THEORY OF ACTION To be successful, ACPS will align its strategies, systems and resources with a theory of action, which is defined as a set of beliefs about how we manage our schools to improve student outcomes and eliminate opportunity and achievement gaps for low-income students, Black and Hispanic students, English learners, and students with disabilities. This will allow us to ensure that we achieve our vision, execute our mission and uphold our core values.
At ACPS, our theory of action is grounded in the following belief statements: 1. Principals are instructional leaders. As a system, we must support our teachers and staff in delivering a rigorous curriculum that addresses the needs of all students — especially those who have been underserved — and give our principals the tools and resources they need to be the instructional leaders of their schools. 2. The Central Office’s role is to support schools in fully implementing selected division-wide areas of focus that will increase student achievement and eliminate opportunity and achievement gaps. The Central Office must use its finite capacity strategically to ensure that all schools effectively implement a defined set of non-negotiable Division-wide areas of focus with fidelity. 3. Although Division-wide areas of focus may change over time, several key principles will guide decision-making and implementation: a. The core values developed by the ACPS School Board and included in this strategic plan will inform the actions of all staff, educators, school administrators, Division administrators, and Board Members. b. Division-wide areas of focus will be finalized in consultation with school stakeholders. c. Division-wide areas of focus will be well defined and communicated in writing and include resources to support effective implementation and monitoring. 6
d. Professional learning, instructional and leadership coaching, and the Superintendent’s quarterly improvement planning meetings with school instructional and departmental teams will focus on the Division-wide areas of focus. e. Any new area of focus beyond the Division-wide areas of focus that the Central Office recommends will be vetted with school stakeholders and — if appropriate — piloted in a limited number of schools. Only after careful evaluation will areas of focus be brought to scale. f. Beyond the Division-wide areas of focus, schools will be encouraged to work with their families to serve the needs of students and eliminate opportunity and achievement gaps. The Central Office will support schools to identify innovative practices that appear to be working and — after careful vetting, analysis, and definition of impactful processes — incorporate the most successful practices into areas of focus. 4. The Division-wide areas of focus for the 2020-25 school years are likely to include: • Balanced Literacy • Social, emotional, and academic learning (SEAL) • Family engagement • Multi-tiered systems of support (MTSS) and early warning systems to support students’ academic and behavioral needs, including causes of chronic absenteeism • Multiple pathways to high school diploma and beyond 5. Beyond the Division-wide areas of focus, principals and their leadership teams will be supported in developing, implementing, and monitoring other strategies — clearly defined in their school improvement plans — that will fully meet the needs of their students, especially those who have been traditionally underserved.
