Action Steps

Person(s) Responsible

Resources Needed

Monitoring Tools

Date & By Whom

Anticipated & Actual Results


What do our students need?

As a result of the root cause analysis process it was revealed:  Students, especially our ELL students, need (data-driven) differentiated processes based on readiness.


Core Values: Caring Communication, Collaboration, and Consistency

Vision:  Our vision is for all students to be prepared for the rigors of all high school, college and career experiences with the ability to interpret and evaluate their place in the world through their foundation in the arts.

Mission:  Our mission is to build every learner’s capacity by exposing them to rigorous academic programming and unique artistic experiences.  We provide a creative and collaborative learning environment in which students use higher order thinking skills to solve complex problems.

Communication:  We share updates and seek input on the instructional focus, action steps and our progress toward meeting our goals with students, staff members and parents through regular and frequent announcements, newsletters, surveys and meetings.


How will we know when we get there?

EOL Met 0 & Met 1 Data



What resources do we need?

As a result of the root cause analysis, staff will receive professional development and support in the following areas in order to meet the student need:

  • Differentiation of process
  • Culturally Responsive Teaching (CRT)

Leaders will need professional development and support on:

  • Differentiation of process
  • Leading for Differentiation
  • CRT
  • The Five Dysfunction of a Team


What is our goal?

Literacy  Goal:

We will decrease the Met 0 category by 14% (19 students). Currently, 136 students comprise this category, 81 of which are students who are English Language Learners.

Math Goal:

We will decrease the Met 0 category by 28% (74 students). Currently, 266 students comprise this category, 120 of which are students who are English Language Learners.


How will we monitor along the way?


How will we get there?

As a result of root cause analysis, the following structures and processes will be implemented and monitored to address student needs:

  • Collaborative planning time and tools (Planning document, assessment plans, PDC Rotation) Collaborative Tool, PDC Rotation Descriptors
  • Peer visits around differentiation of process
  • State of Department Meetings (Content Specialists and Administrators)
  • Quarterly Teacher, CS, and Admin. Surveys  SIP Review Schedule
  • Restorative Justice Practices

1.Define “process” as it relates to differentiation.



How to Differentiate Instruction in Academically Diverse Classrooms-Tomlinson

Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom- Sousa & Tomlinson

survey on the pre-service differentiation session

August 18, September 20, 2017


 Level 2:   The survey on the pre-service differentiation session showed that 94% of participants agreed, or strongly agreed to the statement, “ I can explain differentiation of process with clarity and confidence.”  ILT reviewed and revisited the definition of process in order to facilitate understanding for department members who were uncomfortable.  

2. Identify low-prep strategies to differentiate process.



How to Differentiate Instruction in Academically Diverse Classrooms-Tomlinson

  • Informal Observation Form
  • Collaborative Planning Tool
  • PDC Presentation

October 1, 2017


Level 4:  Teachers will incorporate a variety of simple strategies to effectively meet the needs of the students in the class on a daily basis.

3. Assess teacher readiness and match appropriate professional development model to support and enrich teachers.


Content Specialists, SDT, Admin. Team

Teacher feedback forms

“Figure 4.4: A Collection of Effective Professional Development Designs” from Leading for Differentiation:  Growing Teachers Who Grow Kids- Murphy & Tomlinson

  • Outlook Calendar Invites/Agendas
  • Teacher Feedback Data

Quarterly by CSs, SDT, Admin.

Level  0:  As a result of CS/Teacher feedback the departments have adopted various hybrid models for PD including: Immersion, Macro-training,action research, analyzing student work, mentoring & coaching.  Leaders within cohorts have emerged to share expertise and build upon effective strategies.

4. Identify content specific practice/strategy that supports process and study as a department.


Content Specialists & SDT

How to Differentiate Instruction in Academically Diverse Classrooms-Tomlinson

The Differentiated Classroom:  Responding to the Needs of All Learners-Tomlinson

Differentiation in Middle & High School- Doubet & Hockett

  • Informal Observation Form
  • Collaborative Planning Tool
  • PDC Presentation
  • Student Voice Data

December 1, 2017


Level 4:  As a result, the following departments have decided to explore these areas as a department or cohort.

  1. Arts- Growth Mindset
  2. ELA- Learning Contracts, Learning Stations/Centers, Literature Circles
  3. Math- Manipulatives
  4. WS-Differentiated HW, Cubing, etc.
  5. Science- Scaffolding
  6. World Languages/ESOL/SPED- Learning Centers /Stations(Small group instruction)

5. Criteria/look-fors when observing teachers & giving feedback.




September 15, 2017


Level 3:  Based on ILT and teacher feedback, the LMS Informal Observation Tool has been updated to include areas from our instructional focus.

6. Create an operational vision of differentiation for SY18.

  1. Build understanding of the Novice to Expert Continuum and how it relates to our work.
  2. Determine appropriate benchmarks of teacher progress.




October 5, 2017

Level 4:  The Operational Vision 17-18  was developed and shared with staff during pre-service.  ILT will begin to unpack what the “Novice to Expert Continuum” looks like in the context of their content.  In addition, we will revisit the baseline benchmarks recorded in the summer to record department progress.

7. Provide effective feedback to teachers and students.

  1. Determine an effective method for student data collection and monitoring.


Admin. Team,CSs, Teachers

MDS3 Survey Window, School Calendar

Survey data, PDC agendas


Admin. Team

Level 3:  As a result, a feedback calendar, which articulates when observations and surveys will happen for students and teachers, has been created.  Content specialists have opened their classrooms to peer observations this quarter in an effort to model the feedback cycle and build trust within the department.

SIP Review Schedule

8. Provide learning on the use of EOL framework to monitor how students are progressing as a result of the instructional focus.

  1. Pre-service session to introduce new EOL and use of Baseball card. (Macro)
  2. Present to departments the connection and implication of EOL framework for content instruction. (Micro)
  3. ILT will increase capacity as users of Performance Matters and EOL data.  (Micro)


Jenny Trombatore

Carla Britt

EOL Framework, Baseball Card Data

Baseball Card, PC, Student Work Samples, Level 1 Planning

Quarterly by

Content Specialists

Level 5:  An intense focus on data, and the changes to day-to-day instruction as a result of findings will be evident in the gain in the number of students meeting 2 or 3 milestones.

Level 4 :  ILT will experience a TOT model that will then be delivered to departments as they use the PFPI model to develop Quarter 2 instruction.