How the Model Works

Student Voice & Engagement Data

• Students complete WEI Dot and Engagement Dimension Collections approximately every six weeks
• Data captures perceived challenge, engagement, and classroom experience

PLC Inquiry Cycles

• Teachers analyze engagement and dimensional data in PLCs
• Teams identify focus areas and test small instructional shifts
• Reflection and adjustment are built into each cycle

Teacher Leadership

Leadership is distributed, not centralized

A small percentage of staff trained as PLC leaders

Leaders receive coaching and facilitation support

Year 1: Pilot & Capacity Building
Primary Goal:
The Year 1 A-DART Scope of Work is intentionally designed to establish trust, build shared language, build local expertise, and create focused momentum without increasing teacher workload. Year 1 prioritizes capacity-building, inquiry, and discovery, not full-scale implementation or evaluation.
Key Components:
Summer Preparation
Administrator Orientation (leadership posture, guardrails, data use)
Teacher Leadership Institute (Teacher Leadership Team): inquiry, facilitation, student voice
School-Year Implementation
Full-staff introduction during In-Service week
Thoughtfully paced student introduction to engagement concepts
Multiple student engagement and experience data collections
PLC cycles focused on inquiry rather than evaluation
One full-day PLC for understanding data and application
One half-day PLC for deep data sensemaking and reflection
Support Model
Regular on-site support during implementation and full staff PLC days
Ongoing virtual consultation
Guidance on data interpretation and alignment to professional growth expectations
What Year 1 Is Not:
A compliance exercise
A teacher evaluation system
A mandate to “fix” everything
Year 1 is intentionally focused on learning the system, not perfect execution.
Year 2: Sustain & Deepen
Primary Goal:
Deepening practice and reducing dependence on A-DART staff.
Key Components:
Summer Preparation
Statewide administrator and teacher leader conference to share learning across schools
School-Year Implementation
Continued student engagement data cycles
Teacher-led PLC inquiry
Focused reflection on growth within selected universal themes
Alignment of A-DART data to:
personal growth plans
instructional reflection
accountability and merit-based requirements
Support Model
Reduced on-site support; increased consultative support
Key Shift from Year 1:
Teacher Leadership Teams lead the work
Administrators focus on supporting the process system-wide
A-DART staff serve as advisors, not drivers
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