Wednesday, October 17, 2018
Illinois Teacher of the Year to speak at Northern Illinois University
NIU will be hosting Illinois Teacher of the Year, Lindsey Jensen, as a guest speaker on December 6 at 6:00 PM at NIU, Wirtz Hall Auditorium 101. You can click here for a link with information if you are interested in attending.
Child Find Information
What is Child Find?
The Individuals with Disabilities Education Act includes the Child Find mandate. Child Find requires all school districts TO identify, locate and evaluate all children with disabilities, regardless of the severity of their disabilities. This obligation to identify all children who may need special education services exists even if the school is not providing special education services to the child.
The IDEA requires all States to develop and implement a practical method of determining which children with disabilities are receiving special education and related services and which children are not. (20 U.S.C. 1412(a)(3); Wrightslaw: Special Education Law, pages 72, 206-207).
Who is Covered by Child Find?
Schools are required to locate, identify and evaluate all children with disabilities from birth through age 21. The Child Find mandate applies to all children who reside within a State, including children who attend private schools and public schools, highly mobile children, migrant children, homeless children, and children who are wards of the state. (20 U.S.C. 1412(a)(3))
This includes all children who are suspected of having a disability, including children who receive passing grades and are "advancing from grade to grade." (34 CFR 300.111(c)) The law does not require children to be "labeled" or classified by their disability. (20 U.S.C. 1412(a)(3)(B); 34 CFR 300.111(d)).
Note: You will find the Child Find requirements in Wrightslaw: Special Education Law, pages 72, 206-207]
Why is Child Find Necessary?
The primary purpose of the Individuals with Disabilities Education Act is to ensure that all children with disabilities receive a free appropriate public education, including special education and related services that are "designed to meet their unique needs and prepare them for further education, employment and independent living …" (20 U.S.C. 1400(d); Wrightslaw: Special Education Law, pages 48, 207)
Another purpose of the law is to help each State implement a statewide, comprehensive, coordinated multi-disciplinary system of Early Intervention Services for infants and toddlers with disabilities. Young children with disabilities must receive appropriate early intervention services to "prepare them for further education, employment, and independent living."
Congress encourages states to provide Early Intervention Services so children with developmental delays and other disabilities will receive treatment early. Congress enacted the Early Intervention Program for Infants and Toddlers to provide interagency coordination of services to children from birth to two years of age. Under IDEA, states must ensure that children with disabilities are eligible for special education services by age three.
How is Child Find Implemented?
The Child Find mandate requires each state to devise a practical method to determine which children are receiving the needed special education services, and which children are not. After identifying children who may need services, all necessary evaluations must be completed on these children, at no cost to parents.
The Individuals with Disabilities Education Act mandates "general public notice obligations", i.e., using notices to inform and educate the public about the need to locate and identify all children with disabilities.
Does Child Find mean the school has to agree to every request for an evaluation?
If the school knows or has reason to suspect your child has a disability, then by law (IDEA) it must agree to do an evaluation. For example, a child’s teacher or parents may be concerned about a child’s academic work and request an evaluation. By law, the school must seriously consider their request.
The school doesn’t have to agree to every request for evaluation, though. If there’s no reason to think your child has a disability that requires services, the school doesn’t have to evaluate
One to One Advisory Committee Reminder
This fall we will be forming a few one to one learning advisory groups to review and plan for possible one to one learning implementation. These advisory groups will spend time this fall and winter beginning to plan and prepare for logistics of adding a Chromebook for every student 4th through 12th grade. The teams will build the procedures for care of the Chromebooks, dissemination of the devices, learning plans, and much more. If you have an interest in becoming part of the advisory group please complete this short google form to begin the process of serving on the group. Staff One to One Learning Advisory Group
If you have a student that you believe would be a great resource to assist in implementation please email Mike Rice and Sarah Mumm the name and grade level. We are looking for students from every grade span in order to make the best plans and decisions.
We are hoping to get these groups up and running by the end of the month, so please be sure to sign up and share any student names you'd like to recommend!
If you have a student that you believe would be a great resource to assist in implementation please email Mike Rice and Sarah Mumm the name and grade level. We are looking for students from every grade span in order to make the best plans and decisions.
We are hoping to get these groups up and running by the end of the month, so please be sure to sign up and share any student names you'd like to recommend!
IGKNIGHT 2018--Registration now Open!
It's that time of year, and we're gearing up for IGKNIGHT 2018 on November 19th! This day wouldn't be possible without the expertise of our staff and their willingness to share with their colleagues. As proposals rolled in we started to see a theme emerge, that of risk taking and being willing to try new things in the classroom for the benefit of their students. We are so grateful that our presenters are willing to take a risk to share the many things they've been learning and trying this year. I'd challenge each and every one of you to embrace that spirit of risk taking and walk away from IGKNIGHT 2018 with one new thing you are hoping to try from one of the almost 40 sessions you can choose from!
We are once again hosting our conference on the Kaneland High School campus and will be using both the High School and Meredith Road facilities. Everyone will begin their day at 8:00 AM in the KHS auditorium with this year's keynote speaker--Myron Dueck. (Don't forget, it's not too late to ask Mike or Sarah for a copy of his book, Grading Smarter Not Harder, and join an in-district online book study through Canvas to earn 1 hour of in-district credit!)
Lunch will be on your own from 11:35-1:00. We will share more details if we are able to procure any on-site options. As an added bonus this year, we are hoping to bring in vendors and agencies that might be helpful to you and ask them to set up booths in the cafeteria during lunch. Again, watch for more info as we are able to finalize those options.
Finally, this year we will be using the Sched platform for registration, just like you did for the Kane County Institute Day last year. You can find our event page by visiting igknight2018a.sched.com. Remember those SWEET Igknight trucker hats some of our Igknighters were wearing at our back to school Academy 2.0 day? Well, anyone who has registered for their sessions by 10/31 will be entered in a drawing to win one of our 100 remaining IgKnight hats!
We are once again hosting our conference on the Kaneland High School campus and will be using both the High School and Meredith Road facilities. Everyone will begin their day at 8:00 AM in the KHS auditorium with this year's keynote speaker--Myron Dueck. (Don't forget, it's not too late to ask Mike or Sarah for a copy of his book, Grading Smarter Not Harder, and join an in-district online book study through Canvas to earn 1 hour of in-district credit!)
Lunch will be on your own from 11:35-1:00. We will share more details if we are able to procure any on-site options. As an added bonus this year, we are hoping to bring in vendors and agencies that might be helpful to you and ask them to set up booths in the cafeteria during lunch. Again, watch for more info as we are able to finalize those options.
Finally, this year we will be using the Sched platform for registration, just like you did for the Kane County Institute Day last year. You can find our event page by visiting igknight2018a.sched.com. Remember those SWEET Igknight trucker hats some of our Igknighters were wearing at our back to school Academy 2.0 day? Well, anyone who has registered for their sessions by 10/31 will be entered in a drawing to win one of our 100 remaining IgKnight hats!
Call for Proposals- Kane County Day
It is that time of year again to share our expertise and join in the fun of presenting or facilitating a conversation on personalized learning progression. We are once again one of the county hosts and would love for you to fill out the proposal. Kaneland and all of you have been working so hard and doing so many great things this year to shift further to student empowerment and personalized learning. We look forward to IgKnighters submitting a proposals and want to encourage any staff to please fill out to present. It is a great day of learning.
We will also be hosting the following outside experts:
Donnalynn Miller- Reading Strategies
Jenni Donohoo- Collective Efficacy
PJ Caposey- Personalizing Learning
Please use this link below to sign up to present on March 1st! We are excited for the great day of learning!
Link
We will also be hosting the following outside experts:
Donnalynn Miller- Reading Strategies
Jenni Donohoo- Collective Efficacy
PJ Caposey- Personalizing Learning
Please use this link below to sign up to present on March 1st! We are excited for the great day of learning!
Link
Tuesday, October 16, 2018
Article Sharing- Peer Observation EC- 5th Grade
Each week the Educational Service Department receives a summary of key professional articles published the past week. While reading this week, we found this summary especially intriguing. Peer observation and learning from each other is an essential part of professional learning that is job embedded. Through the Collaborative Inquiry process, a job alike observation process has been established. If you have not heard from your team members yet, you will very soon. Please take time to read the article below and review the exciting process of taking time to learn on the job and visit other Kaneland classrooms. Link to job alike observations.
In this article in Tools for Learning Schools, Kathleen Sheehy (LearningAI) and Leslie Hirsh Ceballos (an assistant principal in Allen, Texas) list five potential benefits of teachers visiting each others’ classrooms: another pair of eyes on classroom practices; low-stakes feedback that’s less stressful than a supervisor’s evaluative comments; helpful discussions about teaching and learning among peers; capitalizing on the instructional expertise within a school; and modeling for students that teachers can be learners too.
That said, Sheehy and Ceballos believe peer observers need to think through several issues to ensure success. “It’s important,” they say, “that educators teaming up for this practice have open and honest communication about what their expectations are – what they hope to get out of the observations, in addition to anything they don’t want to happen.” Schedules need to be aligned or coverage arranged; each teacher should be observed the same number of times; there needs to be agreement on how long each observation will last and when the debrief will take place (ideally soon after the class); the lesson plan should be available and specific look-fors or a focus area agreed on (e.g., wait time, checking for understanding); thoughts about which student work products will be shared afterward; and perhaps discussion of the best note-taking approach and where in the classroom the visitor will sit or stand.
During each classroom visit, Sheehy and Ceballos suggest that the observer get close enough to students to see and hear what they are doing without being intrusive; ask questions of students while they’re working (but not while the teacher is addressing the class); take detailed notes on what the teacher and students say and do; and focus on what the teacher asked for feedback on. Some no-nos: taking copious notes on details that aren’t important; writing down only things that fit a preconceived idea; trying to fix the lesson in real time; and jumping to judgments and conclusions.
“Any debrief is more helpful with careful planning,” say Sheehy and Ceballos. Prior to a face-to-face post-observation conversation, the observer needs to analyze the notes taken, highlight everything that worked well in the lesson, and decide on the most important growth area. Some possible prompts as the observer reflects: What questions will be most helpful for the teacher to answer during the debrief? Which suggestion could have the biggest impact on the teaching and learning? What is the teacher most likely to change based on my feedback? What is the ideal takeaway for my colleague?
The debrief conversation is where the most important work gets done. “Powerful questions offer many benefits,” says Sheehy and Ceballos. “They lead to open dialogue and conversation, invite the observee to do the thinking, are open-ended to allow for many possible answers, create a culture of deep thinking about practice, and require the observee to examine events from multiple perspectives.” Some possible questions:
In what ways did the lesson go as you planned?
How well do you think students accomplished your instructional goal?
Can we look at student work?
Given the focus area we agreed on, what was successful and why?
What happened that you didn’t expect?
What alternative strategies could you try?
What might you change before you try this again? Possible resources?
How can I be helpful?
From this list, Sheehy and Ceballos suggest deciding on a couple of questions to launch the conversation, and then adding questions or comments depending on the teacher’s responses – trying to keep the conversation from becoming too emotional. Being direct and specific about what was observed, they say, increases the ease with which the teacher can understand, accept, and act upon the feedback.
“The Expert Next Door: Lesson Observations and Peer Feedback” by Kathleen Sheehy and Leslie Hirsh Ceballos in Tools for Learning Schools, Summer 2018 (Vol. 21, #3, p. 1-3),
In this article in Tools for Learning Schools, Kathleen Sheehy (LearningAI) and Leslie Hirsh Ceballos (an assistant principal in Allen, Texas) list five potential benefits of teachers visiting each others’ classrooms: another pair of eyes on classroom practices; low-stakes feedback that’s less stressful than a supervisor’s evaluative comments; helpful discussions about teaching and learning among peers; capitalizing on the instructional expertise within a school; and modeling for students that teachers can be learners too.
That said, Sheehy and Ceballos believe peer observers need to think through several issues to ensure success. “It’s important,” they say, “that educators teaming up for this practice have open and honest communication about what their expectations are – what they hope to get out of the observations, in addition to anything they don’t want to happen.” Schedules need to be aligned or coverage arranged; each teacher should be observed the same number of times; there needs to be agreement on how long each observation will last and when the debrief will take place (ideally soon after the class); the lesson plan should be available and specific look-fors or a focus area agreed on (e.g., wait time, checking for understanding); thoughts about which student work products will be shared afterward; and perhaps discussion of the best note-taking approach and where in the classroom the visitor will sit or stand.
During each classroom visit, Sheehy and Ceballos suggest that the observer get close enough to students to see and hear what they are doing without being intrusive; ask questions of students while they’re working (but not while the teacher is addressing the class); take detailed notes on what the teacher and students say and do; and focus on what the teacher asked for feedback on. Some no-nos: taking copious notes on details that aren’t important; writing down only things that fit a preconceived idea; trying to fix the lesson in real time; and jumping to judgments and conclusions.
“Any debrief is more helpful with careful planning,” say Sheehy and Ceballos. Prior to a face-to-face post-observation conversation, the observer needs to analyze the notes taken, highlight everything that worked well in the lesson, and decide on the most important growth area. Some possible prompts as the observer reflects: What questions will be most helpful for the teacher to answer during the debrief? Which suggestion could have the biggest impact on the teaching and learning? What is the teacher most likely to change based on my feedback? What is the ideal takeaway for my colleague?
The debrief conversation is where the most important work gets done. “Powerful questions offer many benefits,” says Sheehy and Ceballos. “They lead to open dialogue and conversation, invite the observee to do the thinking, are open-ended to allow for many possible answers, create a culture of deep thinking about practice, and require the observee to examine events from multiple perspectives.” Some possible questions:
In what ways did the lesson go as you planned?
How well do you think students accomplished your instructional goal?
Can we look at student work?
Given the focus area we agreed on, what was successful and why?
What happened that you didn’t expect?
What alternative strategies could you try?
What might you change before you try this again? Possible resources?
How can I be helpful?
From this list, Sheehy and Ceballos suggest deciding on a couple of questions to launch the conversation, and then adding questions or comments depending on the teacher’s responses – trying to keep the conversation from becoming too emotional. Being direct and specific about what was observed, they say, increases the ease with which the teacher can understand, accept, and act upon the feedback.
“The Expert Next Door: Lesson Observations and Peer Feedback” by Kathleen Sheehy and Leslie Hirsh Ceballos in Tools for Learning Schools, Summer 2018 (Vol. 21, #3, p. 1-3),
Collective Efficacy Team Rubric
Have you ever wondered how effective your team is? Have you wondered how you may improve as a team and work to further improve student learning? Have you wondered if you are the best tea member you can be? Then the collective efficacy rubric is for you! There are so many benefits for staff, students and the school when collective efficacy is built among all. Take a few moments to review the article shared below to read more and then consider using the team rubric to assess yourself on the progression of collective efficacy.
Article
Rubric
Article
Rubric
Monday, October 15, 2018
Student One to One Advisory Council
We are excited to begin further planning the one to one technology implementation process. We have had 12 staff members apply to be on the staff advisory council to plan and work on logistics, but we are still in need of many more students and a few staff members for our advisory council. We are needing further representations from 4th -8th grades for teaching staff and many more students 6th-12th grade for the student advisory. We are looking for students who are open to share ideas, brainstorm, and have a good understanding of the best use of technology in learning. We are hoping to get students grades 6-12 to assist in this process. Please take a moment to email Sarah Mumm or Mike Rice to nominate a student.
If you would like to to be part of the staff advisory council please complete this link: One to One Advisory
If you would like to to be part of the staff advisory council please complete this link: One to One Advisory
One and Only Ivan Escape Room Update
It has been so exciting to see the students applying their learning and reading of the One Book, One School text, The One and Only Ivan. We have had four grade level teams go through the escape room with almost all classes escaping within the 50 min time limit. The escape room is a great way for Kindergarten to Seventh Grade students to apply their reading, work on communication, learn student empowerment, and apply teamwork skills. The room is now taking more reservation through April. Please sign up today for this FREE in-district field trip. While on the field trip the students also take part in Ivan themed activities or work with FVCC Fire Science. Here are just a few statements from our very own students to share a review of the experience with you:
"My favorite part was finding the codes and trying to figure out how to open the locks. I think people should do the escape room because it's good to have team work." -Griffin, 3rd grade
"We learned how to work together. It was hard to open the locks, but we kept asking other kids for help." -Emmalee 3rd grade
"The escape room was fun! The challenge was listening to each other. " -Jacob 3rd grade
Check out some great pictures of the room and students below. If interested in having your team take the field trip, please contact Sarah Mumm to sign up today.
"My favorite part was finding the codes and trying to figure out how to open the locks. I think people should do the escape room because it's good to have team work." -Griffin, 3rd grade
"We learned how to work together. It was hard to open the locks, but we kept asking other kids for help." -Emmalee 3rd grade
"The escape room was fun! The challenge was listening to each other. " -Jacob 3rd grade
Check out some great pictures of the room and students below. If interested in having your team take the field trip, please contact Sarah Mumm to sign up today.
EC-5 Behavior Team Statement
Today the EC-5 Behavior Team met for one of their three meetings for the year. The following were topics discussed:
The team compared the use of Tyler and SWIS for behavior referral documentation. There will be further discussion EC-12 on this process over the course of the next months.
The team updated and shared the process of the behavior screener used this past fall. The team shared that overall the screener was a success and with some further guidance and cut scores the use of the screener data will be even more successful. The team will be looking at the possible cut scores for the screener’s Functional Behaviors at our February meeting.
The team also reviewed the intent of the Child Find documentation and process. It is essential for all school employees to seek and find students that need support services and take action. The discussion raised the accountability as professionals to find and support all students in all areas, both academically and behaviorally.
The team also held an initial discussion on the RTI review process, based on the summer June retreat. The district is looking into the revision of our structures and philosophy over the course of the next 18 months.
The team will meet again on February 13, 2019 at KSS from 1:00-3:00. If you have any questions at all please feel free to contact a team member.
The team compared the use of Tyler and SWIS for behavior referral documentation. There will be further discussion EC-12 on this process over the course of the next months.
The team updated and shared the process of the behavior screener used this past fall. The team shared that overall the screener was a success and with some further guidance and cut scores the use of the screener data will be even more successful. The team will be looking at the possible cut scores for the screener’s Functional Behaviors at our February meeting.
The team also reviewed the intent of the Child Find documentation and process. It is essential for all school employees to seek and find students that need support services and take action. The discussion raised the accountability as professionals to find and support all students in all areas, both academically and behaviorally.
The team also held an initial discussion on the RTI review process, based on the summer June retreat. The district is looking into the revision of our structures and philosophy over the course of the next 18 months.
The team will meet again on February 13, 2019 at KSS from 1:00-3:00. If you have any questions at all please feel free to contact a team member.
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