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Curtis Elementary School: Our ILT team has been consistently following our PLP plan by engaging in weekly topics during grade-level meetings. We have distributed leadership among ILT members, with each member assigned specific weeks and topics to guide the discussions. This structure has ensured shared responsibility and a focused approach to supporting teaching and learning across grade levels.

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Dunne STEM Academy ILT has been focusing on developing our PLP around our CIWP based on grade level instruction, unit internalization and MTSS. Within our GLT's we are providing best practices with staff to align their task to the marzano taxonomy level. Monthly, we are conducting internal Rigor 3.0 walks which focus on Pilar 3.

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Poe- Our ILT has been diligently working to strengthen our team and improve our learning cycles. We have analyzed a variety of data, including EOY and BOY iReady test scores, IAR and ISA results, and Rigor Walk data.

This comprehensive analysis has helped us pinpoint the areas that will be most impactful for our staff and student success, allowing us to focus our efforts where they will have the greatest benefit and creating a PLP that would be beneficial to all stakeholders.

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Metcalfe’s ILT has focused on developing our PLP. We have conducted multiple internal rigor walks using the Rigor Tool and analyzed the data to better support teachers and identify factors that can increase both student and teacher outcomes. One of our key priorities is teacher and student monitoring. In addition, we have implemented Second Step to strengthen SEL support in classrooms.

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Higgins ILT has been intentional about bringing our PLP to life by centering our work around our CIWP priorities, beginning with effective instruction and unit internalization implementation. We have grounded our learning in the Learn/ Do phase of the cycle, engaging deeply with the lens of integrity vs. fidelity to strengthen our shared understanding of high-quality instruction.

Instructional leaders and teachers have successfully completed Unit 1 internalization with side-by-side support and actionable feedback. The ILT also models best practices in the classroom, engages in coaching cycles with feedback, and conducts classroom observations with debriefs to ensure strategies are implemented with consistency and impact.

Additionally, we are leveraging the Rigor Walk tool to support this work and to collect schoolwide trends that inform our coaching and professional learning priorities. This approach allows us to celebrate progress, identify growth areas, and keep instruction aligned to our vision for rigorous, student-centered learning.

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HIGGINS ELEMENTARY MASCOT (FINAL) 1 (72 dpi)

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At MTV, the ILT strengthens instruction by combining data analysis, unit internalization, and observation. Student data guides which standards to prioritize, and teachers break those standards into learning targets aligned to a proficiency scale. Scales are posted, unpacked with students, and used for reflection to build student voice and ownership. The ILT follows up through classroom observations, ensuring that proficiency scales are consistently embedded in objectives, instruction, and closure. This process creates a school-wide common language, promotes equity with clear entry points and stretch goals, and supports differentiation so all students move toward mastery.

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Pullman: Our ILT has developed our first learning cycle of the year! We are 3 weeks in and our teachers have been engaged in identifying plans for neutral students, developing proficiency scales for students to master standards, identifying strategies to support EL students and creating SEL goals for our classes. Through this learning cycle, we are progress monitoring weekly and have plans to share our learning and progress on October 8th.

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We have been prioritizing classroom visits with a strong emphasis on strengthening Tier 1 instruction. Our approach includes providing teachers with targeted feedback through one-on-one conversations to support growth and instructional excellence. In addition, we are focused on unit internalization to ensure that teachers are deeply engaged with the curriculum and prepared to deliver high-quality, standards-aligned lessons.

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Alex Haley is leading a professional development cycle focused on unit internalization across all grade levels and content areas. The process now includes the Fine and Performing Arts to ensure units are integrated with the arts. We are intentionally planning this initiative and breaking it into digestible steps so all teachers can fully understand the process.

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Here at Shoop Academy, our team has been engaged in backwards planning to ensure high-quality instruction. Teachers are reviewing End-of-Unit Assessments and intentionally planning lessons that align the CCSS, learning targets, student outcomes, and direct instruction. This process helps us remain focused on what matters most—student learning and achievement.

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Clay Elementary School:

Our ILT has been focusing on Unit Internalization which is the bulk of our PLP. We have created our balanced Literacy and Math framework to make sure we expose all of the components of the Skyline and Into Math curriculum and make them readily available to teachers to help them plan and implement them in their lesson. We have also provided professional development to staff on the Rigor Walk Tool on all of Pillar I and items 7 and 8 from Pillar II.

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Taylor is SO proud to say that our ILT members have been successfully leading our Grade Level meetings this year. We have a multi-pronged approach this year, tackling differentiated goals across our teacher teams. Our ILT has been engaging in learning around foundational skills instruction, IAR, and student discourse and agency. Our Team Leads are really diving in and contributing as instructional champions in our building. We are also engaging in peer observations to build our learning community across grade levels and content areas.

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Bright ES--During Summer ILT Institute #1 we reviewed our SY 25 "Glows and Grows" as an ILT and Teacher Teams and the importance of alignment. Assessement data that drives the determined priorities and the specific systems and accountablility structures that are necessary to lay a solid foundation to ground our work, and develop clear and measurable Tier 1 learning and practice outcomes for school leaders, teacher teams and students. We amplified the need to improve data informed practices across all school times, and the PLP is the container that hold all of the moving parts and the "center rock" of our staff development processes.

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Our ILT has been focused providing our teachers with PD on Unit Internalization in all content areas. Our Learning Walks have been focused on making sure our learning targets are aligned to the objectives as well as language objectives to ensure that these are assessable to students. We introduced the math scope and sequence to support teachers with the implementation of their math units.

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Carver has been working on our professional learning plan with a focus on the work being done during small-group instruction. We aim to enhance student rigor, differentiate student work, and monitor progress to improve student learning.

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Cullen's ILT has worked on strategies to enhance student discourse which aligns to our CIWP's Curriculum Instruction. Each grade band has identified strategies for implementation. We have created a resource hub for those strategies by creating a spread sheet that teachers can access.

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Burnham's first learning cycle consisted of forming our Distributive Leadership. We have been developing team members, providing resources and forming grade bands.

For learning cycles we are focused on using school-wide data and rigor walk data to improve.

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Whistler - We have been providing teachers opportunities to begin/continue unit internalization and to attend Network PD focused on UI. New teachers have been paired with returning teachers to look at models of planning and ways to ensure that internalization addresses student needs during planning.

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As a new ILT team, we have begun focusing on self-assessment and identifying areas of growth and strength within the team. We have provided professional development to teachers around language objectives and given them time to analyze Access data, in addition to coaching and modeling around PL practices such as goal setting and the learner profiles with both students and teachers. Teachers can get to know the students, and the students can begin to understand the reasoning behind the learner profiles.

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-We are in need of clear objectives with all staff, similar to Englewood STEM.

-The work we did with the summer has helped us to be organized and ready to work to bring out info to teachers.

-Having new teachers this school year can be a challenge, but we are ready to organize and bring the information to new staff.

-We began to work on our PLP back in the July Institute in alignment to the CIWP.

-We're thinking of beginning to model expectations to teachers, including objectives of the learning cycles, keeping in mind different learning styles of teachers and differentiating for adult learners.

-Currently working on: Understanding curriculum/unit internalization (Skyline), alignment of learning tasks to objectives, more time may be needed for unit internalization for all staff

-More evidence is needed for peer to peer observations; 1st SY 25-26 N13 Rigor Walk data is available to review

-Identify "bite size" information to work on in a more detailed way

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Colemon

We have been utilizing classroom visits and providing feedback. We are also modeling best practices in classrooms as a team. The team plans to use Rigor Walk data to support teachers in enhancing practices to support student outcomes.

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We are lasered focused on making sure our Professional Learning provides opportunity for teachers to develop their practice. Our first learning cycle is focusing on the feedback from our Rigor Walk and Unit Internalization.

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Our ILT has been building a new team and focused on developing our Learning Cycle Plan. We have been analyzing our Rigor Walk and assessment data to determine future actions and next steps.

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Our first learning cycle focused on the classroom environment. During Week 0, all teachers received professional learning and an environment checklist. Time was provided for teachers to prepare and set up their rooms. In Week 2, ILT team leads conducted an internal walk to ensure classrooms were ready for success. Following that, ILT leads and administration met with individual teachers to offer targeted feedback and additional support.

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Sadlowski: Our ILT has focused on a learning series that builds connections with students, parents, and staff aligned to the connectedness and well being CIWP foundation. Building connections with our students through: Communicate/Post Unit 1 Success Criteria, A system for Continuously Learning About and Building Connections With Students and Implementing Student Discourse Structures.

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We have begun our first learning cycle centered on standard/task alignment through effective planning based on our BOY rigor walk data. We are engaging in Unit Internalization this year and we noticed that some of our teachers were struggling with the concept, so we decided to scale it back even further and and be even more intentional how we unpack into bite-sized components to align to the CIWP, needs of the students and staff. I like the idea of creating the visuals so that all of the teachers can know what we are working, why, and how it will be manifested; so we will work on that next.

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White: We have created a plan similar to Englewood STEM. A very clear plan to implement and stay focused on our CIWP goals. We also have planned peer walks to increase instructional strategies and ways to ensure all students no matter the language or ability have access and feel engaged and like they belong. Our learning cycle includes lots of feedback peer to peer conversations in GLT and 1:1s.

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GWES has been bringing our PLP to life this year by planning our Peer Observation protocols and logistics in connection with student voice. Teacher leaders have more defined roles within our ILT team. In connection with student voice and Cultivate we are piloting Student Council and Junior Council to give students the opportunity to share their voice and vision for our school.

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We have been structuring our meeting and topics aligned to the particular place in the cycle that we are at...this has helped us stay organized and ensure that we are addressing the work at hand. We then collectively plan for our PLCs (again aligned to the cycle) so that the information and learning is cohesive. We follow our PLP planned structure but also make adjustments and revisions as needed so we ensure we are moving with and for staff and students.

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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