District A will implement a K-12 focus on vertically aligned academic vocabulary and identify a district wide assessment system for screening, which provides efficient and informative data. Rationale: District A must respond to the 70% of children living in poverty. These students come to school with 5-10 thousand fewer words in their vocabulary than children of privilege. Our team is confident that addressing this deficit will impact instruction and support for all of our students.
District B teachers and students will use common core aligned assessments on a weekly progress monitoring basis and will make changes to instruction based on the assessment results to ensure growth via 3.1 and 6.1 Student Growth Goals. This theory of action is aligned with Marzano’s student growth goals and our Response to Intervention program. The consistent and frequent collection of data allows a process for teachers and students to compare the data against a specific set of standards in a measureable way.
District C will insure consistent K-12 mathematics CONTENT aligned to standards and effective mathematics INSTRUCTION also aligned to Danielson Framework throughout the district so that we can close any and all opportunity gaps in mathematics instruction for our K-12 students.