IL Performance Standards for School Leaders
2021-22
Support and monitor the use of research-based programs and intervention design practices with the express purpose of reducing the number of students in need of this support (6a)
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 (6a, 6b, 6c)
In collaboration with representatives from the teaching and learning department, lead the development of systems of support in academic, social-emotional, and behavioral areas to meet the needs of all students in Tier 1, 2 and 3 using research-based instructional approaches (6a, 6b, 6c)
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 (6a, 6b, 6c)
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 (6a, 6b, 6c)
Plan, provide and evaluate high-quality, culturally and linguistically responsive, standards based professional development and support for all staff to implement MTSS with fidelity (6a, 6b, 6c)
On a routine basis, review MTSS-meeting minutes from each school and provide key feedback to improve site-based processes (6a, 6b, 6c)
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 (6a, 6c)
Co-facilitate/serve on the District MTSS Committee, Special Education Council (SEC) and other committees as aligned to the MTSS efforts (6c)
Monitor and approve the effective implementation and execution of MTSS funds/resources as available for each school (6c)
2020-21
Support and monitor the use of research-based programs and intervention design practices with the express purpose of reducing the number of students in need of this support (6a)
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 (6a, 6b, 6c)
In collaboration with representatives from the teaching and learning department, lead the development of systems of support in academic, social-emotional, and behavioral areas to meet the needs of all students in Tier 1, 2 and 3 using research-based instructional approaches (6a, 6b, 6c)
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 (6a, 6b, 6c)
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 (6a, 6b, 6c)
Plan, provide and evaluate high-quality, culturally and linguistically responsive, standards based professional development and support for all staff to implement MTSS with fidelity (6a, 6b, 6c)
On a routine basis, review MTSS-meeting minutes from each school and provide key feedback to improve site-based processes (6a, 6b, 6c)
Co-facilitate/serve on the District MTSS Committee, Special Education Council (SEC) and other committees as aligned to the MTSS efforts (6c)
2019-20
Support and monitor the use of research-based programs and intervention design practices with the express purpose of reducing the number of students in need of this support (6a)
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 (6a, 6b, 6c)
In collaboration with representatives from the teaching and learning department, lead the development of systems of support in academic, social-emotional, and behavioral areas to meet the needs of all students in Tier 1, 2 and 3 using research-based instructional approaches (6a, 6b, 6c)
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 (6a, 6b, 6c)
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 (6a, 6b, 6c)
Plan, provide and evaluate high-quality, culturally and linguistically responsive, standards based professional development and support for all staff to implement MTSS with fidelity (6a, 6b, 6c)
On a routine basis, review MTSS-meeting minutes from each school and provide key feedback to improve site-based processes (6a, 6b, 6c)
Co-facilitate/serve on the District MTSS Committee, Special Education Council (SEC) and other committees as aligned to the MTSS efforts (6c)
2018-19
Member of Alignment Collaborative for Education, engaging in community partnerships and awareness/training of ACES and Trauma Informed Care (6a, 6b, 6c)
2017-18
Work with students during difficult situations (academic, behavioral, and social emotional) and treat with respect & dignity (6a)
PBIS Tier II Team Administrator (6a, 6b, 6c)
Implement a student focused discipline system (6b)
Build on student strengths to develop confidence in bolstering areas for growth (i.e., informal and formal relationships of support, such as check-ins) (6c)
Build on teacher strengths to develop confidence in bolstering areas for growth (i.e., pop-ins result in immediate feedback open for collegial discussion) (6c)
2016-2017
Work with students during difficult situations (academic, behavioral, and social emotional) and treat with respect & dignity (6a)
PBIS Tier II Team Administrator (6a, 6b, 6c)
Implement a student focused discipline system (6b)
Build on student strengths to develop confidence in bolstering areas for growth (i.e., informal and formal relationships of support, such as check-ins) (6c)
Build on teacher strengths to develop confidence in bolstering areas for growth (i.e., pop-ins result in immediate feedback open for collegial discussion) (6c)
2015-16
Implement a student focused discipline system (6b)
Work with students during difficult situations (academic, behavioral, and social emotional) and treat with respect & dignity (6a)
Build on student strengths to develop confidence in bolstering areas for growth (i.e., informal and formal relationships of support, such as check-ins) (6c)
Build on teacher strengths to develop confidence in bolstering areas for growth (i.e., pop-ins result in immediate feedback open for collegial discussion) (6c)
2014-15
MC’d our all-school St. Balderick’s celebration (6c)
Working to align our building discipline system with best practice (6b)
Work with students during difficult situations (academic, behavioral, and social emotional) and treat with respect & dignity (6a)
Build on student strengths to develop confidence in bolstering areas for growth (i.e., informal and formal relationships of support, such as check-ins) (6c)
Build on teacher strengths to develop confidence in bolstering areas for growth (i.e., pop-ins result in immediate feedback open for collegial discussion) (6c)
2013-14
Implement MAP goal setting
Utilize ECRA data during regular RtI meetings
Student led conferences
PBIS Universal Expectations continuously reinforced with student buy-in
All classrooms model behavioral expectations via these QR codes
SPED Team is cohesive unit within the building, regularly supporting staff with academic and SEL targets
Assimilate components of the whole child into the learning experience (example excerpts from my webpage below…)
Poem in your Pocket
Poetry month concluded with a great initiative by Mrs. Rolfes! Students were asked to copy or create a poem, and have it on them during the specified day. Support staff such as myself then were armed with raffle tickets, and randomly asked students if they had poems in their pockets. If they did, and read them, they earned a raffle ticket. Raffle tickets were then turned into Mrs. Rolfes, and a drawing was held for highly sought after prizes! Here are two students whose poem they shared with me was a “Thrift Shop” parody. Awesome!
Despite the raffle being drawn and over with, I had dozens of students for days afterwards approaching me to read their poems. Great job inspiring creativity and pride in our kids, Mann staff!
ACES (All Children Exercising Simultaneously)
One of many of Ms. Garcia’s annual all-school hits, ACES was a good time had by all. Thank you, Ms. Garcia! Here are a few snapshots of her organization and hard work to get 514 kids and 62 staff members exercising (dancing) simultaneously..
Earth Day
Mann School 4th and 2nd graders have been working on water conservation projects. They partnered with Whole Foods to design bags, and on Earth Day customers received these bags as part of their shopping experience. Way to go!
i teach kids 