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 is working on leading workshops on OD days (upcoming one on Sept 26th) related to what teachers said they need support with. Our first one is on Content Specific Feedback.

Our ILT is currently in our first learning cycle, where we are focusing on Error Analysis as a method to support students and teachers in reaching goals for Feedback for Growth. Currently, departments are working on developing rubrics for error analysis tasks, so that we can sure meaningful and accurate data on student growth easily between teachers.

Our ILT is working on applying a common vocabulary to our team planning documents (scope and sequences) to focus on course team learning targets and how the students are utilizing them in class. Our hope that this is create more tranparent teacher communication and a shared student experience in class.

Our ILT is working on our first learning cycle developing and refining proficiency scales around adaptive competencies. We started in week 0 with having teams of teachers create proficiency scales. This past month teachers have explored with introducing them to their students and having students reflect. We want to clearly communicate student success criteria for what collaboration, leadership, flexibility and adaptability, and agency look like in our classes at different grade bands. We have an upcoming learning walk next week.

We did a PD related to command terms, which we noticed were sometimes misaligned with lessons last year.

Objectives

• Analyze an assessment to determine the correct command verb to use

• Create a learning target using a command verb for a water balloon launch

Powerpoint:

https://docs.google.com/presentation/d/1npy-bb7usUfpmjDISunhEPg2RfwqLfrm5hYoKmVVgrk/edit

Professional Learning Plan:

google.com/url?sa=t&rct=j&esrc=s&source=appssearch&uact=8&cd=1&cad=rja&q&sig2=AjxEfECCSIxyTby-P-2LLA&ved=0ahUKEwjO98uxxeKPAxUtVjUFHWY0Jrs4ABABKAEwAQ&url=https://drive.google.com/a/cps.edu/open?id%3D1T7rqCqdSm1Kw-00YDUQRiHXGFPL8V4EN78Djb6avWAU&usg=AOvVaw1GE59h6bgN_AIYTiL6BXsT

We are leading Learning Cycles around summative and formative assesment using Marzano's taxonomy. ILT gave feedback about summative assessments for each department.

Since July, we've established our SMARTE goals for 2025-26 (teacher collaboration, teacher practice, and student outcome). We've also mapped out our learning cycle and established processes for progress monitoring. We're building our professional learning sessions and organizing learning walks, data collection, and analysis to build schoolwide capacity around the Von Steuben Vision for Meaningful Work.