This is just a friendly reminder that Kaneland's Homecoming festivities are right around the corner, so get ready to celebrate. Along with our Spirit Week celebrations, your communities will be coming together in Sugar Grove on Wednesday for our parade, followed by our Powder Puff football game. Friday night (10/6) is the big game against Morengo at 7:00 pm! The High School dance will be on Saturday night.
Wednesday, September 27, 2023
6-12 Social Science Review Joint Statement
On Monday, we met as a district Social Science team to review our Units of Study and to begin work on updating our reported standards and proficiency tables as necessary. Our teams made some tremendous progress towards these goals. Our next steps in mid-October will be to spend some time with grade span articulation and continued development of tables, and standards, and then into assessment alignment. The tentative outline of our units of study can be found below. Please note that this is a year-long process and some of the information in these tables may change/be edited. If you have questions, please connect with your review team members to discuss.
6-8 Grade Team
Cindy Babich, Phil Bellino, Megan Foley, Joe Gannon, Elsa Glover, Kevin Hagan, Patrick Hogan, Kerri Jass, Suzanne Satterfield, and Adam Wickness
TENTATIVE Outline of Units of Study
9-12 Grade Team
Steve Auchstetter, jessica Bloomquist, Dan Ferrel, Jimmy Fuller, Jessica McNally, Nathan Schroll
Tenet G: Feedback Cycles
Tenet G is Feedback Cycles! During a feedback cycle, students have the opportunity to co-construct knowledge alongside their teacher. Feedback cycles are often framed by reviewing progress on a proficiency table, a specific student goal, or reviewing a formative or summative assessment. Feedback cycles can also be driven by an SEL need. Ideally, students have a voice in the topic of a feedback cycle and are advocating for what they believe is a need for their learning but not always. In PL 2.75, we were introduced to the feedback typology which shows various types of feedback and the cognitive load being carried by the student in each. Within a full feedback cycle, you will likely find yourself within various points of the typology based on your and your student's knowledge of needs. Below is the Typology of Feedback that was shared in PL 2.75. Take some time to identify the various types of feedback and where you and your students typically fall.
Tuesday, September 26, 2023
Guest Writer: Brooke P.
As we all know, self reflection is crucial to student learning. It empowers them to be honest, set goals, and even gives the opportunity of peer feedback. The use of PBP tables has changed my Kindergarten classroom environment.
It's woven into our day through the use of visual 'I can' statements for each subject including picture examples, having a student feedback sign that's passed around after work is shared with the whole class, and showing 1,2, or 3 fingers after a lesson is taught to self reflect. Holding up 1 finger represents needing a little more support on what was taught, 2 is almost proficient, and 3 fingers is proficient. I do believe it is important to teach your students they aren't always going to be a 3, in fact most of the time when they first are learning something new, they won't be a 3 right away! The same goes for feedback. I encourage students to dig deeper than just saying they think someone's writing is beautiful- but WHY is it beautiful? Did they add a feeling inside their drawing, did they use spaces in their writing? (these directly connect back to our 'I can statements'), etc.
The use of all these things couldn't have been made possible in my classroom without my amazing instructional coach, Liz Orman. If you're looking for ideas or just support, she's an amazing resource for all things PBP!
Summary From Learning Walks
On September 26th the Department of Educational Service had the pleasure of visiting 6 of our 7 learning locations to conduct monthly learning walks. We jointly visited 62 classrooms throughout the day EC-12th grades. Thank you to all staff that welcomed us into your classrooms. The following is a brief summary of our visits.
Great to see....
*Student routines for learning and behavior expectations
*Students making suggestions for various options for engaging in learning or reassessing
*Clear expectations for lessons posted (including I can statements) or shared orally during the session
*Student choice in learning environment
*Student choice in how to structure their time
*Student self-reflection through learner profile
*Students supporting peers in learning process
Excited to see more of...
*Student choice in products showing proficiency
*Student passion in learning tasks
Please remember a learning walk that you were given during these walks, could be possible evidence to submit for Personalized Learning 3.0 10 tents.
Guest Writer- Abbie W. from HMS
In my classroom, I want kids to know that it's perfectly fine for them to have bad days. Everyone does. I make sure my students know they can express their emotions in class and talk about them openly if they want to. I try to make sure the classroom is a welcoming place where students can be who they are without worrying about being judged. I encourage them to ask for help when they need it, and I'm honest with them that I don't have all the answers. I think it's important for them to take charge of their learning and not be afraid to advocate for themselves. Making mistakes is a normal part of learning, and I let my students know it's okay to mess up. We talk about growth mindset a lot and how to rephrase our thinking. Lastly, I teach my students that it's not a bad thing to start over and try again. My teaching philosophy centers around creating a caring and understanding learning environment that allows students to be themselves while they learn and grow.
Monday, September 25, 2023
Lucky Duck!
We had a WINNER!!!!!! Congrats to Laura E. and JoAnn H. for being our first luck number winners. They received a great reward! Check your numbers and see if you have lucky duck number 373!!! Email Sarah Mumm at 10358@kaneland.org if you are a lucky winner!
K-5 Report Card Guide Updated
As we get closer to the date for the opening of report cards, we have taken the time to update our rate of projected growth sheet to help guide you on what standards are assessed each trimester and at what level is typical learning for our students. We shifted from BDPS to our current number system of 3-2-1. An X indicates that the standard is not assessed at that trimester. Please note we will be sharing this with parents when report cards go out. Here is our projected timeline for our report cards opening:
The initial drafts are under review this week
Tech will get our final edits in language and format next week and work on those edits for two weeks
We hope to get the report cards open to staff October 10th (which is ahead of schedule from our initial 10-15 deadline)
When we send out the report cards we will resend this rate of projected growth chart and a video on how to complete the report cards on Infinite Campus. When using a proficiency table to assess learning, the students must have a majority of observed in the proficiency column in order to be reported as level 3. If the students has some in proficiency and approaching then they are level 2. If they have observed behaviors in approaching only but not all are observed in approaching they are level 1.
Guest Writer: KIPLA Pathways by Colin W.
Pathways over at KIPLA is a completely different way to envision the learning process. Instead of teachers designing the projects and the students completing them, students are in charge of the entire process. They design their own project, spend four weeks working on its completion, then conference with me to prove they have progressed during their project. We have a wide range of topics people are learning about. Students are trying to design and code LEGO cars, a few are growing plants using hydroponics, a girl is making an entire outfit out of duct tape, and acrylic painting on canvas was quite popular as well. The best part of the entire process so far is getting to see what my students are passionate about first hand instead of just reading about it in a get-to-know-you survey. I can see their faces light up when they are working and learning about topics that interest them. I cannot wait to see what astounding ideas they come up with next!
By Colin Wright, Pathways Teacher at KIPLA
K-5 Science Units of Study
As a reminder Science at the K-5 level is assessed through the PBP tables found on our website and in the shared google folder of K-5 PBP. These tables are assessed through any unit of study in Science. Please note the chart linked here (which can also be found in your FRM under Curriculum) to guide you in the planning of lessons and units using Mystery Science and DEX platform. If you have any questions at all please contact Sarah Mumm at 10358@kaneland.org.
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