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Since July's ILT Institute, our ILT has been intentional about grounding our work in Performance Management and STAR 360 data. We have done PD and coaching for teachers around the STAR assessment and the platforms Focus Skills reports to group students to monitor and track their data for MOY and EOY DDI conversations. We have begun with PD around developing weekly formative assessments using the Renaissance Next Platform. We are also developing a cadence for internal rigor walks and analyzing Pillar 2 Rigor Walk data for small group instruction implementation.

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KCP-Our ILT held our first meeting as a new team this past week and have identified Pillar One as our Quarter One adult learning. We have revised our Unit Plan Rubric to align with Pillar one and department chairs have met with their department to review the revised rubric and discussed instructional expectations. Meeting the needs of all student groups, systems of assessing students and planned student discourse are expected in our unit plans per our Q1 PLP.

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Dunbar

Our ILT team reviewed EOY data to determine if our ILT, CIWP, and vision were aligned. This was confirmed along with the deveopment of our ‘look fors’ (Learning Objective Communication, DOK, Disciplinary Literacy Utilization, and Classroom Environment).

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Since July’s ILT Institute, our team has been intentional about bringing our Professional Learning Plan (PLP) to life through collaborative structures, data-driven practices, and focused learning walks. One key step has been conducting rigor walkthroughs to examine how the stated learning objectives connect to the assigned tasks, as well as to identify opportunities to increase the taxonomy level of those tasks. This process has sparked rich discussions around instructional alignment and has given us a clearer lens for supporting teachers in designing more rigorous and engaging lessons.

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We at HPA started implementing powerful strategies for our Targeted Instruction Area (TIA): 1. Scaffolding, 2. Differentiated instruction, 3. Reciprocal feedback, and 4. Intentional goal setting. Due to changes in our ILT, we completed 1 learning cycle where we focused on ensuring the learning target matched the learning task.

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BSI ended SY25 working on intentional grouping. Our ILT started by conducting an in-house Rigor Walk to gauge where teachers are with #s 7-12 on the Rigor Walk Tool. Using this data will determine where we are with grouping and where we are headed next.

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At Bowen, we are using our ILT to expand the implementation of our PLP. We are still designing the PLP for the remainder of the year, but have developed and implemented a cadence for meetings.

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SSICP: Instructional coaches met with content leads to discuss goals. Department meeting work on unit internalization followed by course team work on assessment analysis. Based on current data, internal focus is on ensuring fidelity to backwards planning with strong summative assessments in mind.

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Our ILT has worked on the planning of our Q1 Learning Cycle around Learning Targets. We are still in the process of completing our work in the PLP form. We have started the cycle, including peer observations using a modified Rigor Walk rubric to assist in collecting feedback. We are moving into a reflection step where we will be looking at our first round of feedback data and comparing it with our first Network Rigor Walk data to see where we are at in our learning around Learning Targets and what next steps we need to take.

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Since July’s ILT Institute, our ILT has been intentional about bringing our Professional Learning Plan to life by aligning all staff learning to our schoolwide vision and powerful practices. We have created a common school best practice checklist that synthesizes the VILS TIM, the Rigor Walk Rubric, REACH, and the STEAM Instructional Approach Rubric. Our next step is to build out a “data-to-action” protocol for department and grade-level meetings, directly supporting our commitment to instructional equity and responsive teaching.

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This is the first time that we have met as an ILT this school year, independently we are working with Les Lynn to implement ACI (argumentative centered instruction) to try a new avenue to increase student to student discourse.

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Sample School: Our ILT has started leading our first learning cycle on aligning the rigor of student work to the intended rigor of the learning target from our HQ curriculum. After doing some learning about teacher moves that maintain the intended rigor, teachers have co-planned two lessons from our HQ curriculum together during GLTs and are about to start peer observations to see each other's great work in action. Check out our PLP to see how we're building towards our Q1 PL Outcomes: https://docs.google.com/spreadsheets/d/1jJUsuQqP1DBnTQoIGtr0uOweuV3R3zXh5yC0r2D_Yyk/edit?gid=736987633#gid=736987633