LM Oct.2017

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COVER STORY HURRICANE RELIEF EFFORTS: We Asked ‘How Are Illinois Schools Helping?’ and were overwhelmed with stories of compassion. Read how, in the aftermath of all of that destruction, Illinois schools all over the state rose to the occasion and made us all proud!

Special Person’s Day in LeRoy Something to Smile About

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IASA Calendar of Events 48 46 42 34

2017–2018 School Year Calendar Highlights from IASA’s 53rd Annual Conference Professional Development Opportunities

Tis’ the Season for the Certificate of Levy, Truth in Taxation Requirements, Balloon Levying and Other Fun Stuff

rtificateof quirements, r funstuff

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Limiting Rate

30 21st century learning critical thinking COMPETE GLOBALLY G R O W T H O F T H E W H O L E C H I L D technology-infused modern skill set ... ...

Assessing Student Growth in the 21st Century

a combinationofacademic and social-emotional growth measure andPARCC individ- ual scores.The balance of utilizing growth data,attainment data,and social-emotional learningdata allowsCCSD59 to reinforce the importanceof measuring student growth and achievement over time,pushing our focus furtheraway fromone- time, high stakesassessment. d Property Tax Increase for . . . own name of taxing district ). ial purpose property taxes extended or g year)___ were ___(dollar amount of the extended plus the amount abated prior to nd special purpose property taxes to t year)___ are ___(dollar amount of the vy)___ . This represents a __(percentage__ over the previous year. nded for debt service and public ses for ___(preceding year)___ were . taxes to be levied for debt service mission leases for ___(current amount)___ . This represents ase or decrease)___ over the previous XTENSION, exclusive of election costs, blish a notice, as prescribed by law, in a per of general local circulation. This notice the famous “Black Box” because of its bold rder and requirements for compl tion an ion in the newspaper. ude: “at least 20 days prior to the adoption of REGATE LEVY, for the current year exclusive ion costs.” Any district proposing to increase egate levy more than 105 percent of its prior

and recall facts.CCSD59 isattempting todevelopan assessment solution thatwill include state and local measures,SEL indicators,21st century learning skills, and foundational academic skills inmath and literacy. AssessingtheWholeChild CCSD59 is committed toassessing the growth of thewhole child and developing anassessment solution thatutilizes

proactiveMTSSmodel thatwill focus interventiondesign on strengths and interests versusa deficit view.This shift challenges us to focus onwhat students can do rather than looking solely at skilldeficits (can’t do).More specifically,we endeavor to provide studentswitheffective learner strategies that can bematched to student strengths and learning preferences. A final shift inourMTSS transitionwas to revisitourapproach

Volume 5, Issue 10 October 2017 LeadershipMatters 17000-10

for designingandprovidingTier 2 interventions. Inan attempt tomaintain every student ina regular classroom setting,we moved away from a traditional pull-out interventionmodel for mathand literacy andmoved to a push-indeliverymodel (Tier 2 only).We have also developed a support team ofexperts— literacy interventionistsand instructional coaches thatwe

Developing a comprehensive assessment solution that measures soft skills in meaningful ways presents a formidable challenge.

2648 Beechler Court Springfield, IL 62703-7305 217.753.2213 800 Woodfield Road, Ste. F109 Schaumburg, IL 60173-4717 847.466.5075 Theassessment solution alsoalignswith the assessment recommendation included in the IllinoisEveryStudent SucceedsAct (ESSA) plan thatwas recentlyapproved by the UnitedStatesDepartment ofEducation (USDE). StudentGrowth Foundationally, our systemof assessment isbuilton the premise that every student is to achieveaminimumof one year’s growth over the course ofa school year.Althougha seemingly reasonableoutcome, the goal remains a challenge inCCSD59as nearly60% of ou familiesmeet the criteria for poverty and58% qualify for freeand reduced lunch,both significant challenge indicatorswhen considering student attainment. In order tomore effectivelymeet this goal,we determined to transition from a reactiveRtImodel to a

termed our “synergy team” to participate inMTSSplanning and push into the classroom to support, guide, andmonitor interventionplans.The synergy teamprovides small group instruction (Tier 2 intervention) and student supportwhile alsomodeling intervention strategies for the classroom teacher.Our coaches alsodevelop coaching cycleswith staff to delve deeper into the instructional practice taking place in the classroom. In short, it is ourgoal that every classroom teacher becomesan expert in intervention and core instructional practice.The synergy team is a critical support group in supporting staff so they can achieve this goal. In both the currentand subsequent school years,we have made a significant commitment to leadershipand staff training in theareaof ourMTSSprocess and strength-

IASA Newsletter Editor Michael Chamness mchamness@iasaedu.org Graphic Designer Marjorie Gladish mgladish@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

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www.iasaedu.org

Scan here with your phone’s QR code reader to get the IASA APP— Don’t have a QR reader? Go to or and search for IllinoisASA.

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extended or abated for _ were ___(dollar amount)___ . erty taxes to be levied for re ___(dollar amount)___ . This

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