PL 3.0 Ten Tenets Evidence Requirement (K-12)

Kaneland remains committed to learner-centered, personalized practices that support diverse student learning needs. Educators are encouraged to continue implementing responsive instructional approaches that enhance student learning experiences. However, moving forward, teachers are no longer required to formally submit evidence of their application of the 10 Tenets of Personalized Learning to the Educational Services Department. This adjustment aims to provide greater flexibility while maintaining our shared commitment to student-centered education.  

Curriculum Chat (K-5)

 This week the Curriculum Chats met with 1st Grade!  The running agenda captured some of the notes of the discussion.  Running Curriculum Chat Agenda  

This week's discussion with the 1st Grade staff that were able to attend was captured on video linked here.

The next Curriculum Chat will be held on February 26th with  2nd grade staff.  Please remember these are optional events for staff.  Here is the recurring link.   

Educator Advisory Council (K-5)

 Today EAC met for the monthly meeting.  The following were topics discussed:

1. KPASS Survey Data Review 

• Harter Students: From the graph data, it seemed overwhelmingly positive, but the comments showed it was more 50/50

• Harter Teachers: They didn’t feel students were prepared to complete homework at home. They also didn’t feel parents were prepared for the homework load and due dates. 

• Current KPASS Parents: It was overall very positive. They were prepared for the change in teachers and learning environments. Most parents said it was better than the traditional model. A reoccurring comment was that there isn’t much information given prior to starting the KPASS model in 4th grade. 

• Current KPASS students and 3rd grade: 

• 3rd grade: The students seemed to be confused about the definition of KPASS and what it entails. 

• Current KPASS students: Most student data was positive. 

• KPASS Teachers: 

• There were a lot of comments about the differences between STEM and ELA workloads. Related services and SPED teachers found that scheduling for KPASS is difficult. It was also noted that KPASS sometimes “dictates” the rest of scheduling among grade levels. 

• A lot of KPASS Teachers expressed their want for a traditional classroom setting, but still gave a lot of positive comments. 

• Having one stand alone class in KPASS has made teachers feel isolated in the past due to the hardships of collaborating without common plan time with both ELA and STEM. It is harder for them to lead on their teams.

ACTION ITEMS: Survey results will be shared with the current KPASS teachers.  We will also be looking at the student data of current stand alone classes vs. current KPASS classes. There will be a follow-up survey for the current classroom KPASS teachers in the near future.  

2. Increase the PR of MTSS benefits with our community and the process of MTSS to SPED

• Posters hanging in the buildings at conferences and open house 

• Parent letters are sent home about interventions 

• Teachers at some schools include them in parent communication so they are viewed as a co-teacher

• The community has shown through comments that they know what MTSS is 

• SPED Eligibility process is deeply impacted by MTSS and “specific learning disability” would not be able to be included if no MTSS/RTI intervention is given prior

• MTSS/interventions are mandated by the state and Kaneland is meeting those expectations with MTSS

3. Follow up on preferred PD structure for new adoption

• Coaches will look over the data on the padlet and make recommendations.