Understanding How Specialists and Coaches Support District 62 - - PowerPoint PPT Presentation

Understanding How Specialists and Coaches Support District 62 Students

December 17, 2018

Behavioral Specialist

Behavioral Specialist: Overview of Role

The District 62 Behavioral Specialist, Allie Brand, holds her LBS1 (Licensed Behavior Specialist) certificate. She worked as a special education teacher for 10 years serving severely emotionally and behaviorally challenged students. In District 62, Allie works with administrators, building teams, and classroom teachers to model strategies, consult, co-plan, and co-teach. Specifically, Allie:

• advises on behavioral interventions designed for students with challenging

behavior,

• provides training and professional development on research-based behavioral

and instructional practices, and

• engages teams in data-driven decision making.

Behavioral Specialist: Focus for 2018-2019

The following are priority areas for the Behavioral Specialist role in 2018-2019:

• Providing program support to ensure consistency in behavioral expectations

and common language for students in special education classrooms.

• Observing gen ed students, collecting data and providing feedback on

individuals who have been identified through the problem solving process.

• Working with teams to design, implement, and monitor progress of behavioral

interventions for students with challenging behaviors.

• Providing strategies, supports and professional development to teachers,

teams, and building staff.

Behavioral Specialist: Student Needs

School: Supports Provided:

Algonquin Attended Student Support Team Meetings->Observed->Trained staff->Trained the Student->Prepared Materials-> Collaborated with Tech to create a fluid data tracker->Coached via email and phone for a few days during implementation South Consultation with Administration-> Observed->Teacher attended our PD->Prepared Materials-> Met with team to plan for implementation->Followed-up 2 weeks after implementation Terrace Consultation with Administration->Observed-> Worked with the students to model strategies-> Prepared materials-> Worked one-on-one with paraprofessionals to model strategies *Provide supports for students in crisis Cumberland Attend BEST (Behavior Education Support Team) and Student Support Team on Fridays->Observe-> Consult-> Follow-up *Provide support for students in crisis

Behavioral Specialist: Feedback from Principals

• Allie was critical in providing ideas, supports, and resources for two students who were

struggling emotionally and behaviorally. She also modeled techniques for the teachers and jumped in to help without being asked. She truly is an asset to the district. (Dr. Robert Pape, Iroquois Principal)

• It has been so helpful having Allie work with our team this year to problem solve

behavioral and emotional issues as they arise. She sees only the most severe cases, but has shared with us her extensive knowledge and experience, comes up with practical solutions, and gives unbiased suggestions on how we can help improve the learning environment for these children. (Colleen White, Cumberland Principal)

• Allie has been instrumental in supporting our Special Needs Kindergarten (SNK)

classrooms at Forest. We have two SNK classrooms that fully blend-in with our General Education K students. Allie is working with our K team by helping teachers create behavioral support systems for some of our students that struggle with self-regulation. It has been great to have her hands-on support and modeling behavioral strategies for

• ur staff. (Ania Figueroa, Forest Principal)

Behavioral Specialist: Feedback from Principals

• Allie has jumped in and provided relief and support in helping Terrace staff

manage student crises. Not only has she rolled up her sleeves and worked directly with difficult student situations, but she has also provided professional development both individually and at the entire building level in order to help staff members use a variety of tools and strategies to manage student behaviors in the classroom setting. (Dr. Bradley Stein, Terrace Principal)

• Allie has collaborated with our teachers by providing them with different

strategies and resources to support students who present behavioral

• challenges. She will observe students and give suggestions to meet the

needs of that particular student. Allie is an expert in this area and teachers feel supported by having someone who helps in this area specifically. (Kristin Jares, South Principal)

Behavioral Specialist: Feedback from Principals

• Allie meets with teams during the problem solving process to understand the

needs of students and what strategies are currently in place. Allie then comes in and observes the students in a variety of settings. Based on her

• bservations and the information the team has shared, Allie provides new

strategies on how to best support students based on his or her needs. Allie not only provides strategies, she also supports the implementation of the

• strategies. (Kelly Krueger, Central Principal)
• First of all, we love Allie! She has been super helpful. Using classroom
• bservations and drawing from her wealth of experience, Allie has worked

with our teams on supporting students who display challenging behaviors. (John Swanson, Chippewa Middle School Principal)

Behavioral Specialist: Focus for 2019-2020

1. Continue professional development for staff and administrators on universally supporting all students with behavioral strategies and interventions. 2. Consistently implement tiered SEL supports with fidelity and sustain that support for students in buildings. 3. Provide systemic supports and training for mental health professionals and teachers in district. 4. Incorporate in-home family supports to aid in improving student behavior at school and home. Challenge: With having only one behavioral specialist serving approximately 4600 students and over 400 teaching staff in District 62, it will be important to continue to prioritize student and staff needs.

Instructional Coaches

Instructional Coaches: Our Team

Coach Schools Sam Lee

• Algonquin Middle

School

Sara Kranz

• Chippewa Middle

School

• Iroquois (4th-8th)

Ashley Stopa

• Orchard Place
• South
• Plainfield

Erica Sypek

• Central
• Cumberland
• Terrace

Leah Strom

• North
• Forest
• Iroquois (K-3rd)

Instructional Coaches: Overview & Focus for 2018-19

• Plan for Instruction with Teachers

○ “Instructional Collabs” & Data Days support ○ Team meetings

• Contribute to District Common Assessments and

Curriculum

○ Writing assessments for Reading; curriculum for Social Studies, Science

• Support Professional Development with Groups of

Teachers

○ PLC Mondays & Institute Days ○ School-based PD

• Directly Impact Student Learning through

Student-Centered Coaching in Classrooms

○ Setting student learning goals ○ Co-teaching and modeling ○ Assessing progress towards goal

Instructional Coaches: Feedback from Principals & Teachers

Our coach has been really awesome. She comes in to my classroom and supports me. We make sure the lessons are working for my students.

• -Lina Salimi, 6th Grade, ELA Teacher, Chippewa Middle School

Our coach has been such an amazing asset to our staff. She has collaborated with primary, intermediate, special education, and English Learner teachers helping them to enhance their instruction.

• -Colleen White, Principal, Cumberland Elementary School

I really feel it is one of our greatest levers for success. I am so grateful that my teachers have a wonderful thought partner to try new things, take risks, and feel safe to ask questions with who is not their evaluator. I think coaching is the best decision that anyone could ever make.

• -Dr. Lisa Carlos, Principal, Plainfield Elementary School

This year, having my coach helped me make my teaching better. I was able to pick a very specific student learning goal and work alongside her to help my students achieve that goal. It has made all the difference in my instruction and even more so, in what the kids are able to do.

• -Kay Boswell, 5th grade Teacher, North Elementary School

Instructional Coaches: The Potential Impact from Research

Effect size is the amount of standard deviation in the higher performance that the strategy produces for students compared to students who were not exposed to the strategy. An effect size of 1.0 would indicate that the average student’s performance would move from the 50th to the 83rd percentile. The research field generally recognizes effect sizes of greater than .25 as significant and greater than .50 as substantial.

Instructional Coaches: The Potential Impact

Note: Research recommends 1 coach per every 200 students (Odden, et al, 2006)

Instructional Coaches: Focus for 2019-2020

• Increase the number of students who benefit from

student-centered coaching

• Directly impact research-based instructional practices in

as many classrooms as possible

• Positively impact student learning outcomes

○ Set student learning goals for coaching cycles ○ Create learning targets for coaching cycles ○ Use student evidence to co-plan instruction ○ Organize coaching through coaching cycles ○ Co-teach with a focus on effective teaching practice ○ Measure the impact of coaching on student and teacher learning

Bilingual/English as a Second Language Instructional Specialist

Bilingual/ESL Instructional Specialist: Overview of Role

A Bilingual /ESL Instructional Specialist is a certified teacher, endorsed in Bilingual and ESL, who works with building teams and classroom teachers in assisting with:

• instructional practices that support second language development
• providing training and professional development on research-based

instructional practices that integrate academic language acquisition

• engages teams in data-driven decision making
• Supporting communication between certified staff and EL students and their

families

• Increasing second language families in school functions

The Bilingual /ESL Instructional Specialist will fulfill these responsibilities through collaborative meetings with teams and modeling, consulting, co-planning, and co-teaching with classroom

• teachers. Also, supports after school family activities.

Bilingual/ESL Instructional Specialist: : Focus for 2018-2019

The following are three priority areas for the 2018-2019 school year:

• Building relationships with staff, students and families
• Providing strategies, supports and professional development to teachers,

teams, and buildings.

• Focus in BILINGUAL Centers and Middle schools
• Working with teams to design and support academic progress that align to

WIDA and COMMON CORE standards.

• Support certified staff with PROBLEM of PRACTICE (individualized learning)

regarding EL student progress.

Bilingual/ESL Instructional Specialist: Feedback

• The Instructional Specialist has been very helpful this year. I met with her and we discussed

resources as well as instructional strategies. The Instructional Specialist observed one of my guided reading lessons. She provided positive comments as well as feedback from her observation. She also helped with ideas pertaining to an SEL concern.

• Maria has helped me a lot with my newcomers this year, helping me find resources for them as well

as scaffolding third grade material to meet their needs. She also meets with one of my newcomers

• ne on one once a week for a little extra support
• First, I would like to say it is great to work with Maria. She has a great personality and works well

with others. I enjoy working with Maria so we can brainstorm many ideas and create rubrics or materials for instruction. For example, this year we modified a rubric that would help the mentor to help their mentee with that we can use in the time of observation. The rubric included Danielson

• Framework. We also spoke about coming up with a grading system for listening domain when using

end of the unit ELD assessment. I am looking forward to brainstorm or create new ideas with Maria!

Bilingual/ESL Instructional Specialist: Focus for 2019-2020

1. Extend instructional support to more staff as they address the academic needs for ELs 2. Support the implementation of the co-teaching model for EL students for all schools 3. Coach the BILINGUAL staff to help develop academic Spanish and support the transition of students to meet English language proficiency 4. Continue bridging and reinforcing positive relationships with EL families

District 62 Board of Education

Stephanie Duckmann

President

James Poskozim

Vice President

Ronald Burton

Member

Tina Garrett

Member

Brian Inzerello

Member

Sharon Lynch

Member

Beth Morley

Member

District 62 Cabinet

• Dr. Paul Hertel

Superintendent

• Dr. Michael Amadei

Interim Assistant Superintendent for HR Mark Bertolozzi Assistant Superintendent of Business Services Adam Denenberg Chief Technology Officer Laura Sangroula Assistant Superintendent for Instructional Services

• Dr. Ellen Swanson

Assistant Superintendent for Student Services Victorene King Director of Strategic Initiatives and Accountability Jennifer Tempest Bova Director of Community Relations