IL Performance Standards for School Leaders
2022-Present, Director of Behavioral MTSS
With a deliberate focus on evaluation and implementation of Core Instruction (Tier 1), use data to monitor and evaluate the effectiveness of systems of support at all Tiers and across grade levels PK-12 (2a)
Evaluate SEL curriculum, programs, and assessment tools (2a)
Collaborate with Superintendent’s Cabinet in researching and implementing an evidence-based social-emotional curriculum (2a)
Monitor the implementation of school improvement plans. Support schools with a focus on data and social emotional improvements (2a)
In collaboration with the Assessment Department create, coordinate, and organize documentation and reporting to analyze data and support systems work with a prioritized focus on leading indicators of student success (2a, 2d)
Maintain CPI certification (2b)
Train and assist principals in the development of site planning and accountability to meet identified District targets (2c)
Partner with academic directors and other leadership team members to build an integrated approach to SEL and academics.; Develop strategies and practices that integrate SEL into instructional knowledge at the classroom level and ultimately within a multi-tiered system of support (2c)
Work collaboratively with all stakeholders to ensure that the system of support and intervention is consistent, understood and documented to ensure that appropriate instructional and programmatic decisions are made (2c)
Co-facilitate/serve on the MTSS Collaborative Council, District Collaborative Council, Superintendent Cabinet, Academic team, and other committees as aligned to MTSS efforts (2c)
Coordinate, organize and facilitate meetings with community agencies and guardians to advance MTSS systems, processes, and practices (2d)
2021-22, District Coordinator of MTSS
With a deliberate focus on evaluation and implementation of Core Instruction (Tier 1), use data to monitor and evaluate the effectiveness of systems of support at all Tiers and across grade levels PK-12 (2a)
Collaborate with administration to assess student placement needs, analyze student achievement data to identify trends, instructional needs, and appropriate intervention design, and set data-driven, instructional goals (2a, 2d)
In collaboration with the Assessment Department coordinate, organize, and facilitate regular meetings to communicate analysis of data and support systems work with a prioritized focus on leading indicators of student success (2a, 2d)
Provide (on a quarterly basis) a detailed report with an objective analysis of specific school-based practices that demonstrate the success of programs and/or methodologies (2a, 2d)
Co-facilitate/serve on the District MTSS Committee, Special Education Council (SEC) and other committees as aligned to the MTSS efforts (2c)
Monitor and approve the effective implementation and execution of MTSS funds/resources as available for each school (2c)
Work collaboratively with all stakeholders to ensure that the system of support and intervention is consistent, understood and documented to ensure that appropriate instructional and programmatic decisions are made (2c)
Plan, provide and evaluate high-quality, culturally and linguistically responsive, standards based professional development and support for all staff to implement MTSS with fidelity (2d)
Coordinate, organize and facilitate meetings with community agencies and parents to advance MTSS systems, processes, and practices (2d)
2020-21, District Coordinator of MTSS
With a deliberate focus on evaluation and implementation of Core Instruction (Tier 1), use data to monitor and evaluate the effectiveness of systems of support at all Tiers and across grade levels PK-12 (2a)
Collaborate with administration to assess student placement needs, analyze student achievement data to identify trends, instructional needs, and appropriate intervention design, and set data-driven, instructional goals (2a, 2d)
In collaboration with the Assessment Department coordinate, organize, and facilitate regular meetings to communicate analysis of data and support systems work with a prioritized focus on leading indicators of student success (2a, 2d)
Provide (on a quarterly basis) a detailed report with an objective analysis of specific school-based practices that demonstrate the success of programs and/or methodologies (2a, 2d)
Co-facilitate/serve on the District MTSS Committee, Special Education Council (SEC) and other committees as aligned to the MTSS efforts (2c)
Monitor and approve the effective implementation and execution of MTSS funds/resources as available for each school (2c)
Plan, provide and evaluate high-quality, culturally and linguistically responsive, standards based professional development and support for all staff to implement MTSS with fidelity (2d)
Coordinate, organize and facilitate meetings with community agencies and parents to advance MTSS systems, processes, and practices (2d)
2019-20, District Coordinator of MTSS
With a deliberate focus on evaluation and implementation of Core Instruction (Tier 1), use data to monitor and evaluate the effectiveness of systems of support at all Tiers and across grade levels PK-12 (2a)
Collaborate with administration to assess student placement needs, analyze student achievement data to identify trends, instructional needs, and appropriate intervention design, and set data-driven, instructional goals (2a, 2d)
In collaboration with the Assessment Department coordinate, organize, and facilitate regular meetings to communicate analysis of data and support systems work with a prioritized focus on leading indicators of student success (2a, 2d)
Provide (on a quarterly basis) a detailed report with an objective analysis of specific school-based practices that demonstrate the success of programs and/or methodologies (2a, 2d)
Co-facilitate/serve on the District MTSS Committee, Special Education Council (SEC) and other committees as aligned to the MTSS efforts (2c)
Monitor and approve the effective implementation and execution of MTSS funds/resources as available for each school (2c)
Plan, provide and evaluate high-quality, culturally and linguistically responsive, standards based professional development and support for all staff to implement MTSS with fidelity (2d)
Coordinate, organize and facilitate meetings with community agencies and parents to advance MTSS systems, processes, and practices (2d)
2018-19, District Coordinator of MTSS
Develop effective practices through a continuum of supports: training, coaching, leadership, evaluation, and organizational systems that are supported by evidence (2a, 2c)
Collaborate, consult, and finalize all implementation plans and professional development activities with the Assistant Director of Curriculum & Instruction and the Curriculum and Instruction Coordinators (2a, 2c)
Coordinate, organize, and facilitate on a bi-weekly or monthly basis the MTSS Lead and Team meetings with the Assistant Director (2c)
Collaborate with other U-46 Department staff to develop and provide cutting-edge implementation approaches to differentiated individual and groups of students (2c)
Plan and implement culturally relevant responsive Professional Development opportunities that are directly correlated to actual academic, social-emotional, and behavioral situations faced by U-46 schools (2c)
Provide leadership oversight related to the implementation of local universal screening, benchmarking, and progress monitoring data for all students (i.e.Dibels, Idel, and STAR 360) (2d)
2017-18, Principal
Presented SEL professional development (2a)
Led the Discipline Committee (2a)
Member of the Cell Phone Committee (2a, 2b)
Member of Building Leadership Team (2a)
PBIS Tier II Team Administrator (2a, 2b, 2c)
Regular time spent in classrooms and provide teachers with immediate feedback (2c)
2016-17, Principal
Member of Building Leadership Team (2a)
Member of Rising Star Committee (2a)
Reduced Office Referrals by 50% in 2 years’ time (2a, 2b)
Reduced student suspension days by 67% in 2 years’ time (2a, 2b)
Redesigned In-School Suspension from punitive holding cell to academic & behavioral based incentive structure (2a, 2b)
PBIS Tier II Team Administrator (2a, 2b, 2c)
Regular time spent in classrooms and provide teachers with immediate feedback (2c)
2015-16, Principal
Member of Building Leadership Team (2a)
Member of Rising Star Committee (2a)
Trained in ALICE crisis prevention & management techniques (2b)
Regular time spent in classrooms and provide teachers with immediate feedback (2c)
Leader, moderator, & co-creator of #sd308 learns (2d)
Utilize email, social media, blog, projectors, and apple tv (2d)
1:1 Technology visit District team member (2e)
2014-15, Principal
Presented “Defining Discipline” at staff meeting (2a)
Member of Building Leadership Team (2a)
Member of Rising Star Committee (2a)
Regular time spent in classrooms and provide teachers with immediate feedback (2c)
Created a school hashtag to share resources, positive things happening in classrooms, and announcements with entire school community and stakeholders (2d)
Utilize email, social media, blog, projectors, and apple tv (2d)
2013-14, Principal
Regular time spent in classrooms and provide teachers with immediate feedback (2c)
Created a school hashtag to share resources, positive things happening in classrooms, and announcements with entire school community and stakeholders (2d)
Utilize email, social media, projectors, and apple tv (2d)
Prioritize and personalize Professional Development with EdCamp format staff meetings
Build CCSS grade level collaboration time regularly into staff meetings
Extend collaboration to the virtual realm via social media (i.e., twitter, pinterest, google docs, google +).
I model with professional twitter activity (@sledeaux84, participation in chats, moderated a chat), frequent use of google docs, participate in google hangouts, blog
Outfitted all classrooms (including Gifted & Library) with interactive projectors
Created a formal RtI Team which meets with grade level teams weekly
Utilize ECRA data to inform decisions and instruction
School Improvement Team aligns efforts and holds all parties accountable. Standing invite to all staff at every meeting
Redesigned lunch schedule to allow for daily vertical dialogue opportunities
Took PBIS from not recognized to Silver Level
Created a PBIS student team
- gives school tours
- leads fundraising
- promotes school spirit and school spirit days
- designs student achievement goals and incentives
- created an online school newspaper
- maintain a school PBIS blog
i teach kids 