Tom_square

Tom Luedloff
Associate Superintendent
(847) 593-4300
[email protected]

The Superintendent’s office is responsible for overseeing the efficient operation of Community Consolidated School District 59. The Superintendent is the district’s executive officer and is responsible for the administration and management of the district schools in accordance with Board of Education policies, directives, and state and federal law.


Dear CCSD59 Parents and Families,

It is with great pride that I welcome parents, families and students to the 2016-2017 school year. It is truly an honor and privilege to serve as the District 59 Superintendent of Schools. The upcoming school year holds many exciting changes and transitions for all of our stakeholders. I’m looking forward to continuing to partner with the students, staff, parents, and the community to provide a relevant and meaningful learning experience for all students. The focal point of this important work remains to center on creating learning experiences that will prepare our students to be successful for life in the 21st century. Our collective goal is to develop life-long learners equipped to navigate the challenges of a fast-changing global economy.

Our district continues to move in exciting new directions in teaching and learning, innovative learning, and communications. District 59 staff and leaders continue to spend significant amounts of time developing learning experiences for students that focus on application of foundational skills and 21st century learning skills. We are committed to developing and implementing learning opportunities that provide application of learning versus repetition of information and knowledge. We have also increased our attention on the development of the whole child by establishing a shared focus on social emotional learning, brain science, and language development. District 59 will continue to do whatever it takes to put our students and their needs first.

Collectively, the district is called upon to create an effective educational experience designed to meet the needs of all learners preparing each for the 21st century. The school and parent partnership plays a vital role in this preparation. Your encouragement and support of your student’s educational journey is paramount to achieving student success. This goal will continue to be one of the highest priorities of the CCSD59 staff and School Board. CCSD59 has a solid foundation and will continue to accelerate on a path to ever-increasing educational excellence.

Looking ahead, I have complete confidence that with responsive and progressive leadership, we will maintain sound and conservative fiscal practices, inspire each other, build support, and most important, continue to cultivate positive student learning experiences.

Again, I would like to welcome you to a new and exciting year, and best wishes for a successful year ahead.

Sincerely,

Dr. Art Fessler
Superintendent of Schools


Since 2012 District 59 has:

Focus & Direction

  • In partnership with the Board of Education, developed a District 59 Strategic Plan to guide our future work focus and direction
  • Developed our mission statement: “Preparing Students to be Successful for Life”
  • Continued to develop a culture of “One District – One Population – One Core Purpose”
  • Developed six areas of focus and provided professional development in these six areas:
    • Increased focus on social emotional learning and brain development
    • Utilizing claim and evidence in daily instruction
    • Thinking classrooms that integrate 21st century learning skills in daily instruction
    • Providing increased class time practice and focused feedback to students
    • Instructional design that utilizes outcomes-based thinking and planning
    • Developing a deeper understanding of all content standards including the new CCSS

Instruction, Curriculum Design & Assessment

  • Developed learning outcomes in each subject area that define our learning expectations for students and serve as the foundation for our curriculum
  • Adopted a balanced approach to reading and writing instruction that emphasizes the development of both the will and the skill that will help students become more complete readers and writers in life
  • Provided staff with job-embedded professional development through seven literacy coaches who support teachers in planning and providing powerful literacy instruction and assessment
  • Shifted our bilingual programs (Spanish and Polish) to a dual language model, which is a language acquisition model that has a focus on bi-literacy
  • Expanded our assessment system to include the Fountas and Pinnell and FAST assessments
  • Implemented of a set of common elements at all K-5 schools, including daily social emotional learning, extended team planning, reading/writing workshop, and guided reading
  • Developed a Multi-Tiered System of Supports (MTSS) process to identify and monitor students academic and behavioral needs
  • Provided elementary students with daily opportunities for physical activity through movement/brain breaks and the creation of the GYM website to support this initiative
  • Empowered and trained teams of teachers to use a backwards design approach to create units of study that provide meaningful learning experiences for all students, along with challenging assessment measures
  • Implemented an aligned scope and sequence for math and developed teacher-designed pre-assessment, formative assessment, and summative transfer tasks for each math unit

Innovation and Communication

  • Provide access to learning devices for all students in grades preK-8. Students in grades kindergarten through second grade have individual access to a tablet, and students in grades three through eight have access to both a tablet and a Chromebook
  • Provide staff with job-embedded professional development through seven innovative learning coaches who support the integration of innovative learning and teaching practices
  • Implemented Innovative Professional Learning as part of the staff Professional Learning Training process:
    • Innovative learning coaches and administrators designed and provided all trainings
    • Staff were provided session choices to best meet their individual learning needs
    • Session topics ranged basic technology training to 21st century learning best practices
  • Recognized by the White House Future Ready program as a Future Ready district. CCSD59 staff and students highlighted in a video at the White House and across the country at regional Future Ready Summits
  • Created a staff recognition communication series that includes a weekly staff celebration email and the 59 in :59 video series to recognize one staff member a month
  • Engaged a process to create a comprehensive communication plan that will establish a proactive, two-way system of communications to connect the district with all students, parents, staff, and community members
  • Partnered with the Instruction Department to create the Learning Lab, a web-based resource for staff to create, store, and share units and lessons throughout the district

Educational Services

  • Updated program descriptions and service delivery for ELC, ELS, LOP, CIP, and LBS programs
  • Provided intensive leadership support for the elementary Educational Life Skills Program
  • Increased alignment between specialized services and general education curriculum
  • Implement a New Digital Diagnostic Tool for Psychologists and Speech Pathologists
  • Re-designed the special education leadership model
  • Developed a tiered service delivery model for Educational Services staffs
  • Participated in the Early Learning Center design
  • Received the State Gold Seal Recognition for Early Childhood Programs
  • Provided a Special Education Leadership Development Series for Assistant Principals
  • Developed a district guide to healthy snacks aligned with new legislation
  • Revised McKinney Vento (Homeless) procedures and provided training for staff
  • Improved Medicare reimbursement and filing procedures
  • Updated student records procedures to align with new mandates
  • Updated school health procedures for critical care students and provided training
  • Conducted a comprehensive needs assessment to guide future planning
  • Implemented a tutoring partnership with Kids Hope at Bryd Elementary School
  • Erin’s Law – provided lessons to pre-k through 8 students in the fall and spring
  • Provided support to buildings/training related to PBIS (all buildings have received training and are implementing at the Universal level, 8 at the Secondary level)
  • Increased number of Assistant Principals in buildings to support special education and MTSS
  • Shifted all Early Childhood staff and students into one centralized location in a state of the art facility:
    • Addition of the Family Facilitator position to build relationships with the community, as well as assist families in a more expansive manner at the Early Learning Center
  • Provided school teams (Psychologists, Social Workers, Learning Behavior Specialists and Assistant Principals) professional development related to FBA/BIPS
  • Created digital IEPs, 504s and Health Care Plans using Skyward system
  • Health staff received training on Special Education Medical Reviews, concussion assessment, Diabetes Management in the School Setting, and 504 plans
  • Autism Training Monteiro Framework for Psychologists, Social Workers, and Speech Language Pathologists
  • Training in use of the Zones of Regulation Curriculum
  • ELS Essential Elements report card in alignment with general education report card
  • Increase in the amount of psychologist and social work support at the building level
  • Shifted from permanent records being held in paper format to digital format

Social-Emotional Learning

  • Provide Social-Emotional Learning (SEL) opportunities, activities and embedded SEL skill building on a daily and weekly basis
  • SEL based staff – BOE approved hiring of psychologists, counselors, and social workers
  • Focused training on the impact of brain development, cultural background and the impact on learning
  • Aligned SEL with PBIS
  • Provided support to buildings on understanding the 5 core SEL Competencies
  • Implemented a tutoring partnership with Kids Hope at Bryd Elementary School
  • Support a school/community partnership for elementary soccer
  • Participated in the Community Character Counts Program
  • Participated in the DuPage County SEL Leadership Partnership with CASEL
  • Social Thinking Training for all Social Workers and Material purchase

Professional Learning

  • Implemented a coaching model that provides staff with job embedded support and training to continue to build teaching and learning capacity, develop curriculum and incorporate the six areas of focus
  • Providing extensive professional training for all leaders and staff supporting 21st century teaching and learning, social emotional learning and design for learning
  • Implemented weekly Professional Learning Time (PLT) for certified staff and administrators designed to provide and facilitate professional learning and planning opportunities that will lead to improved student growth in both the academic and social-emotional domains
  • Added instructional coaches in the areas of Literacy (7), Innovation (7), and Dual Language (1) to support and assist staff in the learning and implementation process
  • Utilized globally recognized authors, researchers and thought leaders to train staff, administrators, and parents. Examples of trainers include:  Scott McLeod, Julie Adams, Grant Wiggins, Jay McTighe, Will Richardson and Steve Layne

Structures / Operations / Facilities / Partnerships

  • Extended the instructional day by 30 minutes in 13 schools
  • Launched full day kindergarten at all Title I schools and expanded district-wide in 2015 – 16
  • Completed, Board approved, construction and opening of a new Early Learning Center for our youngest students
  • Maintained a AAA bond rating and annually received Certificates of Excellence in Financial Reporting from ASBO
  • Realigned programming to allow Friendship and Grove Clusters students to attend their home school for ELL services, with plans for the Holmes Cluster soon to follow
  • Restructuring of district level departments, redefining roles and responsibilities
  • Aligned planning and action to the financial parameters established by BOE policy
  • Enhanced collaboration with High School District 214
  • Hired elementary school assistant principals to support teaching and learning across the building and district
  • Completed Multi-year contracts for all negotiated employee groups.

Dr. Fessler welcomes your feedback at [email protected].

 

 

Tom_square

Tom Luedloff
Associate Superintendent
(847) 593-4300
[email protected]

The Superintendent’s office is responsible for overseeing the efficient operation of Community Consolidated School District 59. The Superintendent is the district’s executive officer and is responsible for the administration and management of the district schools in accordance with Board of Education policies, directives, and state and federal law.


Dear CCSD59 Parents and Families,

It is with great pride that I welcome parents, families and students to the 2016-2017 school year. It is truly an honor and privilege to serve as the District 59 Superintendent of Schools. The upcoming school year holds many exciting changes and transitions for all of our stakeholders. I’m looking forward to continuing to partner with the students, staff, parents, and the community to provide a relevant and meaningful learning experience for all students. The focal point of this important work remains to center on creating learning experiences that will prepare our students to be successful for life in the 21st century. Our collective goal is to develop life-long learners equipped to navigate the challenges of a fast-changing global economy.

Our district continues to move in exciting new directions in teaching and learning, innovative learning, and communications. District 59 staff and leaders continue to spend significant amounts of time developing learning experiences for students that focus on application of foundational skills and 21st century learning skills. We are committed to developing and implementing learning opportunities that provide application of learning versus repetition of information and knowledge. We have also increased our attention on the development of the whole child by establishing a shared focus on social emotional learning, brain science, and language development. District 59 will continue to do whatever it takes to put our students and their needs first.

Collectively, the district is called upon to create an effective educational experience designed to meet the needs of all learners preparing each for the 21st century. The school and parent partnership plays a vital role in this preparation. Your encouragement and support of your student’s educational journey is paramount to achieving student success. This goal will continue to be one of the highest priorities of the CCSD59 staff and School Board. CCSD59 has a solid foundation and will continue to accelerate on a path to ever-increasing educational excellence.

Looking ahead, I have complete confidence that with responsive and progressive leadership, we will maintain sound and conservative fiscal practices, inspire each other, build support, and most important, continue to cultivate positive student learning experiences.

Again, I would like to welcome you to a new and exciting year, and best wishes for a successful year ahead.

Sincerely,

Dr. Art Fessler
Superintendent of Schools


Since 2012 District 59 has:

Focus & Direction

  • In partnership with the Board of Education, developed a District 59 Strategic Plan to guide our future work focus and direction
  • Developed our mission statement: “Preparing Students to be Successful for Life”
  • Continued to develop a culture of “One District – One Population – One Core Purpose”
  • Developed six areas of focus and provided professional development in these six areas:
    • Increased focus on social emotional learning and brain development
    • Utilizing claim and evidence in daily instruction
    • Thinking classrooms that integrate 21st century learning skills in daily instruction
    • Providing increased class time practice and focused feedback to students
    • Instructional design that utilizes outcomes-based thinking and planning
    • Developing a deeper understanding of all content standards including the new CCSS

Instruction, Curriculum Design & Assessment

  • Developed learning outcomes in each subject area that define our learning expectations for students and serve as the foundation for our curriculum
  • Adopted a balanced approach to reading and writing instruction that emphasizes the development of both the will and the skill that will help students become more complete readers and writers in life
  • Provided staff with job-embedded professional development through seven literacy coaches who support teachers in planning and providing powerful literacy instruction and assessment
  • Shifted our bilingual programs (Spanish and Polish) to a dual language model, which is a language acquisition model that has a focus on bi-literacy
  • Expanded our assessment system to include the Fountas and Pinnell and FAST assessments
  • Implemented of a set of common elements at all K-5 schools, including daily social emotional learning, extended team planning, reading/writing workshop, and guided reading
  • Developed a Multi-Tiered System of Supports (MTSS) process to identify and monitor students academic and behavioral needs
  • Provided elementary students with daily opportunities for physical activity through movement/brain breaks and the creation of the GYM website to support this initiative
  • Empowered and trained teams of teachers to use a backwards design approach to create units of study that provide meaningful learning experiences for all students, along with challenging assessment measures
  • Implemented an aligned scope and sequence for math and developed teacher-designed pre-assessment, formative assessment, and summative transfer tasks for each math unit

Innovation and Communication

  • Provide access to learning devices for all students in grades preK-8. Students in grades kindergarten through second grade have individual access to a tablet, and students in grades three through eight have access to both a tablet and a Chromebook
  • Provide staff with job-embedded professional development through seven innovative learning coaches who support the integration of innovative learning and teaching practices
  • Implemented Innovative Professional Learning as part of the staff Professional Learning Training process:
    • Innovative learning coaches and administrators designed and provided all trainings
    • Staff were provided session choices to best meet their individual learning needs
    • Session topics ranged basic technology training to 21st century learning best practices
  • Recognized by the White House Future Ready program as a Future Ready district. CCSD59 staff and students highlighted in a video at the White House and across the country at regional Future Ready Summits
  • Created a staff recognition communication series that includes a weekly staff celebration email and the 59 in :59 video series to recognize one staff member a month
  • Engaged a process to create a comprehensive communication plan that will establish a proactive, two-way system of communications to connect the district with all students, parents, staff, and community members
  • Partnered with the Instruction Department to create the Learning Lab, a web-based resource for staff to create, store, and share units and lessons throughout the district

Educational Services

  • Updated program descriptions and service delivery for ELC, ELS, LOP, CIP, and LBS programs
  • Provided intensive leadership support for the elementary Educational Life Skills Program
  • Increased alignment between specialized services and general education curriculum
  • Implement a New Digital Diagnostic Tool for Psychologists and Speech Pathologists
  • Re-designed the special education leadership model
  • Developed a tiered service delivery model for Educational Services staffs
  • Participated in the Early Learning Center design
  • Received the State Gold Seal Recognition for Early Childhood Programs
  • Provided a Special Education Leadership Development Series for Assistant Principals
  • Developed a district guide to healthy snacks aligned with new legislation
  • Revised McKinney Vento (Homeless) procedures and provided training for staff
  • Improved Medicare reimbursement and filing procedures
  • Updated student records procedures to align with new mandates
  • Updated school health procedures for critical care students and provided training
  • Conducted a comprehensive needs assessment to guide future planning
  • Implemented a tutoring partnership with Kids Hope at Bryd Elementary School
  • Erin’s Law – provided lessons to pre-k through 8 students in the fall and spring
  • Provided support to buildings/training related to PBIS (all buildings have received training and are implementing at the Universal level, 8 at the Secondary level)
  • Increased number of Assistant Principals in buildings to support special education and MTSS
  • Shifted all Early Childhood staff and students into one centralized location in a state of the art facility:
    • Addition of the Family Facilitator position to build relationships with the community, as well as assist families in a more expansive manner at the Early Learning Center
  • Provided school teams (Psychologists, Social Workers, Learning Behavior Specialists and Assistant Principals) professional development related to FBA/BIPS
  • Created digital IEPs, 504s and Health Care Plans using Skyward system
  • Health staff received training on Special Education Medical Reviews, concussion assessment, Diabetes Management in the School Setting, and 504 plans
  • Autism Training Monteiro Framework for Psychologists, Social Workers, and Speech Language Pathologists
  • Training in use of the Zones of Regulation Curriculum
  • ELS Essential Elements report card in alignment with general education report card
  • Increase in the amount of psychologist and social work support at the building level
  • Shifted from permanent records being held in paper format to digital format

Social-Emotional Learning

  • Provide Social-Emotional Learning (SEL) opportunities, activities and embedded SEL skill building on a daily and weekly basis
  • SEL based staff – BOE approved hiring of psychologists, counselors, and social workers
  • Focused training on the impact of brain development, cultural background and the impact on learning
  • Aligned SEL with PBIS
  • Provided support to buildings on understanding the 5 core SEL Competencies
  • Implemented a tutoring partnership with Kids Hope at Bryd Elementary School
  • Support a school/community partnership for elementary soccer
  • Participated in the Community Character Counts Program
  • Participated in the DuPage County SEL Leadership Partnership with CASEL
  • Social Thinking Training for all Social Workers and Material purchase

Professional Learning

  • Implemented a coaching model that provides staff with job embedded support and training to continue to build teaching and learning capacity, develop curriculum and incorporate the six areas of focus
  • Providing extensive professional training for all leaders and staff supporting 21st century teaching and learning, social emotional learning and design for learning
  • Implemented weekly Professional Learning Time (PLT) for certified staff and administrators designed to provide and facilitate professional learning and planning opportunities that will lead to improved student growth in both the academic and social-emotional domains
  • Added instructional coaches in the areas of Literacy (7), Innovation (7), and Dual Language (1) to support and assist staff in the learning and implementation process
  • Utilized globally recognized authors, researchers and thought leaders to train staff, administrators, and parents. Examples of trainers include:  Scott McLeod, Julie Adams, Grant Wiggins, Jay McTighe, Will Richardson and Steve Layne

Structures / Operations / Facilities / Partnerships

  • Extended the instructional day by 30 minutes in 13 schools
  • Launched full day kindergarten at all Title I schools and expanded district-wide in 2015 – 16
  • Completed, Board approved, construction and opening of a new Early Learning Center for our youngest students
  • Maintained a AAA bond rating and annually received Certificates of Excellence in Financial Reporting from ASBO
  • Realigned programming to allow Friendship and Grove Clusters students to attend their home school for ELL services, with plans for the Holmes Cluster soon to follow
  • Restructuring of district level departments, redefining roles and responsibilities
  • Aligned planning and action to the financial parameters established by BOE policy
  • Enhanced collaboration with High School District 214
  • Hired elementary school assistant principals to support teaching and learning across the building and district
  • Completed Multi-year contracts for all negotiated employee groups.

Dr. Fessler welcomes your feedback at [email protected].

 

 (need es)