Leading Well Book Study

 Here are some of the final thoughts from the last collaborative writing book study:

-Writing must have sacred time

-The goal is to give all learners the opportunity to learn.

-Classroom should have 1200 books in the classroom library

-A guiding principle should be flexibility. ...kids benefit from consistency whenever possible

-The units of study are designed to be launched at the start of kindergarten, first and second grade

-There is a direct correlation between how much kids get to read inside of school, and how much they read outside of school

Thank you to all MTSS, Coaches and CHESS members who took part in this fabulous conversation. 

The winner is...

 Thank you for all the submissions for the show your love for Kaneland Connects.  Please check out these amazing submissions and ways to see Kaneland Connects in practice!\

The winner is....KSS 1st Grade Classroom and Ms. Modaff!!!!  They will be getting a great surprise very soon.  

Check out this link to see the winning submission.  

Benefits Based on Research of Push In Intervention through Co-Teaching

 As a request from the staff we are sharing some of the vast research that was shared during the creation of MTSS push in co-teaching structures.  Please let us know if you have any other questions.  

From St. Cloud University:

Decrease in student lost instruction time through travel time. Students must travel from their classroom to the intervention room with pull out and the total loss on average each year is up to 7 hours of instruction. 

Some students might feel embarrassed leaving the classroom.  In a dissertation study shared at St. Cloud 3rd to 5th graders reported higher levels (22% to 32% higher) of anxiety leaving the room with a speciality teacher than staying in the room for intervention, no matter the level of intervention.  

More Teacher time lost communicating between the classroom Teacher and Interventionist. time with the classroom teacher. The intervention teacher must find time outside the intervention block to communicate with the classroom teacher.  On average each year 5 hours of lost time just on sharing progress when pull out intervention occurred. 

From Denver Public Schools:

Less time lost during transitions. When I switch groups, the students are able to come to me quickly because I am already in the classroom. The school saw an increase of 11 hours per interventionist per school year when they began push in intervention.  

The intervention teacher is able to interact more with the teacher in the classroom. He or she is able to witness the teacher's instructional style first hand. The district saw an increase in reading methods based on a classroom audit in the first two years of push in intervention. 

A more united front is presented for behavioral issues. It is very easy to use the same behavioral system. Increase in student clarity on learning and behavior expectations were shared in student focus groups conducted. 

From Mount Monmouth School District, Ontario

10% to 15% increased in reading application of learning when push in intervention occurred based on students learning in the classroom in which they need to apply their skills.

5% to 8% growth in math scores  based on application of learning when push in intervention occurred based on students learning in the classroom in which they need to apply their skills.

HR Update: Course Opportunities

 Please know that ISU is offering an expedited LBS 1 (ie. SPED) program for existing teachers.  It would be online and should provide the SPED certification with only 15 credit hours of coursework.  Please see the link below if interested:

https://www.videtteonline.com/news/isu-to-introduce-special-education-online-certificate-program-to-train-illinois-teachers/article_e81dbb4c-a8aa-11ed-b2aa-7382d4121392.html

K-5 Educator Advisory Joint Statement

 Today EAC met for the monthly meeting.  The following were topics discussed.  Feel free to follow up with an EAC member for further clarification:

• The committee celebrated the success and failures to learn from over the course of the first two trimesters!  Kudos to all staff for all the risk taking and implementation of best practices for learning this year!  Here were the celebrations shared at the meeting. 

-Retiring Speech already hired a replacement to start the transition!  Kudos to early hiring and best of luck to our amazing long term Speech

-Early Childhood PL 3.0 tenets are almost done!  GREAT WORK!

-Co-teaching in MTSS and SPED has been going very well.  Seeing amazing collaboration among the staff!

-Grade level KME flexibility and risk taking as a team to meet student needs

-MTSS structures working what grade level teams has been a huge celebration

-KBK 2nd grade teams all escaped from the Wayside room!  It was a wonderful experience to share and reflect on communication among our peers. 

-Second Step lessons have been going very well!  Great to have a common language for our calming.  The students are so engaged in the songs and lessons.

-Self-advocacy from students has been observed!  Excellent to see the students reflect and step up.

-Amazing student forums at CHESS.  Wonderful to hear the perspective of learning from students. 

-MTSS KME staff really being flexible and finding new ways to meet student needs.  It is great to see the ideas shared. 

-Teams are really supporting each other and being vulnerable!  

-Great deep dive on the use of the PBP in classrooms and with students.  Love the deep dive into the PBP Commitment goals from the Strategic Plan! 

-Students using PBP tables and self-grading have been very successful!  Students are getting used to using the table and showing evidence1  

- KST - Kinder -  we have met our kinder KDAB goal of writing all lowercase letters correctly. We are extending the goal to CVC words.

- KST - 2nd - I-Ready Math and Reading:  Students are above the National Norm

-Writing Lab classrooms have been going well, with great debriefing sessions

• The team looked at possible timelines for drafting and completing PBP tables for Social Science.  Social Science is up for review next school year.  The team decided to mirror the tables to the Science tables created this year and to use sub time with the review cycle volunteers. 

• The team took time to review the concept of behavior screeners and use of data to support students and grade level trends.  The team is exploring the following idea and will gather more feedback on this idea during our electronic March 

• Keep CASEL 3-5th grade

• Clarify follow up data trends and students conversations process for grades 3-5th 

• Have CASEL available when needed K-2

• Clarifying use of SWIS and becoming more consistent in use and looking at trends with grade levels 

• Begin to use for K-2 check for understanding with Second Step

• The team discussed progress on PL 3.0 and how to continue to support staff through the next 15 months to complete the process.  Please remember you can meet and work on evidence and submit on March 3rd.  

Let's Learn about Tenet E

 Teacher as a Facilitator

The purpose of the teacher shifting from delivering content to facilitator of learning is to empower students to take ownership of learning and shift the students’ roles from passive to active learners.

Please see this video for thoughts on tenet E

We have about 40 submissions for Teachers as Facilitators. Some examples include:

-Student-led conferencing and goal setting

-Peer assessment with the help of the teacher

-Student-led literature circles 

-GRID lessons 

-Reciprocal teaching by students

SIP Post Data

 GOAL:  Social Emotional Learning with CASEL Competencies 

By February 2023, all areas of the CASEL competencies will see an increase in levels 3 and 4 compared to February 2022 collected data (See chart below for specific data expectations).   

September 2022 Data:

• Collected as response rate quantitative data process

• Total respondents 2431 students K-12

• Percent of total 62% (post data must be within 8% of fall response rate)

• One indicator already scored higher in level 3 and 4 than in the Spring (Self-Management)

February 2023 Data:

• Collected as response rate quantitative data process

• Total respondents 2482 (within 1% of pre data responses)

• Percent of total 62% 

• 3 CASEL competencies have increased from February 2022

• Proficient 

GOAL:  Kaneland Connects Commitment Reflection

By the end of February 2023, the District will see an increase in levels 3 and 4, within the identified action statement, in 4 out of the 5 commitment areas of Kaneland Connects, compared to September 2022 data.  

September 2022 Data:

• Collected as response rate quantitative data process

• Total respondents 2050 students K-12

• Percent of total 52% (post data must be within 10% of fall response rate)

February 2023 Data:

• Collected as response rate quantitative data process

• Total respondents 2121 students K-12

• Percent of total 53%

• Proficient

Professional Development Opportunity

 Calling all book-loving educators!

This summer, a literacy love fest is headed to our area.  On June 20-21st, LITapalooza is coming to Neuqua Valley High School in Naperville.  

June 20th will be a full-day traditional-style literacy conference that looks like this:

a lineup of authors and illustrators sharing the latest and greatest in #kidlit, topics of current interest to educators, and their latest books!

sessions (panels and individual speakers) designed to lift you up and celebrate the wonders of literacy education in your school!

food trucks for lunch & snacks

casual author signings throughout the building

June 21st will be a half-day unconference where we'll work as a community to create sessions run by authors, educators, or authors AND educators!

Registration opens March 1 at https://litapalooza.weebly.com/

Please reach out to Katie Reilley at KBK with any questions. 

Kaneland Represents at IDEACon 2023

Big shout-out to Faye Licari, Jessica Bloomquist, and Nathan Schroll for representing Kaneland at IDEACon 2023! The group shared the Canvas Course they created for teachers to track progress within Personalized Learning Academy 3.0, as well as information about how Kaneland is implementing personalized learning. You can take a look at their presentation IDEACon 2023  for more information. 

KHS PL Team Joint Statement

The high school-specific personalized learning team met this past Thursday to continue their work in supporting the furthering of the Ten Tenets of Personalized Learning within KHS. The group reviewed an inventory created to identify areas of strength and opportunity, related to the 10 Tenets, within each department. Each department representative will be discussing the inventory with their respective colleagues and reflecting on strengths and needs specific to their department. Ideas for sharing examples of PL in action at the high school were brainstormed, as were suggestions for supporting the completion of PL 3.0. The team will reconvene on 4-27-23.