Harter Student Spotlight

We want to celebrate all of the amazing students we have in Kaneland! This week, we are doing a group shoutout to 7 students from Harter. Abby, Brody, Kaelyn, Ellie, Chris, Hayden, and Q came in to share about the start of the school year. The Harter Admin Team is doing a great job celebrating student SEL growth and making connections. 

The key takeaways from these students:

1) Relationships matter! When these kids shared about their best teachers, it was clear that those who have the greatest impact take the time to get to know their kids and take an interest in who they are as kids

2) Individual feedback matters- the kids asked that teachers give more individual feedback and specific ways they can get better

Tenet E- Teacher as Facilitator

 As a reminder we are sharing ideas for the Personalized Learning 3.0 tenet completion and application into learning practices.  This week we are spotlighting tenet E- Teacher as Facilitator.  Evidence of this tenet includes when the students take the lead on sharing expectations, leading work within the classroom and the teacher supports and models the process for them.  The teacher as facilitator is observed through the level of questions being used in the classroom and the ability for students to make decsion in their learning while the teacher probes thoughtful questions to guide next steps.  This tenet is often paired with reflection practices.  Some of the evidence we have had submitted for this tenet includes, learning walks, videos of students leading, questions shared with students in a unit of study and students reflections on the learning opportunity.       

Hapara Use

 Hapara is the system to monitor the electronic access during learning within your classroom.  We have been informed that some staff are using and watching students' access when they are no longer in class with them or while they are at home.  Educational Service Department will be working with the Technology Office to identify specific staff members that may not be utilizing Hapara correctly and will be contacting them.  At this time if you are using Hapara for students while they are outside of your classroom, you will not be allowed access to this program.  Please remember to use the program for effective monitoring of learning  only DURING your instructional time with the student.

K-5 End of the Year Math Test Update

 Just a quick update to remind staff to enter all your pre-data for the domain you are starting instruction, or the domain the student is beginning continuum learning on into your data wall.  All pre-data for the first domain students are working on should be in by the start of October.  Just a note that the post-test for math is taken as a full assessment of all domains.  It is taken in the same two week span at the end of the year.  If you have any questions or feedback on the revised tests, please contact through email Sarah Mumm at 10358@kaneland.org  

Learning Structure Audits, Instructional Rounds and Evaluation Teacher Feedback

 This fall we have the benefit of having a variety of internal and external educators coming to gather non-evaluative feedback on our current learning structures and the progression of implementation of our content and preferred future structures.  Over the past few weeks we have had a few questions on how does the feedback gathered get used for shared decsion making and next steps planning. We hope this brief description helps shed a bit of light on the process of the use of feedback.

Learning/Instructional Rounds- often conducted within a school SIP plan by staff within that school.  Feedback is used by the SIP teams to further monitor the SIP goal and for educator relfection on best practices in content areas.  This feedback collected is non-evaluative. 

 Learning Structure Audits- often conducted by a mixed educator team not just from the school but from across the district, may include external educators as well.  Feedback is collected for the purpose of planning district level curriculum professional development, implementation action plans, and next steps for Coaching cycles.  This feedback is non-evaluative.

Learning Walk Feedback- often collected by a formal evaluator from across the district who has completed the full evaluator training courses or modules.  Feedback is shared on the negotiated document from the Evaluation Committee.  This feedback is evaluative.  

Last Call for Social Studies Review Committee

As a reminder, we will be reviewing our district's Social Studies curriculum this year. With a few new mandated units of study, this is going to be critical work for our team. If you are interested and have not yet reached out to Ed Services, please do so by the end of this week. We will have our first district-wide meeting on September 25th starting at 9:00 a.m.  Please be sure you have your sub request entered into Aesop. Our process will be as follows:

Committee Expectations

• Communicate across grade spans process and progress with learning expectations
• Collaborate respectfully with each other
• Co-create a joint statement at the end of each session to share with your building
• Provide balanced feedback on all topics
• Make decisions that are learner-focused first and foremost

Individual Expectations

• Communicating progress to your school and peers not present
• Collaborating with grade span staff
• Sharing all perspectives (agreement and disagreement) while in the committee work time
• Focusing on capturing learning expectations for each grade level with consensus-building
• Focusing on hearing all voices through active listening

Curriculum Review Tasks:

1. Identify units of study for each grade span, grade level, and course (course outline)
2. Identify learning targets for each unit of study
3. Identify reported standards through the REAL process
4. Create PBP tables for reported standards
5. Vet and review materials based on our PBP tables and units
6. Prepare purchasing proposals for the BOE
7. Place all tools and course outlines on public display
8. Review public comments and make final decisions for purchasing
9. Planning professional development for all staff based on units, PBP tables, and materials

Tips and Suggested Paths for New Hires for Personalized Learning Academy 3.0

As previously emailed, we are excited to roll out PL Academy 3.0 to our new Kaneland hires! If you remember back to when Dr. Mumm and I came to New Teacher Orientation, we discussed our focus on the 10 tenets of personalized learning. Please continue to reference these resources over the next two years as you learn more about personalized learning and begin to show evidence of the 10 tenets. These tenets are the foundation of our strategic plan and the instructional philosophy of the district. THIS is the slide deck that explains each of the tenets as well as what is expected for the submission of evidence for each. 

If you haven't already, you soon will be setting your evaluation timelines and student growth goals with your evaluators. After these meetings would be a great time to reach out to a colleague or coach to start discussing the best entry point for you into these tenets. Remember, your route is personalized and you have 2 years to complete. 

We have a wall of evidence as well at KMAC in our library if you would like to see what is happening at other grade spans as well!

Feel free to reach out with any questions!

Lucky Duck!

The prize pot is growing!!  Is this the week you make a match and connect the ducks  dots to find your match?!? Check your numbers and see if you have lucky duck number 48 !!!  Email Sarah Mumm at 10358@kaneland.org if you are a lucky winner!  

Our Commitment: 1:1

Our Action Plan for the year includes the following: 

-Staff can determine flexible learning opportunities with technology use

-Students set and progress monitor their own learning online

-Students can articulate the technology choice in learning and why they selected the tech tool

-Staff can remain aware of emerging technology tools and their impact on education

We have come so far in the commitment to 1:1 learning and using technology to bring our classrooms alive. As we continue to focus on this commitment throughout the year, it is time to draw attention to feedback conferences with students around their technological choices and how they are impacting their learning. Examples might include:

-posing performances/feedback online or through Canvas 

-Using technology to research passion projects, or to help support claims made in class

-Students advocating for the opportunity to demonstrate understanding through a tech project rather than a pencil/paper test 

CHAMPing Our Learning Expectations

 With the differences in behaviors that have been coming into schools the past two years, we want to remind all staff that the tier one foundation for every classroom K-5 is CHAMPS.  We want to be able to set a consistent structure from classroom to classroom within our schools with the use of consistent language and structures in order to provide support in all classrooms for any student.  This fall we have begun to use our CHAMPS delivery table to ensure that all classrooms are implementing CHAMPS with fidelity.  Please review the CHAMPS delivery table and self-assess how you have created the structure in your classroom and continue to empower students to CHAMP out activities and expectations.  Please know this is a required structure for every classroom.  If you need any support in getting CHAMPS up and running or finding ways to continue to use the structure, feel free to reach out to Nicole Full for behavior facilitator support.    

KDAB Kick Off Pre-Work

Thank you to all K-5 staff for all the initial data collection taking place this Fall!  It is amazing to look at the data hubs and walls for all the evidence of learning levels we have in Kaneland.  We are excited to host the KDAB Kick Off meetings at the start of October to review the possible learning support needed and goals for our schools, grade span and classrooms.  In order to best be prepared for your grade level KDAB Kick Off meeting please plan with your team when to use two collaboration mornings or plan time reviewing your student data.  Please log on and review data on the data wall and data hub in order to complete the following tasks to be prepared for your meeting:  

1. Review your grade level data wall/hub and this summary of learning set of slides individually within your school.  Write on post it notes the trends that you notice within your classroom, grade span, and school. 

2. Discuss trends in learning among classrooms at your school with your grade level team, and bring written on post it notes trends that you notice as an individual and team.  

3.  Identify a content area or subcategory within a content area or behavior for further discussion and comparison at the KDAB Kick Off.

4.  Be prepared to share the specific drill down content or subcategory you would like to explore at your grade level KDAB Kick Off meeting. 

During our KDAB Kick Off meeting we will collaboratively take time to share individual trends noticed, group our trends together, brainstorm support and actions for educator and students, and begin to project a grade level KDAB goal for our first phase.  Please know that in the short amount of time we have for our initial Kick Off, we will all need to make sure that the pre-work is complete PRIOR to the meeting time.  If a grade span comes to the KDAB Kick Off meeting without the pre-work completed, that grade level will need to reschedule the meeting time and date.  It is essential that everyone comes prepared to the meeting.   Be sure to see your school specific grade level schedule with dates and times for your meeting so you can be sure to plan ahead to complete the pre-work.  Your school MTSS Coordinator will have the full schedule for your building.  If you have any questions at all, please feel free to contact your MTSS Coordinator.        

Guest Blog Writer: KME SEL Work

Courage, purpose, and connection.  These are the words I think of when I think of McDole Elementary School.  For students and staff alike.  Showing courage to try hard things and standing up for what you believe in and your values.  We come in each day with a purpose, and an outcome in mind, and do our best to attain that.  Leaving each day I am tired but grateful.  

Connection.  Relationships and connections are cultivated here.  Individuality is not only accepted by teachers and staff but embraced and encouraged.  The students learn that they belong and are valued simply for who they are.  It instills a deep sense of community and safety, which I have felt from the day I set foot in the front door, so many years ago.

By:  Kathleen Ronzio, KME