With parent-teacher conferences just around the corner, I wanted to share some talking points to support you in any conversations that may arise related to IgKnight Academy. On page 2, you'll find a flyer that you could provide to families who are interested in receiving more information about IgKnight. As always, feel free to direct any family who may have more in-depth questions to Laura Garland at 10166@kaneland.org
IgKnight Talking Points and Flyer
Registration for UIC’s Fully Online Learning Behavior Specialist 2 (LBS2) program on Behavior Intervention opens on October 31, 2022. Courses begin January 2023. Current special education teachers interested in advancing their knowledge related to behavioral supports can register through UIC’s Extended Campus. We ask that you circulate this email to current special education teachers you know.
Cohort members will take two courses in Spring, Summer, and Fall of 2023. Following completion of the coursework, students will earn the LBS2 endorsement pending successful completion of the Behavior Intervention exam. All classes are fully online with synchronous sessions meeting between 5pm and 8pm during the academic year and 4pm and 8pm during the summer. More information on the program is available at this link.
In addition, we will host information sessions over the coming weeks to answer questions about the program and registration. Please use this link to register for a session and we will email you login information prior to the meeting. Information session dates are:
For special education teachers interested in pursuing a different online LBS2 endorsement, please use this form to submit your information and interests. We will continue to collect information on student interests and start a new cohort as soon as we have enough interest in another focus area. We will send emails to registrants to keep you updated on progress, plans, and information sessions.
Joint Statement:
Today the Educator Advisory Council met for the October meeting. The following were topics discussed:
Members reviewed topics and structure for future monthly meetings and made timeline adjustments. November and December meeting topics were finalized. November topics include NIU RITE PD Barriers work, MTSS review structures, and shifts, and shout-outs and celebrations.
Based on the small group work of the Science Curriculum Review Team, EAC members suggested edits to the drafted grade span PBP tables. These tables will be used on future report cards for formal assessment and are used in every unit of study. Feedback will be shared with the Science Curriculum Review Team. Note that the Science Review Team is seeking additional members.
Based on feedback from grade level teams, EAC members identified Math and ELA 3-5 priority reported standards that should be focused on in summer school.
Members shared ideas of how they have completed or could complete Activity A (LDIP) and Activity D (Student choice and voice). Examples of evidence may include:
Activity A: LDIP
Math Pathways- incorporates all levels of the continuum. Teacher's written reflection of the rationale for when and how to use each level. Ex. work 1:1 with students struggling to demonstrate proficiency.
Reading - can incorporate all levels as well
Need evidence that shows teachers are moving beyond just legacy instruction in front of the room.
Writing is a natural content area that includes the continuum
Activity D: Voice and Choice
Conferring notes
Writing samples - student choice in what they write about
Utilize coaches to come in and videotape in the classroom, or use co-teachers to document evidence that can be used for both teachers in the classroom.
Please feel free to follow up with your EAC rep for any further information.
Please see the latest and greatest Todd Talk! This month's focus is on the new Learner Profile:
This time from the District Administration publication, and it's regarding Mastery Learning. Highlights of the article include responses from 639 teachers surveyed across the country regarding closing COVID and summer learning loss. Once again, these really align to what we want to do with our proficiency tables, standards-based grading, and feedback/conferencing:
-53% of teachers surveyed already use mastery learning, 35% would like to begin using it
As it pertains to grades:
-61% of teachers believe D's and F's lead to less motivation among students
-58% believe letter grades lead to students feeling labeled
-46% believe letter grading is an unfair way to accurately assess student achievement
The author poses a question that I would like all of us to reflect on:
"Is a grade a score on a test, or are we trying to encourage both students and everyone who's involved in learning to think about mastering skills? If we think about that, we can do things like offer students multiple opportunities to show what they know. And then offer them instruction and different ways to practice in between those opportunities so that students who are struggling have a chance to rebound and try again with some instruction and intervention."
