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

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

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.

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.

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.

Teacher leaders are facilitating all team meetings

Professional learning cycle aligns with rigor walk items.

• 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)

• 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.

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.

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.

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.

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.

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.