Comprehensive System of Learning Supports

1. Comprehensive System of Learning Supports

2. Outcomes for Today • Share how ISBE currently provides support to Illinois district/schools • Provide Overview Information Regarding SSOS: • Continuous Improvement Process • CIP Indicator System • District/School System structures • Provide Overview Information Regarding Learning Supports: • Comprehensive System of Learning Supports • Content • Specialists • Share how ISBE in the future will provide support to Illinois district/schools

3. Challenges

4. What is the Current Structure of the SSoS?

5. Continuous Improvement • Comprehensive Planning 4 C A T E G O R I E S 8 ELEMENTS • Conditions for Learning • Learning Environment • Community and Family • Professional Development • Educator Quality • Leadership • Curriculum • Teaching and Learning • Instruction • Assessment

7. Comprehensive Planning • Professional Development • Assessment • Curriculum & Instruction • Curriculum • Instruction • Governance/ Management • Leadership

8. Curriculum & Instruction • Governance/ Management • Learning • Supports

9. Comprehensive Planning • Professional Development • Assessment • Curriculum & Instruction • Curriculum • Instruction • Learning • Supports • Governance/ Management • Leadership • Conditions for Learning • Community and Family Engagement

10. ELA & Math“ Content Specialists” Common Core Conditions for Learning • Data/ Assessment “Content Specialists” • Learning • Supports’ • “Content • Specialists”

11. Communication Data Systems Professional Development Administrative Support Comprehensive System of Learning Supports(Systems, Data, & Practices) Funding Partnerships Intensive Interventions Early Intervention Prevention Promotion

12. 21st Century ATOD Parent Engagement PBIS SEL Trauma Informed Classrooms LRE Wraparound TransitionPlanning SASS Health Centers Military families Autism Poverty Bullying Prevention Mental Health SpecialEducation

13. Learning Supports

14. Academic, Social, Emotional, Behavioral, and Physical success of ALL students • Curriculum & Instruction • Governance Management • Learning • Supports

15. What is the Future Structure of the SSoS?

16. Universal Professional Development Provided to all districts/schools once they have met Criteria • GOAL of Professional Development: • Provide awareness and understanding regarding the development of Effective District/School Improvement Planning • What are the infrastructure pieces needed to develop an effective an efficient district/school governance & management system? • What are the infrastructure pieces needed to develop an effective and efficient district/school curriculum & instruction system? • What are the infrastructure pieces needed to develop an effective and efficient district/school learning supports system? • OUTCOME of Professional Development: • Teams will identify “First Steps” in their District/School Improvement Planning Process and begin to develop their Action Plans (DIP/SIP) • Universal System Principles • Prevention focused • Team-based, Data-based decision making & problem solving • Evidence-based interventions in the least restrictive environment • Continuous Progress Monitoring for Continuous Improvement • Implementation Integrity

17. Foundational Services Foundational Services Regional Support Assistant Directors Regional Coaches • REGIONAL DISTRICT CAPACITY BUILDING • Integrate professional development services for districts among ISBE divisions (e.g., DII, ELL, SPED, CTE, etc.) • Build district capacity to implement Eight Essential Elements (8 EE’s) across schools through regional initiatives/trainings/guidance/ • materials/tools Districts withschools at Star Levels 3, 4, & 5 (80% of Title I Schools)

18. Targeted Professional Development (Content specific, identified through needs assessment/data collection) • GOAL of Professional Development: • Provide content-specific (A-Z Topics) Professional Development to build capacity of administrators and teachers for improved student outcomes • Where are the students performing in district/school? • Where do we want them to be? • What Professional Development for Administrators/Teachers is needed based upon data. • OUTCOME of Professional Development: • Administrators/Teachers build capacity to effectively lead, teach, provide necessary supports to improve student outcomes. • Targeted System Principles • Prevention focused • Team-based, Data-based decision making & problem solving • Targeted Function-based, Evidence-based interventions in the least restrictive environment • Continuous Progress Monitoring for Continuous Improvement • Implementation Integrity

19. Intensive, Individualized Professional Development Turnaround/Takeover Districts • Intensive/ • Individualized System Principles • Prevention focused • Team-based, Data-based decision making & problem solving • Targeted Function-based, Evidence-based interventions in the least restrictive environment • Continuous Progress Monitoring for Continuous Improvement • Implementation Integrity GOAL of Professional Development: Individualized , intensive programming directly coordinated through ISBE-contracted group.

20. Comprehensive Planning • Professional Development • Assessment • Curriculum & Instruction • Curriculum • Instruction • Learning • Supports • Governance/ Management • Leadership • Conditions for Learning • Community and Family Engagement

21. Focused Direction

22. The Learning Supports TEAM Kate Lederhaus, South Cook Kevin McClure, Kankakee Kathy Roos, Rockford Shanna Shipman, Peoria Tracy Snell, CPS Michele Carmichael, ISBE Kelly Rauscher, ISBE