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Camras: This summer, our ILT dedicated time to developing a comprehensive Logic Model for our CIWP priorities this year. We established clear benchmarks for learning, outlining expectations for both adult and student achievement, using language directly from Rigor Walk, Leader in Me, and Cultivate. This process has provided us with a clearer understanding of the learning objectives for the ILT team. From this learning, we identified the necessary classroom and teacher supports and structured our learning cycle accordingly. Our first cycle was focused was on creating learning conditions that would foster progress toward our long-term goals. As a result, the Rigor Walk experience has become more supportive and effective.

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One of the areas that the ILT has been focusing on is our special education classrooms in order to support our students to be more successful on the IAR assessment. The ILT has created a focused plan and has started this work and will be on-going all year. We have engaged and will continue to do so targeting the children to ensure they are successful by facilitating data reviews with SPED and general education teachers; ensure goals are realistic and aligned with IEPs.  The ILT is providing coaching on inclusive strategies; observe and give feedback on co-taught lessons.  We are coordinating and have engaged in PD sessions; invite specialists (e.g., speech, OT) to support instructional planning.  This began and was done and will continue to be implemented by the administration and the case manager.  Principal and ILT is collaborating with case manager to audit IEPs and support what goals the children have and what type of accommodations need to be implemented.

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Palmer has been working toward CIWP goals with professional development regarding the Science of Reading, building the foundation for implementing Writing Revolution for 3rd & 4th grade, and reviewing data from BOY screeners to determine MTSS groups and interventions.

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West Ridge Elementary School:

We are working on creating a document that unpacks our standards and aligns them to the Skyline curriculum. Our PLP is dedicated to making sure all students have access to the Tier 1 curriculum with supplemental materials, so our goals are:

1. Use Rigor Walks to observe instruction, student access, and interactions.

2. Create a comprehensive list of meaningful and effective supplemental materials.

3. Implement instructional practices based on standards and UDL planning - vertically/ by grade-level.

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Our ILT at Columbia Explorers has begun our first learning cycle on creating student friendly language objectives, leading instruction that connects to the objective and working collaboratively to plan how these objectives can be assessed. We have refined objectives in our first units of instruction, K-8, within grade levels with the support of our Educuational Support Staff and Administration. Teachers are currently participating in safe practice which consists of teachers observing one another to see instruction that is connected to the language objective with a close look for as to how students are able to demonstrate/ communicate understanding of the language objective and well as rigorous, joyous instruction. These intial observations will provide a baseline for future professional development and guide our work through the learning cycle.

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Thorp: Our school is currently focused on building teacher understanding of the Rigor Walk tool, as it serves as a comprehensive framework for instructional practices. In addition, our team has begun a book study and professional learning around co-teaching to strengthen collaboration and ensure Rightful Presence for all students.

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Little Village Elementary: Building on last year’s learning cycle that focused on Pillar 1, our ILT will continue developing learning cycles centered on Effective Instruction, with a particular emphasis on Pillar 2. These cycles will include targeted professional learning, collaborative planning, and ongoing reflection to ensure that instructional practices are both rigorous and responsive to student needs.

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Our ILT addressed two priorities. For Priority 1 (Curriculum & Instruction), we revamped our focus and professional learning plan to create differentiated learning groups for teachers based on data from the learning cycles facilitated in SY25. Regarding Priority 2 (Connected & Wellbeing), we are prioritizing behavioral health (SEL) with the goal of tiering students for meaningful support. We implemented a school-wide "Wellness" initiative.

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NBJ - Our PLP is dedicated to MTSS this year. In regard to MTSS, we have administered STAR to more than 90% of our student population. We have started to review the data from STAR 360 to inform our Intervention Cycles. Lastly, the MTSS Lead and administration have held PD with teachers to introduce the MTSS Framework for this school year.

Our PLP also supports CIWP Priority 1 by focusing on Rigor Walk. Admin has rolled out a new lesson plan template and protocols that are directly aligned with the rubric for Rigor Walk. There was a large focus on effective instruction. The changes implemented in the school based on the PLP have led to a very successful BOY Rigor Walk.

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Everett: Our ILT has begun our learning cycle this school year by first creating a protected time block for small group targeted math instruction. New and returning teachers received professional development training and resources in the first week of school. In the following weeks, teachers have been receiving continuous professional development with a math coach to support their math instruction. Teachers have given pre-assessments to gather initial data on students understanding of math. Through data collection, grade level teams and ILT have analyzed the data to determine schoolwide trends, common areas of growth, and crucial student needs. We began planning targeted lessons around the data to better instruct learners to be grade level proficent.

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Our PLP current focus is on ML instruction. We are in process of drafting other goals. Our ILT has helped me (our ELPT) to develop systems in place to bring language objectives and assessment of LOs into units and instruction. We have developed tools to help teacher create targeted and concrete language objectives. We are in the beginning stages of developing strong learning cycles based on data (ACCESS, IAR, Star, iREADY) per grade level. Our educational support specialist team is presenting learning cycles to our ILT and then will develop per grade level what goal they want to start cycle one in.

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Our school has been analysing student Summative Assessments, as well as our STAR and i-Ready assessment from beginning of the year in order to be able to see the effectiveness of instruction, specifically targeting our Diverse learners.  This will allow teachers to make adjustments to instruction as well as MTSS goals.

We will examine our assessments on the front end during  grade-level meetings to plan for instruction as a way of better aligning our daily learning tasks.

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Wacker's ILT has brought our PLP to life with a schoolwide focus on aligning our tasks and assessments to standard-based and rigorous instruction in partnership with Leading Educators where our teachers are receiving professional development and coaching to better understand and design lessons aligned to the standards.

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Peck School: Our ILT just held our first meeting of the year. We began by recapping last year’s successes and sharing them with our new ILT members to ground everyone in the great progress made. From there, we collaborated to set a new goal for this school year: diving deeper into rigorous instruction and planning across grade levels. Together, we will create a comprehensive scope and sequence for every grade level to ensure all standards are taught with clarity, alignment, and rigor. This will guide our instructional planning and help us build consistency school-wide. Stay tuned as we continue this work and move towards achieving our Q1 PL Outcomes!

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Ruben Salazar Bilingual Center: Our work has centered on achieving the Milestones outlined in our CIWP Priorities. Under Priority 1: Curriculum and Instruction, this includes Milestone 1-A: developing a standards-based scope and sequence, implementing a year-long writing plan, and building a reading strategies plan. Our professional development is guided by data, teacher input, and identified next steps to ensure progress toward CIWP Milestones.

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Our ILT has started this year's learning cycle with a focus on academic rigor, improving our instructional planning, providing teachers with a streamlined lesson planning document. The new document places an emphasis on our more vulnerable students who need a boost in performance (DL and ELL). Rigor walks are starting next week.\

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We're creating our first PLC based on the BOY data and reviewed with leaders the first ILT institute for those member who weren't present for it. Also looked at how we can dive further into Rigor Walks/training & supports with all staff. Discussed pluses and deltas. Looked at the RW Rubric too and gauged staff with questions and look-fors.

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CARSON ELEMENTARY

Milestone 1 : Teachers have been working on having students refer to and explain the learning target. Our goal is for 30% of our students to be able to do this by the end of the 1st quarter.

As part of our team efforts we conducted a Rigor Walk focusing on item 1.

Next step: Students will begin to self asses with teacher guidance based on the success criteria and learning targets. In addition, students will learn how to self-reflect on their learning. MILESTONE 2: Students with disabilities and English language learners will be able to progress towards the success criteria and learning target with moderate teacher prompting, scaffolds, and accomodations.

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Our ILT (Simpson) has partnered with the Department of Assessment to support our opening learning cycle with creating success criteria from learning targets and clarity. We want our teachers and students to be able to answer 3 questions: What are they learning? Why are they learning it? and How will they know they have learned it? We are focused on Engagement by Design: Rigor, Engagement, Assessment and Feedback and are currently digging into a text entitled The Disengaged Teen to support our work with Rightful Presence and Belonging.

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Michele Clark: Since July’s ILT Institute, our Instructional Leadership Team has actively brought the Professional Learning Plan to life by streamlining teacher, student engagement, and STEM/IB rubrics aligned to our CIWP priorities and the CPS Rigor Walk 2.0. These tools have been embedded into professional learning sessions on PD and Flex Days, driving focused instructional learning cycles and measurable shifts in practice through the “I Do => We Do => You Do” progression. In addition, the ILT has strengthened integration across IB, STEM, and Early College by emphasizing inquiry-based teaching, project-based learning, and college-readiness strategies. Through coaching, walkthroughs, and calibration, we are building coherence across initiatives while ensuring all students experience rigorous, aligned, and equitable learning opportunities.

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Armstrong-

We started week zero with PD focusing on co-teaching and collaboration. We met with all teachers to review lesson plan protocols, assessment and small group interventions. We are conducting classroom visits, establishing supports for EL/DL students, trained new teachers, and providing coaching for teachers (both veteran and new teachers). We are fostering collaboration and inclusivity for our bilingual/newcomer families. Armstrong has also partnered with two outside organizations to provide SEL support. To strengthen our tier two and tier three instruction, we are sharing universal screeners and regularly reviewing progress monitoring data to ensure that we are aligning grade level standards and high-quality curriculum practices.

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Virtual Academy's ILT used our PLP quarterly goals to create weekly action items.

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Our ILT has been leading our first learning cycle on implementing success criteria (the what-why-how of learning) aligned to grade level standards and high quality curriculum. We have conducted phases of the learning cycle aligned to our CIWP outcomes and have been building teacher leaders to facilitate parts of the learning cycle. This week we will conduct a video analysis protocol to "study" our learning thus far.

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Chicago HS Agricultural Sciences: Our school has begun to implement the first learning cycle of the school year, with a focus on increasing student discourse in the classroom in order to meet the learning target. We've discussed and begun to implement student discourse norms and have learned about various groupings/roles of students within different department and grade levels. We are moving toward our Do & Plan phase where teachers will implement a student discourse strategy in an upcoming lesson, with a control group classroom where students will work independently on the same task. We will then compare student work and learning target achievement data to see the role increased student discourse has had on quality of responses, and the percentage of students who met the learning target for that day.

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Our ILT has been co-facilitating our first learning cycle on explicit instruction with Chicago Literacy Group (CLG) in the hopes that it will increase rigor, joy, and equity for all students. We have been unpacking our high quality curriculums to get the most out of them through backwards planning. We have co-planned with our teams a sample lesson using the explicit instruction model by Archer and Huges. Next week we will start gathering data on how teachers have been implementing this model with one to one observations and feedback conversations co-led by CLG and our ILT.

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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