District Committees

The committee will make recommendations for action steps to address disparities and inequities, set a timeline for implementation, and monitor progress and outcomes through an equity implementation plan.

This committee is focused on developing an Educational Pathways Program at Urbana High School, which would allow students interested in pursuing a career in education the opportunity to begin focused, college-level coursework while in high school.

This committee is made up of a representative group of teachers and administrators from across the District. Their purpose is to examine all things related to English Language Arts PK-12, with special emphasis on revising the PK-12 ELA curriculum and investigating possible solutions and interventions for adoption by USD 116.

This committee is district-wide and is students, community members, parents, UEA members, administrators, and community stakeholders The group determines projects/events that change each school year.

This committee is made up of a representative group of teachers and administrators from across the District. Their purpose is to examine all things related to mathematics PK-12.

This committee is made up of a representative group of teachers and administrators from across the District. Their purpose is to examine all things related to multilingual learners.

The goal of this committee is to streamline and strengthen socialemotional learning support across the school district.

This committee is made up of a representative group of teachers and administrators from across the District. Their purpose is to examine all things related to Social Sciences/Social Studies PK-12, with special emphasis on revising the PK-12 Social Studies curriculum and investigating possible solutions and interventions for adoption by USD 116.

Standards

Referenced Learning (SRL) Committee

This Task Force, made up of a representative body of teachers, building administrators, and Central Office administrators, provides oversight and direction for the District’s emphasis on Standards-Based Grading. This process, which will span a few years, will move the District toward more equitable grading, assessment, and reporting for all of our students.

Wellness Committee

The purpose of the Wellness Committee is to review and update our current wellness policy and make recommendations to the Board of Education on any changes to our policy or practices related to wellness.

District Technology Supports

John Gutzmer - CIO jgutzmer@usd116.org (District)

Jason Grindley - Asst. Director of Infrastructure (District) (Skyward Admin)(Networking Admin) (iOS App Admin) jgrindley@usd116.org

Nate Tate - Systems Administrator (District) (Skyward Admin) (Networking Admin) ntate@usd116.org

Omari Thomas - Technology Coordinator (District) (GoGuardian Admin) (Clever Admin) (iOS App Admin) othomas@usd116.org or uhstech@usd116.org

Bryan Peters - Tech Specialist (UHS) (Chromebook Support - Chrome Depot) bpeters@usd116.org or uhstech@usd116.org

Chris Lawson - Tech Specialist (TP, YR, DPW, and EC) clawson@usd116.org

William Walsh - Tech Specialist (UMS, Leal, and King) wwalsh@usd116.org

Brenden Evans - Helpdesk and Printshop (District) helpdesk@usd116.org or printshop@usd116.org

Chris Fuller - Tech Specialist (UMS) (Chromebook Support - Chrome Depot) cfuller@usd116.org

Resources:

• ViewSonic Certifications and Knowledge Base

• District ViewSonic Page

• ViewSonic Teaser Video

• GoGuardian Teacher Academy

• Clever Academy

• District Instructional Technology Page

• Papercut Copier Instructional

• CrisisGo Emergency Notification System

** Links are live in the digital New Teacher Orientation folder.**

Building Based Substitute

Clinical Professional (UMS)

A substitute assigned to you building specifically for the entire school year.

Identify at risk and truant students and make referrals to programs and supports; Collaborate with students, staff, administrators, and parents to help students manage themselves, improve learning, and make good decisions; Run Tier 2 and 3 level groups/individual sessions; Make home visits and support parental advocacy; Direct students and families to the next level of support and community resources; Maintain ongoing records of all contacts with students, families, and other related support personnel.

Curriculum Coordinators (UMS)

UMS Curriculum Coordinators, also called Department Heads, are the curriculum and professional development leaders for each department. Curriculum Coordinator Positions include Math, English, Science, Social Studies, PE, Special Education, Exploratory, EL/DL, and the Support Services Team

Department Chairs (Elementary) (UHS)

Family Liaisons

Family Academic Support and Engagement Leader (FASE)

Department chairs are the chief contact people, educational leaders, and coordinators of activities within each department. They are responsible for working cooperatively with teachers and administrators in determining the basic needs for effective and efficient operation of the department.

Family Liaisons collaborate and plan family engagement activities.

The Family Academic Support and Engagement Leader has one major goal: to support student achievement by engaging and involving families in strategic ways. The role of each FASE leader (a certified staff member who works at the school level) is to help support and implement the components of their school’s Continuous School Improvement Plan

Grade Level Leaders (GLL) (Elementary)

Induction Meeting

GLL’s primary focus is to give direction and provide leadership for the cross-building grade level meetings at the elementary level.

Induction Coordinators hold monthly meetings in the building for all new hires. Attendance at the Induction Meetings are required for new hires.

Instructional Coach

The Instructional Coaches meet monthly to develop and implement job-embedded professional development aligned with district and building initiatives.

Lead Mentor Lead Mentors meet monthly to plan and facilitate New Teacher Orientation, Novice I, and Novice II/Experienced workshops; an additional “go-to” person for support.

Literacy Interventionists (Elementary)

• Provides diagnosis and instructional support for students identified as intensive or strategic on

• district assessment.

• Schedules in-class and out-of-class instructional groups for students requiring literacy support.

• Prepares lessons for individual students and groups of students requiring literacy support.

Multi-Tiered Systems of Support (MTSS) Coach

National Board Certified Teachers (NBCT)

• Use the MTSS model to guide school-wide initiatives.

• Fosters positive relationships with other faculty/staff/family/student members

• Promotes shared decision-making and the ability to work collaboratively with administrator/decision makers in the building

• Uses an Equity lens when observing and participating in PBIS/MTSS practices.

The National Board for Professional Teaching Standards (NBPTS) certifies teachers who successfully complete its rigorous certification process. National Board Certified Teachers improve teaching and student learning through mentoring and facilitating professional development, and partners with educational stakeholders to elevate the teaching profession.

Restorative Practice Facilitator (UMS)

• Receives referrals for restorative circles (via google forms) and coordinates/facilitates circles

• Provides training/coaching to teachers in restorative interventions

• Manages the behavior events and delegates out response needed to team member (SST)

• Oversees documentation of behavioral data

• Responds to classroom support calls as able.

School Guidance Counselor (UMS & UHS)

• Provides individual and group counseling sessions (Tier 1 and Tier 2 needs- sometimes Tier 3)

• Completes scheduling and schedule changes

• Conducts risk and threat assessments

• 504 case manager (schedules meetings and manages/oversees plans)

School Improvement Team (SIT)

Participate as a member of the School Improvement Leadership Team for continuous school improvement, attend school improvement meetings as scheduled by

School Psychologist the building principal, and assist in the implementation of district goals & initiatives.

The School Psychologist performs the duties of the School Psychologist and supervises all psychological services in the district, evaluates other psychologists if appropriately certified, and recruits, hires, and supervises intern.

Social Worker (SW)

Student Engagement Advocate (SEA)

Student Interventionist (SI) (UMS & UHS)

Student Relations Supervisor (SRS)

Student Support Service Teams (UMS)

Urbana Education Association (UEA): Leadership Team Building Representative

• Individual and group sessions for SPED and GENED students (high level need)

• IEP goal writing and progress monitoring

• SPED evaluations and data collection

• Provides team support in meeting IEP needs

• Connects families to community resources

Establish in-class SEL and academic support for students; Provide supervision for hallways and in the cafeteria (breakfast and lunch); Respond to teacher support calls whenever possible; participate in efforts to remediate student truancy, delinquency, and behavior problems; Direct students and families to next level of support and community resources.

Oversees student records and data associated with student attendance, excused and unexcused absences, tardiness, and contacts made with parents/guardians regarding attendance issues.

Supervises hallways, responds to classroom support calls, hands out tardy admits, builds relationships with students, assists in de-escalations.

Teams of support service professionals at each grade level to implement a MTSS framework on the behavior systems.

Urbana Education Association is the sole and exclusive negotiation agent for all full time and regularly employed part-time licensed employees of the district as certified by the Illinois Educational Labor Relations Board, excluding those positions exempt under the Illinois Educational Labor Relations Act, and as specifically excluded in the IELRB bargaining unit certification.

*Please also refer to your building staff & family handbook*