Theory of Action

We will:

• We will teach social and emotional awareness and regulation
• Support and challenge students as individuals with unique interests and talents
• Engage in identity affirming activities that develop self-confidence
• Develop curriculum-based opportunities for students to see themselves and express themselves
• Create a culturally responsive community in the classroom and school
• Know our families and understand how their unique stories impact their children as learners
• Deepen stakeholder understanding of unconscious bias and its impact
• Create resources for families to use in support of learning at home
• Develop strong systems that allow parents to monitor their students’ progress and advocate for their students’ needs
• Engage all students and families in school and district improvement

Sources of Evidence

• Do students actively use strategies to describe and regulate their emotions in service of becoming an effective learner?
• Does every student have at least one trusted adult at school?
• Are students engaged in inquiry-oriented learning that has personal meaning?
• Are multiple perspectives and identities represented in the curriculum?
• Do families report a sense of belonging and trust in the school’s efforts to support their children?
• Are families using strategies and resources to support learning at home?
• Are families partnering with us on behalf of their children’s academic, social, and emotional needs?
• Is attendance at school/family events robust and representative of the school community?
• Is teaching and learning aligned with the FTL Principle: Meaningful Knowledge

IF we inspire students to be curious, open-minded, self-directed learners who feel supported and challenged as they employ effective learning strategies, THEN they will exhibit resourcefulness, pursue their own interests, and demonstrate the attributes of Empowered Learners.

We will:

• Enact growth mindset practices
• Employ student-engaged assessment practices aligned with the principles of mastery-based learning
• Engage in critique protocols on process and products
• Provide regular opportunities for students to make choices about what and how they want to learn
• Use diverse role models of persistence and determination to encourage resilience
• Set up routines and structures for students to self-monitor their progress
• Implement systems of challenge and support that allow for flexible pacing and personalized pathways

Sources of Evidence

• Can students describe themselves as learners and talk about their strengths and needs?
• Can students describe a range of strategies they use to overcome difficulties in meeting or exceeding standards?
• Are products, performances, presentations and other outcomes of learning reflective of high standards for quality and craftsmanship?
• Do all students have role models who inspire them to aim high and achieve their goals?
• Is teaching and learning aligned with the FTL Principle: Individual Accountability

IF we engage students in academic discourse and challenging tasks that demand reasoning, problem solving and creativity, and we create engaging, relevant, and meaningful learning experiences, THEN students will achieve at high levels and exhibit the skills and dispositions of Disciplined Thinkers.

We will:

• Ask open-ended, thought provoking questions
• Teach the skills of dialogue and debate
• Insist on language clarity and precision in classroom discussions
• Regularly ask student to analyze and interpret data as critical consumers of information
• Use models and exemplars to raise the level of quality and craftsmanship
• Examine point of view and biased thinking
• Use UDL principles to provide equitable access to challenging content
• Engage students as producers of products, performances, and presentations
• Provide multiple pathways to success

Sources of Evidence

• Are students doing most of the talking in classrooms?
• Do students effectively use the vocabulary of the discipline in writing and speaking?
• Do students exhibit the dispositions of the discipline – scientists, writers, historians, artists, etc?
• Can students offer constructive feedback and use feedback from others to revise and improve their work?
• Are more students achieving at higher levels? Are achievement gaps shrinking?
• Is enrollment in advanced courses representative of the population?
• Does the data tell the story of effective systems of challenge and support?
• Is teaching and learning aligned with the FTL Principle: Challenging Expectations

IF we model and expect students to seek and understand different perspectives, and lived experiences, develop teamwork skills, and create a culture of reflection and feedback, THEN students will feel a sense of belonging and actively participate as contributing members to the learning community as Engaged Collaborators.

We will:

• Create a culture of mutual respect in which diversity is an asset
• Understand our students’ interpersonal strengths and develop the skills of effective teamwork
• Develop group tasks for which successful interdependence is a necessity
• Co-create classroom and school norms to support collaboration
• Teach students to employ RULER strategies and restorative practices to solve conflicts
• Collectively deepen our understanding of microaggressions and their impact
• Share powerful stories of highly successful collaborative projects that have made an impact
• Expand interdisciplinary learning projects throughout the curriculum

Sources of Evidence

• Are all students participating and contributing to classroom discourse without disparities across lines of difference?
• Are students holding each other accountable for shared norms?
• Do we see students working collaboratively to build understanding by seeking, responding to and affirming each other’s thinking
• Do we see students developing confidence as group participants and public speakers?
• Are students independently able to solve team-based conflict in service of high quality work?
• Do students report a sense of accomplishment and success as a result of a collaborative learning approach?
• Can students use examples of real world group problem solving to describe the hallmarks of effective teamwork?
• Is teaching and learning aligned with the FTL Principle: Active Learning Community

IF we ensure that interacting with diverse people, organizations, experts, and mentors as a core element of curriculum-based projects and units of study, and learn the rights and responsibilities of active citizenship, THEN students will deepen their understanding of the human condition, discover and pursue new interests, and become life-long learners and Civic-Minded Contributors.

We will:

• Connect students with people and places that broaden their world view and promote compassionate citizenry
• Develop field work experiences in partnership with community organizations
• Leverage technology to access professional experts and partnerships across the globe that support students’ inquiry learning
• Learn more about entrepreneurship and interdependence in solving global problems
• Strengthen regional connections with public / private schools to enhance high quality programming and culturally responsive enrichment
• Build geographic, economic, and cultural understanding through “sister school” arrangements or other similar partnerships

Sources of Evidence

• Are students producing authentic work for real audiences with purpose and impact?
• Do students have regular opportunities to engage in off-campus experiential learning?
• Are student inquiry projects enhanced through communication with experts and scholars in the area of study?
• Are outdoor learning experiences connected to many aspects of the curriculum?
• Are students participating in regional and online learning programs?
• Are we involved in sustainable cross-cultural partnerships with schools in other states and/or countries?
• Does every career pathway have summer / school year opportunities for students to engage in experiential learning?
• Is teaching and learning aligned with the FTL Principle: Purposeful Engagement