We have to teach these things, but every teacher is also an individual and we have to appreciate that what they bring is unique to them. And if we're asking them to, we don't ask them to leave that the door either just in the way we wouldn't want our students. So they're going to approach that a little bit differently. So they do have some autonomy in how they're going to do it. But then we use that data to decide is it working or is it not working? And then if it's not working for a student, we want to think about what we can do to address that. What kind of interventions can we put in place? A lot of work around tier two. Like I said, I know some of these other are going to talk about some of those things a little bit more in depth. But at the end of the day, it's really it all is about how well do we know our learners and what are we doing to respond to their needs? Good evening. I want to talk a little bit about our tier one work at the high school.

Good evening. I want to talk a little bit about our tier one work at the high school. But if you'll remember, if you think back to two years ago, I think we were talking about concerns about science scores and what we talked about there was we were really we were really dedicating time to going back and looking at our curriculum and looking at those power standards, those priority standards within the state curriculum framework and seeing how they line up. And what we found was our theory of practice at the time was that that by just making some small adjustments, we could get some real gains. And last year we made some significant gains in that regard. And then one of the so what we did is we replicated that in all disciplines this past year. And one of the things that we spent a lot of time doing in our PLC groups is really unpacking the state standards and looking at how that aligns with our curriculum and looking at what those priority standards are and how those align and fit into the work that we're already doing in our in our building. And we feel like that had a large impact on some of the growth and the improvement that we saw this year as well. And what I think is really great about the work that we're doing this year is that we really kind of had this mental model of a rising tide lifts all boats.

And we feel like that had a large impact on some of the growth and the improvement that we saw this year as well. And what I think is really great about the work that we're doing this year is that we really kind of had this mental model of a rising tide lifts all boats. And we wanted to go back to make sure that we were having assured assured experiences in all of our classes that were aligned with the curriculum frameworks that were aligned with the state curriculum frameworks and that we have that we're implementing universal practices that are good for all kids across all all courses. And so we really spent a lot of time on tier one practices of best practices for kids universally and really spent a lot of time in our professional development on that. And then one of the things that we we did is Robin mentioned is the the district developed walkthrough tool and we have we have found it super useful and we were an early adopter in that regard and have been using it actually since since late first semester. And we've dedicated time in our weekly admin team meetings. We the entire admin team gets together once a week and we've we've taken a portion or sometimes all of that time to do walkthroughs using that tool and we use that tool to identify you know the practices that we're seeing in the classroom.

And we've dedicated time in our weekly admin team meetings. We the entire admin team gets together once a week and we've we've taken a portion or sometimes all of that time to do walkthroughs using that tool and we use that tool to identify you know the practices that we're seeing in the classroom. And we are also using it to identify the practices that we're not seeing on a regular basis in the classroom. And as part of those walkthroughs we go in pairs and we we use the walkthrough instrument and what we'll do is we'll leave a note for the teacher that usually is affirming in some way of something that we saw that we thought is great to practice that they should continue. We log all of our observations at the end of the observation period in the kicker or using the kick up tools so that we can house all of that data in the same place. And so then as we've done this week over week we start to see trends and so one of the things that we're doing is using that data to then determine our professional development direction and where we need to focus our professional development efforts moving forward.

We log all of our observations at the end of the observation period in the kicker or using the kick up tools so that we can house all of that data in the same place. And so then as we've done this week over week we start to see trends and so one of the things that we're doing is using that data to then determine our professional development direction and where we need to focus our professional development efforts moving forward. The other thing that that as Robin said is that but that that with that walkthrough instrument being pretty comprehensive it also gives us a pretty good gauge on how we're doing with our SEO SEL practices also how we're doing with our equity practices and those culturally responsive practices that are going on or not actually in our classroom. And I will say like one specific connection so that one of the things that we have noticed actually in already in using the tool is that we we do do a good job with some formative assessment but we we don't necessarily maximize using the assessment to drive instruction in the moment. Now some of it could be part of the tool because we're it's just a snapshot for the period of time that we're there but but that's one of the areas that we've we've are really focusing on moving forward in our November PD day.