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Comprehensive System of Learning Supports

Equal attention to Learning Supports is essential so that:
  • Every student will demonstrate academic achievement and be prepared for success after high school;
  • Every student will be supported by highly prepared and effective teachers and school leaders; and
  • Every school will offer a safe and healthy learning environment for all students.

Indicators of Effective Practice related to Conditions for Learning

Research-based indicators of effective practice describe the structural systems necessary to promote optimal conditions for learning. These indicators are integrated within the Illinois State Board of Education’s system for Continuous School Improvement, Rising Star found on the Illinois Interactive Report Card.

Within this online system, school/district leadership teams may fully assess development of these indicators utilizing the Rising Star research summaries (Wise Ways) and the indicator assessment process.  School/district leadership teams are encouraged to plan for indicators related to conditions for learning as objectives in the Continuous Improvement Planning cycle.  

ISBE strives to support all schools and districts as each develops a Comprehensive System of Learning Supports that addresses the following indicators related to conditions for learning:

School-Level Indicators of Effective Practice – Essential Element:
Conditions for Learning
CL1

The school's Learning Support System includes academic, physical, social, emotional, and behavioral programming based on school-wide, targeted group and individualized needs.

CL2

School Leadership identifies and allocates/reallocates resources needed for Learning Supports' implementation.

CL3

School Leadership monitors and evaluates the implementation of Learning Supports' programming through an on-going data collection system.

CL4

All school personnel actively model and foster a positive school environment where students feel valued and are challenged to be engaged and grow cognitively.

CL5

School Leadership actively models and fosters a positive school environment where staff members feel valued and are challenged to be engaged and grow professionally.

CL7

The environment of the school (physical, social, emotional, and behavioral) is safe, welcoming, and conducive to learning.

CL8

The school culture supports teachers in practicing effective and responsive instruction to meet individual student needs.

CL9

All teachers invite valid and reliable Learning Supports identified by their school leadership into their classrooms including but not limited to programs/strategies, co-teaching opportunities, and consultation.

CL10

The school culture promotes and supports the academic, physical, social, emotional, and behavioral skill development and engagement of students.

CL11

The school culture promotes and supports the physical, social, emotional, and behavioral health of all school personnel.

CL12

All school personnel work effectively and equitably with racially, culturally, linguistically, and economically diverse students.

School-Level Indicators of Effective Practice – Essential Element:
Community and Family Engagement
CL6

School Leadership and primary caregivers engage in regular communication to provide mutual supports and guidance between home and school for all aspects of student learning.

CL15

All teachers communicate regularly with primary caregivers and encourage them to participate as active partners in teaching and reinforcing physical, social, emotional, behavioral, and academic competencies.

School-Level Indicators of Effective Practice – Essential Element:
Professional Development
CL16

Professional development for teachers is determined by data (including classroom observations and review of lesson plans) that demonstrate the preparation for and application of Learning Supports.

CL17

Professional development for teachers is determined by data (including classroom observations and review of lesson plans) that demonstrate teachers' attention to academic, social, emotional, and behavioral expectations and standards.

School-Level Indicators of Effective Practice – Essential Element:
Instruction
CL19

All teachers model physical, social, emotional, behavioral, and cognitive competencies.

CL22

All teachers acknowledge appropriate student behaviors and desired social skills and provide differential attention/response to inappropriate behaviors.

District-Level Indicators of
Effective Practice
CII1 The district and school(s) have an aligned vision/mission statement that supports a learning environment which is emotionally safe and conducive to learning.
CII5 The district celebrates its and its schools’ successes in improving student academic, physical, social, emotional, and behavioral development.