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Supports have been provided around HMH and Early Childhood Literacy

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Supports have been provided around HMH and Early Childhood Literacy

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defining and vision and action plan

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The vision and mission are crystal clear and are presented at every meeting and all work is aligned to the vision and mission. It’s very transparent and I was able to align it to my schools vision and mission statement. 

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The vision and mission are crystal clear and are presented at every meeting and all work is aligned to the vision and mission. It’s very transparent and I was able to align it to my schools vision and mission statement. 

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Feels disconnected beyond PPOs and initial visit

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Please provide a system that all schools can adopt for progress monitoring. What does this look like? Provide PD on how this looks in a school.

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Yes, the team has been consistently with this message.

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Integrity check

Impact check

Instruction check +++

Innovation I would like to see more of this in best practices

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The professional learning opportunities for principals, new principals and assistant principals is on point. Moving forward I would love if a teacher leader can join one of the admin team members to a meeting.

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Very Consistent in the message and has helped support my school in revisiting ours and reworking.

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Improved focus on adult learning - clear purpose through P, AP and teacher cohort sessions

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Building trust! Everything starts with trust. Trust is the foundation of it all and you’ve built that trust from the beginning.

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The logo is aligned with what D27 symbolizes with its values. Trust has been a huge impact in being transparent and feeling comfortable with difficult conversations.

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Lifting and sharing innovative practices across the district is a gap.

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The expectations, message, and practice have been consistent.

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AP focus on lesson preparation aligns

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The priorities align with professional learning. At all meetings the priority is mentioned so there is a tie between. The focus is heavily on planning prep and progress monitoring. A possible gap is scheduling- it's fruitful to have the PLO for building content and planning but sometimes it means a lot of teachers out on the same day. Also some tangible or district wide protocols for PM would be helpful.

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Your logo is clear and concise.  However, the core virtues are smaller in size.  Larger sizing would have a greater impact  in the message. 

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Your logo is clear and concise.  However, the core virtues are smaller in size.  Larger sizing would have a greater impact  in the message. 

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Providing exemplars of what’s expected

Capable and consistent supports to schools/field

Follow up with requests for assistance/help

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The district has upheld the essential part of innovation and instruction through being proactive with supporting our district with the new literacy initiatives. The district has been intentional and thoughtful about the rollout and progression of activities aligned with the foci. The district has been innovative in its approach, focusing on supporting teacher's content knowledge and bringing to life PL specifically for teachers.

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There have been several resources shared that align to building teachers' content knowledge and knowledge of pedagogy to support effective teaching practices. The conferences and other meetings also keep these big ideas at the center in meaningful ways (i.e., planning for what this looks like in schools).

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The logo definitely portrays what the superintendent wants for our district. Instruction is key and the professional learning of content knowledge. 

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The logo definitely portrays what the superintendent wants for our district. Instruction is key and the professional learning of content knowledge. 

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Very consistent with this message. During each meeting, these three buckets are explicitly discussed. The District Team regularly talks with leaders and teachers about how all of our work is connected to these foci

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It’s needed to provide examples of practices, processes, systems and structures that align to the various buckets so that schools can tailor them to meet their needs. Moving from “theory” to action.

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I believe the District is meeting the expectations of the D27 logo.

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District has provided a variety of professional learning opportunities for Literacy and Math (i.e. LETRS, HMH Literacy Leaders, Math Ambassadors).

PL sessions for principals center on ELA and Math in a cyclical approach.

More models for progress monitoring and triangulation between resources.

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The focus on The science of reading (including LETRS training) as well as the focus on mathematics instruction is directly connected to the “instruction” portion of the logo. With that said, the district promised LETRS training to early childhood teachers and that is happening which further builds the level of trust and integrity.

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I love the D27 team logo and the work of the team truly emphasizes the key phrases in the logo and allows me to align my beliefs with my school community. Many of times I hear from staff how I present my self is in alignment with D27.

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Building trust- When D.27 staff have visited our school this year, they have done so in a way that made me and the staff feel they were there to support us. They observed, supported, and gave actionable feedback.

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Building trust- When D.27 staff have visited our school this year, they have done so in a way that made me and the staff feel they were there to support us. They observed, supported, and gave actionable feedback.

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The district has built an environment of trust and transparency through the clear communication of goals for example opening day meeting with all staff in 27 and continuing meetings with AP. Additional meetings with the d27 would definitely be both powerful and valuable.

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The District’s mission statement is aligned to the PLs given to principals

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Providing PL to teachers, APs, and Principals on HMH supports instruction and contributes to impact.

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The vision & mission is aligned with how our D27 is leading & supporting our schools. The September’s Superintendent meeting via Zoom was impactful- unified voice

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Practices have been heavily aligned to content knowledge, enhancing knowledge of principals as well as teachers. PL has been very focused on building content knowledge of Math and Literacy and it has been supportive in meaningful work that translates directly to supporting teachers.

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Progress monitoring has been very consistent and practices shared have met and exceeded.

Planning and preparation and content knowledge has been supportive for select teacher leaders, and grade bands. However, as a Principal I would like to be a step ahead of them and would like LETRS training, and HMH attendance at PDs they go to. I want to be the Instructional Leader and receive the information first hand from facilitator.

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I have seen the alignment with instruction and integrity in our district meetings and interactions with our Superintendent and district team. I think there is innovation happening in our district but maybe we can make that more evident and highlighted district wide.

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The alignment is clear and the work that we have been doing as a district fits into the bucket areas. At my school I have built that same intentional alignment so the work is meaningful and makes impact. 

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The alignment is clear and the work that we have been doing as a district fits into the bucket areas. At my school I have built that same intentional alignment so the work is meaningful and makes impact. 

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Address linguistic inequities as part of the mission.

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You have aligned very closely to what the gaps are based on the analysis of district data. Your focus has given Principal's a clearer path in their individual school focui.

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You have aligned very closely to what the gaps are based on the analysis of district data. Your focus has given Principal's a clearer path in their individual school focui.

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Priorities of the district are spot on for the transformation that needs to happen in our district

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Can pd materials for hmh be shared so schools who are not apart of the pilot can stay abreast of what the district is expecting?

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I believe we have focused on instruction as the district has provided teachers an opportunity to receive training to build their knowledge around curriculum and trust with the district staff. 

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I believe we have focused on instruction as the district has provided teachers an opportunity to receive training to build their knowledge around curriculum and trust with the district staff. 

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The priorities have been made very clear with principals, APs, teachers, and all staff. It has been helpful with aligning the school's priority focus, professional learning, and observation reports/feedback. The professional learning provided to school leaders has also been consistently aligned to these priorities.

Further development and clarity of progress monitoring expectations is needed. Opportunities to learn from one another have been limited. Professional learning for teachers is best when grounded in the actual work teachers do with planning and instruction and should include the classroom and students (lesson study)! This is true for school leaders as well. All PL for school leaders so far has been separated from our actual work and we have had limited time to dig in with colleagues around our practice.

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The District’s Vision and Mission are embedded in all conferences and professional learning that is provided by the D27 team.

Collaboration is a key in D27.

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The logo is explains it all! More use of the logo! Possibly posters for all schools. Continue to make it visible.

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We have been echoing and re-echoing the messaging of the Vision/Mission, as well as the District Priorities in the IPCs, PLOs and other available opportunities.

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We have had a lot of discussions around progress monitoring. However, it would be nice to showcase some examples of what you believe to be excellent progress monitoring examples. Especially in grades 3-8 who do not use Acadience as their baseline.

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I think every move you have made this year has been in support of the mission and vision of D. 27. This has been particularly noticeable in the PD offerings for staff members.

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I think every move you have made this year has been in support of the mission and vision of D. 27. This has been particularly noticeable in the PD offerings for staff members.

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The conferences and discussions have a specific alignment to the essential components of the logo. It is great to see instruction front and center during meetings, and principals have opportunities to share with each other during monthly meetings. Trust is definitely being maintained through consistent messaging and levels of support.

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You and the district 27 team clearly communicate at each principal conference the expectations for progress monitoring our work in order to improve student outcomes. 

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You and the district 27 team clearly communicate at each principal conference the expectations for progress monitoring our work in order to improve student outcomes. 

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Gaps

opportunities for cross school collaboration on civic awareness

workshops on science of reading for families in Spanish and other languages as well as English

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the district has aggressively promoted early literacy and ensured that our teachers received the training needed to close the achievement gaps.

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As a district it is clear that we are trying to evaluate the content knowledge teachers have so that instruction is planned intentionally.

Instruction is the heart of school and district.

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Trust is evident... the Superintendent and the District Team have been open, honest, and transparent. Instruction is clearly a top priority. Regarding integrity, I also believe that this is a valid description -- we're honest, hard working, loyal. Innovation is proving to be challenging... different schools are at different places in their journey, academically, economically, etc. Different schools have different resources, where some can hire more and purchase more. The playing field needs to be leveled a bit.

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-PLs are aligned to expectations.

-Provide principals with district initiatives, key information, and/or PL decks, prior to teachers attending PLs related to the expectations.

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Streamlining collaboration efforts with teacher, leaders.

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Streamlining collaboration efforts with teacher, leaders.

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Consistency of support staff

Micro-aggressions surrounding field requests

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Clear alignment to practices of the district

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The vision is aligned to the Chancellor’s priorities. This supports schools to create that same alignment. Teachers feel supported when they see that we are in full alignment with the District and that we share the same vision.

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The D27 team makes principals feel supported and not judged.

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The three priorities have allowed us as a school community to have a clearer and succinct focus by understanding the expectations of the district. Rolling these priorities out district wide was a good start. Yet I believe that the district wide PL needs to start earlier so that we are not building the bridge as we are driving on it.

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The 3 buckets align directly with improving instructional practices. How can we avoid “over assessing” without losing the purpose of progress monitoring.

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These three are also aligned. We still need more support in the progress monitoring, more so than the other two. We need onsite differentiated support for schools.

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All 3 consistently brought up an interwoven throughout meetings. 

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All 3 consistently brought up an interwoven throughout meetings. 

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Offering multiple opportunities to engage in conversations about and practical application of observing equitable instructional strategies

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Based on the logo all schools should have the opportunity to highlight all the great things that are happening in their building. District need to make sure resources that are needed to support students and teachers instruction are provided.

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We are connecting the work in the building to the 3 buckets/priorities to bring an awareness if how the buckets interplay, as well work in concert, not isolation to hopefully produce better student outcomes.

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Teachers are integrated in the plan for the District. Having teachers participate in relevant HMH and Fundations meetings  means building capacity AND trust. 

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Teachers are integrated in the plan for the District. Having teachers participate in relevant HMH and Fundations meetings  means building capacity AND trust. 

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The District’s 3 buckets are consistent at all meetings.

However, I would love to learn about effective ways to progress monitor. Would there be a D27 - success criteria for progress monitoring on an administrative and teacher level?

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Each component of the vision and mission has been discussed during meetings, with an understanding that we may be further along with some components than others. The data focus has been particularly strong.

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There’s alignment. In schools it’s challenging to find time to plan for the priorities with the new work day configuration with only 60 minutes of PL. Schools with high numbers of MLL have had to make shifts that were not planned to support teachers beyond content knowledge but strategies for supporting MLL’s.

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Trust: nailed it!

Instruction: The support and PD are helpful and effective. The focus and expectation on instruction is clear!

Impact: We are already seeing the impact of effective instruction across the district. The impact will continue as long as we all continue to focus on impactful PD and instruction.

Integrity: Like the trust…. Nailed it! The passion, commitment, support, and authenticity and pride of the district team makes me proud to be part of all this work!

Innovation: Something we always need to be working on. I think some individual are more savvy than others - so continued exposure and engagement with innovation would be appreciated.

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A large emphasis on instruction and impact. Supported by the PD.

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it would be more helpful if we had school instructional leads to attend the content presentations at the Principal conferences rather than have us sit through 4 hour presentations with the expectation that we either turnkey or pay for consultants