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Teaching & Learning District Leadership Key Message
DateMessage
8-22-19IL-Empower: IL-Empower is not about getting off a list, but improving teaching and learning (in partnership with our families and community). The IL-Empower work will be continued across the system as the work is relevant to ALL schools as it reflects solid continuous improvement processes.. MTSS: The Multi-tiered System of Support (MTSS) will extend to the secondary level with a new process called EWIMS: Early Warning Intervention Monitoring System. The Tier 1 protocol will be shared with literacy coaches, math leads, psychologists, and principals in the month of September.
9-13-19IAR Analysis: IAR Student Growth Percentile: This shows growth of our students from last year to this year. Students are compared to “academic peers” (other students at approximately the same level) across the state. 21 is the lowest growth and just under 78 is the highest. So you want to be around the 50th percentile or higher. Higher than 50th percentile probably indicates some catch up growth.
10-11-193-8 - IAR Evidence Statements: Student growth percentiles are increasing across student groups. However, our lowest performing student groups are not growing enough. Student ownership is key in their achievement and growth. The gradual release of responsibility is critical!!!
11-8-19Key Messages: *Competency-based education requires students to demonstrate proficiency by applying and transferring their learning in and across content areas. There is value in developing a process by which we define the portrait of a graduate. There is no longer a one-size fits all approach to teaching and learning for teachers and students. The portrait of a graduate can facilitate the transformation process. A process needs to be in place to get input into our portrait. Vision is important. Build ecosystems of learning to bring students to competencies.
11-22-19Portrait of a Graduate: This is our district’s portrait! Student accountability is embedded in this process. We hold students accountable for what they are learning, and include their voices to help teachers plan for future instruction. “Learning doesn’t always happen in the classroom.” - Rose Colby Having qualitative and quantitative data is important when creating student personaes so that we respond specifically to our students’ needs.
12-6-19Data and Goal Next Steps/Updates: Our SMART goal focus will continue to be our summative assessments: IAR and SAT. MAP is an important formative assessment that will serve as a driver and therefore remain in the SMART goal section. The DIP and SIP will remain the same for this year. Schools need to review and revise their goals according to their current data. MTSS Updates: There is a work team of the T & L Team that has been working to revise the MTSS Guidelines. A MTSS survey summary will be shared with principals to share with schools. Teaching staff will be asked to complete another survey between January 2 - 31. IL-Empower Updates: It is not about a change in designation, but about improving teaching and learning among students and staff. Professional learning and support is focused this year at the school level and includes learning about leadership competencies, data inquiry cycles, MTSS, and EWIMS.
1-17-20The T & L Team discussed the Implementation Continuum for Systemic Improvement from the district lens. This framework is intended to guide school and district improvement practices by identifying current levels of practices and targeting next steps. The five elements of systemic improvement: 1. Leadership that drives change, 2. Student access and opportunity, 3. Educator effectiveness, 4. Safe and supportive environment, and 5. Family and community engagement.