So we brought to you again our hexagons because for the last two years we have consistently gone back to this hexagonal graphic and everything we do. So we brought it into our new teacher training. We brought it into our career review training. We bring it into our coordinators council meetings. We bring it into our PDC conversations. We have taken everything and looked at these four areas and thought about how do we continue to move our work forward based on these areas? So we're going to ground ourselves again in that and think again about these four areas. Number one as a whole system but then also we're going to take each one apart and talk about how each one of those areas. What are we doing as a system to respond to some of the data that you just saw? So we start with our strong collaborative teams. The first component of the framework is those strong collaborative teams because it is the teams in our building. That's where the magic happens. Right. Those are the places where they're talking about teaching and learning. That's the place where the results are kind of coming from. And so those teams are using edu climbers we've been talking about for a couple of years as a data visualization tool. And the reason they do that is so that we can tell an entire story about our students. And this year as Elena just talked about we have been on a crusade.

And the reason they do that is so that we can tell an entire story about our students. And this year as Elena just talked about we have been on a crusade. So we have really been trying to help people to see how they can use edu climber to dig deeper and to really look at student growth because that has been our focus since we sat at this table with you in October. Really thinking about growth. And so one of the tools that we have been using is a tool called Students 3D where you can actually this is in the mode where you can't actually see the students faces. But whenever you can you can see the actual children's faces alongside the scores because that's the focus right. We're here to talk about our learners and we're here to think about the data that goes along with our learners. So we've really been leaning into that tool and then also showing teams how to pull data walls and edu climber and add growth data to those data walls so that they can look at the performance of their students and then also look right alongside at the growth of their students. So we have been actively working to move that growth forward by bringing an awareness to the tools that we can use in edu climber in order to have that conversation specifically in our PLC's. And then sitting side by side with our strong collaborative teams is our foundational framework for instruction.

So we have been actively working to move that growth forward by bringing an awareness to the tools that we can use in edu climber in order to have that conversation specifically in our PLC's. And then sitting side by side with our strong collaborative teams is our foundational framework for instruction. So it's that tier one assured experience. That's where our teaching and learning work is really really grounded. So before we can really start to talk about interventions or what we're doing for those students who maybe aren't making some of that growth we really have to think about what are the things that all of our students are getting right. And so when we look up there the guaranteed and viable curriculum the equitable practices the effective pedagogy the responsive assessment and a positive learning environment. And so we've made a lot of moves in this area this year as well. One of those is that we have really started to focus on clarity and dig deeper into our proficiency scales. So we started this year with all of our elementary teachers getting some training in August on the use of their proficiency scales and the reason for proficiency scales that it brings clarity around what all of our students should know and what all of our students should be able to do.

One of those is that we have really started to focus on clarity and dig deeper into our proficiency scales. So we started this year with all of our elementary teachers getting some training in August on the use of their proficiency scales and the reason for proficiency scales that it brings clarity around what all of our students should know and what all of our students should be able to do. So now K5 we have proficiency scales for all of our report card indicators and as a result now our families our students our teachers have a lot more clarity around what our students should know and be able to do. Again you mix that with the teams really having clarity around which students are growing which students aren't and we're really able to move that work forward. Also our coordinators council has been a huge part of this work so they have done site visits to other districts that are using proficiency scales and really looking at competency based learning and clarity. They've done book studies. We have some coordinators who have really dug in. They're looking at rubrics together. They're looking at scoring practices together really doing the work to think about how are we assessing our students and how do we know where our students are. So that's been a big part of our foundational framework for instruction. And then the third component of our framework is the continuum of tiered support.

So that's been a big part of our foundational framework for instruction. And then the third component of our framework is the continuum of tiered support. So here's where we really start to dig into what students need to receive help and at what time and at what level of intensity and we've had a lot of conversations about that this year. How do you increase the intensity and decrease the intensity based on what our students might specifically need. And so our focus primarily this year has been on tier two interventions. That's the support that occurs within the classroom before students require more intensive instruction from a specialist. And we sometimes talk about what needs to be done in order to support our students but we don't always put the professional learning behind it. And so one of the things that I am very excited about is that this year we were really doing that. We were putting the professional learning behind what skills do we need to provide for our staff in order to be able to do the interventions that are necessary. So we tried a new PD structure called an innovation cycle and we had a tier two innovation cycle where teachers were receiving specific learning and specific coaching directly in the classroom about how to do tier two interventions. We also were piloting our K5 tier two literacy interventions in edge climbers.