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and recall facts. CCSD59 is attempting to develop an
assessment solution that will include state and local
measures, SEL indicators, 21st century learning skills, and
foundational academic skills in math and literacy.
Assessing theWholeChild
CCSD59 is committed to assessing the growth of the whole
child and developing an assessment solution that utilizes
a combination of academic and social-emotional growth
measure and PARCC individ-
ual scores. The balance of
utilizing growth data, attainment
data, and social-emotional
learning data allows CCSD59
to reinforce the importance
of measuring student growth
and achievement over time,
pushing our focus further away
from one-time, high stakes
assessment. The assessment
solution also aligns with the assessment recommendation
included in the Illinois Every Student Succeeds Act (ESSA)
plan that was recently approved by the United States
Department of Education (USDE).
Student Growth
Foundationally, our system of assessment is built on the
premise that every student is to achieve a minimum of one
year’s growth over the course of a school year. Although a
seemingly reasonable outcome, the goal remains a challenge
in CCSD59 as nearly 60% of our families meet the criteria
for poverty and 58% qualify for free and reduced lunch, both
significant challenge indicators when considering student
attainment. In order to more effectively meet this goal, we
determined to transition from a reactive RtI model to a
proactive MTSS model that will focus intervention design
on strengths and interests versus a deficit view. This shift
challenges us to focus on what students can do rather than
looking solely at skill deficits (can’t do). More specifically, we
endeavor to provide students with effective learner strategies
that can be matched to student strengths and learning
preferences.
A final shift in our MTSS transition was to revisit our approach
for designing and providing Tier 2 interventions. In an attempt
to maintain every student in a
regular classroom setting, we
moved away from a traditional
pull-out intervention model for
math and literacy and moved to
a push-in delivery model (Tier 2
only). We have also developed
a support team of experts—
literacy interventionists and
instructional coaches that we
termed our “synergy team” to
participate in MTSS planning and push into the classroom to
support, guide, and monitor intervention plans. The synergy
team provides small group instruction (Tier 2 intervention)
and student support while also modeling intervention
strategies for the classroom teacher. Our coaches also
develop coaching cycles with staff to delve deeper into the
instructional practice taking place in the classroom. In short,
it is our goal that every classroom teacher becomes an
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 current and subsequent school years, we have
made a significant commitment to leadership and staff
training in the area of our MTSS process and strength-
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Developing a
comprehensive assessment
solution that measures soft skills
in meaningful ways presents a
formidable challenge.
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
...
...