WRT Measurement Plan

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Ved ALEJANDRO DEHESA DELGADO

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Ved Ji Hyeonho

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Ved Mark Adams

ASSESSMENT MIND MAP

Ved Ana Duran

How will you maintain asset - based and anti-oppressive actions that are dynamic and practical, and focused on positive, transformative outcomes?

Determine the type of evidence you need to collect. Determine how, when and where the evidence will be collected.

Questions about Black students’ learning

What are key things that teachers need to know about Black students’ individual, social and learner identity in order to eliminate the disproportionality in achievement outcomes?

What is our most important question about student learning related to who students are in terms of their individual, social and learner identity?

Where are gaps in achievement? In access, opportunity or engagement? What data (qualitative & quantitative) do we need to explore? How will we analyze this data and how will we arrive at conclusions after examining this data? How will we engage multiple stakeholder voices in analyzing this data? What will the feedback loop entail?

WRT Measurement Plan

Next Steps

What ideas, opinions, questions are emerging from your inquiry? Are there commonalities in themes/ideas/conclusions among stakeholders? What needs, variations, and/or potential adaptations do you think might be necessary? What purposeful and informed next steps might be considered?

Analysis

What questions, curiosities and wonderings do educators have in regards to Black student achievement? What practices or processes, within educator control, contribute to low achievement? Which high-yield, evidenced based interventions have we instituted? How are educators working individually and collectively to build their capacity to meet the needs of students who have historically underperformed? What have you done to set the conditions for all stakeholders to participate in ensuring equity for all Black students? How will we monitor our progress - find what works or doesn’t work? What measurement outputs and outcomes will you use?

Data Collection and Analysis

What type of evidence will you need to collect? How, when and where will the evidence be collected? How will you organize the data (settle on and arrange evidence of student learning like journals, entrance or exit tickets, surveys, or anecdotal notes of conversations or observations)? How will you read/analyze the data? How will you use co-constructed success criteria to describe the data? What process will you use to classify the data (identify themes and patterns in the evidence of student learning)? How will you ensure that you interpret the data through an equity lens?

How will you determine what the evidence tells you about the Theory of Action; describe the assumptions that you made about student learning; posit some ways that you could use to address this; determine the strengths and weaknesses you see based on the data?

Monitoring

What purposeful and deliberative actions will you take and how will you ensure that careful and thoughtful actions are taken from your theory and practice?

How will you implement the action of your ToA and document your journey?

Success Criteria

How will you engage colleagues in co-creating success criteria? What would your plan look like, sound like after is is fully implemented? What will students, educators and families/caregivers be able to do or articulate and what competencies/mindsets would they have?

How will we account for local context while maintaining fidelity to the WRT Action Plan?

Theory of Action

How does your Theory of Action describe and plan for strategic action?

Which high yield, evidence-based strategy is included in your Theory of Action?

What is your Theory of Action? Which gap have you targeted? How have you engaged stakeholders in the identification of the greatest area of need?