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Luke O'Toole School

The O'Toole ILT has focused on amplifying priority 1 of our PL Plan- Implementing a High Quality Curriculum. Our ILT is building capacity in teachers to backward plan within the curriculum in order to position students to successfully meet learning targets as demonstrated through the assessment process.

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Since July's ILT Institute our ILT has been working on success criteria. As team leaders we are working with our GLT to ensure success criteria in our classrooms. Teachers are focusing on providing specific, measurable requirements and standards that define whether a project, task, or learning goal has been achieved.

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SUCCESS CRITERIA BUILDING BACKGROUND KNOWLEDGE

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Our Instructional Leadership Team (ILT) has launched our first learning cycle focused on the effective implementation of a high-quality curriculum. We began this cycle by collaborating with teachers to internalize the unit content and engage in the Lesson Preparation Protocol. This structured planning approach proved to be successful, supporting teachers in building a deeper understanding of the instructional materials and setting a strong foundation for lesson delivery.

As we move into the next phase of our learning cycle, we will begin analyzing student work within our GLT meetings to ensure that our instructional planning supports student needs and reflect the rigor of the curriculum.

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We, the Westcott ILT, have continued to review and revisit our Professional Learning Plan to ensure it remains a living, working document. Since July’s ILT Institute, we've focused on maintaining alignment by using the PLP to guide our decision-making, monitor progress, and adjust our actions as needed. Our team intentionally references the plan during planning sessions, walkthroughs, and data reviews to ensure our execution stays grounded in our priorities and aligned with student needs.

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Foster Park Fine & Performing Arts School ILT.

Our ILT is focused on integrating our Continuous Improvement Work Plan (CIWP) priorities into our Professional Learning Plan (PLP). For instance this summer, we worked to strengthen our focus on creating an inclusive and supportive environment to better serve students with diverse needs. This work is now highlighted in our PLP as a key area of professional learning for all teachers. We have created a meeting cadence to build capacity in our teachers during our weekly GLT meetings. By supporting teachers in this area, we aim to increase student achievement by providing clear entry points for all learners.

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Our focus has been on data driven instruction, we’ve utilized writing across all content areas as a way to track and to heighten instruction. In addition, King Academy has engaged in backwards learning/UDL to drive instruction and support to intentionally align student learning and the learning target. 

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Our ILT began prior to school starting in August with intentionally designing PDs for staff around our Professional Learning Plan. The focus has been around backwards planning starting with end of unit assessments focusing on rigor walk tool using items 9 and 13 based on trends.

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Langford Academy

Our Learning Cycle plan was derived from our CIWP priority 1 of curriculum and instruction and focused on the student learning outcomes that would be evident from teacher practices of implementing the curriculum and interventions to support scholars learning. We engaged educators in professional development of backwards planning of the standards based skills of focus within their curriculum and assessments to support scholars learning outcomes. Educators also received training for how to develop meaning interventions that aligned to our scholars assessment data and how to progress monitor their outcomes for just in time adjustments.

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Cuffe held a series of End of the Unit planning sessions to support teachers with backwards planning as a practice shift in maximizing the instructional block. GLTs are also in the beginning phase of working on student discourse as a culture and emphasizing critical thinking and the freedom expression in efforts of students engaging in meaningful academic conversations.

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Wentworth: Our ILT began with collecting baseline data for our first learning cycle of 75% of students being able to articulate their learning targets, what they should know, and be able to do. As an ILT, we reviewed the data and analyzed it based on student groups (gen ed, students with disabilities, and EL students) to identify root causes. We are preparing to present this data to staff and deliver bite-sized strategies to strengthen Tier 1 instruction, ensuring that students can articulate what they are learning. The ILT will implement weekly rigor walks to progress monitor improvements and generate additional ways to support our teachers.

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Nicholson STEM:

Our ILT has transformed bringing in a new group of teacher leaders who are supporting the work of "Feedback for Growth" supporting Data Driven Decisions focusing on Rigor Walk Items #12 and #13.

Currently we are in week 5 of our cycle. We moved into the "Do" phase and it was so exciting seeing teachers discuss the impact of using checklists in the classroom and how it provided impactful feedback and data.

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The Mays ILT has begun to bring our PLP to life in a way so far that has engaged all of our teachers from week 0. Our CIWP's first priority is Curriculum and Instruction so therefore we began with Backward Planning to ensure that teachers begin the school year with implementation of the curriculum with integrity. Therefore, our teachers were able to align student tasks with objectives and standards, based on analyzing the end of unit assessment themselves. This allows for a greater percentage of student mastery on end of unit assessments. Teachers have said that this process allows them to focus on the outcomes beforehand for as we stated- greater mastery.

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Wentworth's Instructional Leadership Team has been focused on turning our Professional Learning Plan into action by:

Monitoring Student Baseline Data
We have been intentionally reviewing and tracking beginning-of-year baseline data to identify trends, establish benchmarks, and ensure instructional decisions are grounded in evidence.

Elevating Student Ownership of Learning
Teachers are consistently communicating clear, student-friendly learning targets. As a result, students are increasingly able to articulate what they are learning and why, strengthening their metacognitive awareness and ownership of learning.

Designing Data-Responsive Small Groups
We have begun organizing flexible small groups using i-Ready and classroom data. These groups allow us to provide targeted instruction, meet students where they are, and accelerate progress toward grade-level expectations.

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Randolph's ILT's first learning cycle addresses how students access Tier 1 and demonstrate mastery of the standards. Teachers will internalize units to understand the standards and what students need to know and be able to do in order to backwards plan Tier 1 instruction so that it is meaningful to increase student engagement and outcome/mastery. Through the use of a schoolwide scoreboard, we will track standards mastery-- looking for 50% of students in 80% of our classrooms demonstrating mastery (70%) of the assessed standards.

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At Ryder, our ILT has been working diligently to strengthen our practices through ongoing professional development, collaborative meetings, and intentional planning. A central focus of this work has been on fostering rightful presence—ensuring that every student is seen, valued, and supported.

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Bond's ILT engaged in a rigor walk to identify data trends in daily instruction in alignment with our Learning Cycle 1 goals. GLT Leads on the ILT have led GLT meetings to increase teacher-but in in schoolwide initiatives and progress monitoring of progress toward individual teacher goals.

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Earle STEM: Our ILT has started our first learning cycle in relation to priority one of our CIWP and our PLP to help with alignment, pacing, and teaching with integrity. Teachers are also focusing on aligning standards with objectives for student success.

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Our ILT is in the beginning phases of building up our team. We have identified our members, decided on a meeting cadence, engaged in an internal rigor walk, and mapped out the 1st quarter of our PLP. We are currently working to plan out our upcoming learning cycle, taking bite-sized steps to ensure that we meet our teachers where they are.

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Since July's ILT, our team has engaged in the work of effective instruction by way of scaffolding our Grade level instruction. After engaging our grade bands in universal learning, we gave teachers opportunities to engage in safe practice of identifying scaffolds in teams, and at the individual level. More recently we've begun the practice of leader walks for trends based on learning, followed by ILT walks, and peer walks to identify trends, and spaces needed for support and further coaching in improving practice. We've slowed the pace of our PLP to ensure that teachers have an opportunity to see and measure their growth as we learn and plan.

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- Assessing student mastery of learning target within the moment (Teacher and student checklist)

Implementing co-teaching models (rightful presence)

Centering students' understanding of the learning target

All students feel valued and supported in their learning environment

Stronger collaboration within the middle school team with behavior (culture & climate)

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Teachers ask higher level questions which will prompt prompt students to have higher level discourse. One of our CIWP priorities.

Teacher leaders are facilitating all team meetings

Professional learning cycle aligns with rigor walk items.

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Since July’s ILT Institute, our team has been bringing our PLP to life by anchoring professional learning around proficiency scales and student collaborative practice. We’ve designed a quarter 1 learning cycle that includes hands-on co-labs, monitoring tools, and observation protocols to help teachers translate the PLP into daily instruction. This work is already shaping how teachers plan lessons, facilitate small group discourse, and guide students in self-monitoring their progress.

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We started implementing our PLP in August prior to returning to school. Teachers attended small group PD aligned to our learning outcomes. New teachers engaged in the learning during week 0. The rigor walk tool has been used since the second week of school to collect data. Teachers are still learning how to facilitate discussions during GLT, but we are able differentiate support since we started the learning prior to week 0.

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Barton Elementary School ILT

We began with backward design planning and completing the Unit Internalization Plan. Teacher practice outcomes starting to live within are school community. School leaders are reviewing lesson plans and providing feedback to teachers.

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Kershaw Magnet:

Our ILT is beginning our first cycle for this school year. We transitioned out of the "Study" phase into the "Do" phase. We are codeveloping student success criteria school wide. We have begun to ensure that teacher teams are progress monitoring their professional practice using peer observations aligned to rigor walk items #13 and 14. The distributive leadership coaches have begun their work in the first learning cycle for coaching CIWP priorities across grade bands.

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Oglesby Elementary School ILT

Writing is one of our CIWP milestones for SY26. We identified clear action steps aligned to this milestones at the conclusion of SY25. We engaged our ILT over the summer months to build their capacity around this area of focus. Since week 0, we have been building the capacity of our teaching staff through our quarter #1 learning cycle focused on writing and student-to-student discourse.

Currently, we are progress monitoring this milestone and we will continue to build on the work that we are doing with writing as we progress through each quarter of SY26. There is visible evidence in classrooms and we are excited to see how our teacher and students continue to grow.

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Ted Lenart:

Our ILT has been working diligently to ensure that our CIWP actually lives in our school and the work we are doing. The first part of this work, began with reviewing our CIWP goals, pulling out specific actions and sharing that with our staff.

We then began to prepare for our first learning cycle, which is centered around differentiation. It was important for us to make sure that our staff understood why differentiation is a part of this year's practice shift. We created visuals and participated in readings that helped align our understanding of what differentiation is and why it would be beneficial to our progress towards our CIWP goals.

https://pdo.ascd.org/LMSCourses/PD11OC115M/media/DI-Intro_M1_Reading_What_Is_DI.pdf

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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