLC/PLN meetings, teacher surveys on UDL use, and instructional changes captured in lesson plans and reflection logs.

• Climate and culture surveys capturing students' and teachers' sense of belonging and collaboration, family feedback forms, and school-wide attendance and retention data.