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.

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. So again looking back at that data those sit alongside our K8 tier three interventions and we have also been doing some intervention professional learning with our new teachers and our career review teachers. This is messy work though like at a systemic level we are having really hard conversations about what intervention even means. That's not an easy conversation for anyone to have but we're doing it like we are bringing that conversation together and people sometimes disagree on those things but we're bringing some awareness to what intervention looks like and really providing the tools to be able to have those conversations. And then finally I don't have favorite hexagons but honestly I think this one might be my favorite if I were to choose. So the final component of our framework is the systems and structures. This is what ensures that our work is consistent and sustainable so that it's going to stay no matter who or what document or whatever is happening. Right. It's what systems and structures can we put into place to make sure that our work is moving forward.

Right. It's what systems and structures can we put into place to make sure that our work is moving forward. And one of the things that I'm really excited about is our creative use of another system our kick up professional learning system. So we use that currently whenever we think about our professional learning data and whenever we have a PD day we've started to really dig in and use it as an MTSS support. So we have two tools in kick up that some of our buildings have been using and that we're really trying to start using on a systemic and district level. One is an individual reflection tool for our PLC's. So we have a strategy implementation guide for our MTSS work. It helps teams to see where are we where our PLC's or intervention and where do we need to go. They actually self reflect and score themselves so you can kind of see it as a building and then also see it as a district. And then our second tool we have combined with student services with the professional development committee and we have created one district wide walkthrough tool. So it's going to be a unified tool where we won't be looking separately at equity data and academic data and social emotional data. When we walk into classrooms we're seeing all of that data together right.