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Lindop School

Dr. Sonya Spaulding

Greetings Broadview Stakeholder,


My name is Dr. Sonya Spaulding and I am the principal of Lindop School. I have been an educator since 1998; received my bachelor’s degree from The University of Chicago, my master’s degree from Concordia University and in 2012, I completed my doctorate degree at Roosevelt University in Educational Leadership and Organizational Change. Since 2009, I have served the Lindop community as the assistant principal, principal and assistant superintendent. The school year is off to an awesome start and everyone is working hard to ensure that our students grow and are supported in areas where they had been challenged. Below are just a few of the educational initiatives that are underway this school year along with charts and tables that demonstrate some of the strides into the growth and development of our students. 

Promotion Criteria: In compliance with State law, the Lindop School BOE has established a student promotion policy pertaining to students’ academic achievement. Students from 3rd through 8th grade must have a cumulative grade average of at least a C which is the equivalent of 2.0 (GPA) including all subject areas. At the end of the first and second trimesters each student’s progress towards the criteria will be examined. If a student is not performing at a level consistent with these criteria he/she will be required to attend the after-school academic support on a daily basis. At the end of the third trimester, if a student does not meet the promotion criteria but has consistently attended the tutorial he/she will be allowed to attend summer school to work towards promotion. Participation in summer school does not guarantee promotion but promotion will not be considered if student does not attend summer school. A student who does not attend the Tutorial during the year to improve his/her grades will not be allowed to attend summer school to work towards promotion.

 

State & Local Assessments: Lindop students rom 3rd through 8th grade are among the students across 7 states to partake in the PARCC assessment. The PARCC assessment measures our students with other students across Illinois. The test is administered each Spring. Each spring our 5th and 8th grade students also participate in the Illinois Science Assessment (ISA). In terms of local assessments, Lindop participates in the MAP test from NWEA and AIMSweb Plus; both are nationally normed and measures our students' performance with other students the same age and grade level across the country. Results from these assessments help teachers understand each student’s academic level and gives teachers detailed information to help build lessons that meet the needs of each student. Learn more about MAP at http://www.nwea.org/productsservices/assessments/help-all-kids-learn   

 

Reading - NWEA MAP Student Growth 2016-2017

 

Math - NWEA MAP Student Growth 2016-2017

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Science - NWEA MAP Student Growth 2016-2017

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AIMSweb Student Growth Data by Grade Level & Trimester

 

Kindergarten Literacy Growth

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Kindergarten Numeracy Growth

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1st Grade Literacy Growth

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1st Grade Numeracy Growth

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2nd Grade Reading Growth

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2nd Grade Math Growth

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3rd Grade Reading Growth

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3rd Grade Math Growth

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4th Grade Reading Growth

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4th Grade Math Growth

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5th Grade Reading Growth

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5th Grade Math Growth

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6th Grade Reading Growth

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6th Grade Math Growth

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7th Grade Reading Growth

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7th Grade Math Growth

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8th Grade Reading Growth

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8th Grade Math Growth

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Pre-Kindergarten Gold Circle Award: Lindop’s Pre-K program has received the Gold Circle of Quality Recognition from Illinois State Board of Education's (ISBE) new Rating System. Gold Circle is the highest rating! In the fall of 2017 we launched our Full-Day Pre-Kindergarten program and now serve up to 60 three and four year olds. Ms. Diane Schoenheider is the director of the new program.

Kindergarten Individual Developmental Survey (KIDS): Starting with the 2015–2016 school year, Lindop’s kindergarten program began phasing in the implementation of KIDS. The KIDS instrument provides parents, teachers, and administrators with a clear picture of the child’s developing strengths across multiple domains. A domain is a crucial area of learning and development for young children. Within each domain there are several measures that focus on the specific knowledge, skills, or behaviors a child is able to demonstrate at different points across a developmental continuum. The domains that make up KIDS are:

• Approaches to Learning–Self-Regulation (i.e., engagement and persistence, curiosity and initiative)
• Social and Emotional Development (i.e., relationship skills, identity of self);
• Language and Literacy Development (i.e., concepts of print, letter/sound recognition)
• English-Language Development (for children of varied cultural and linguistic backgrounds)
• Language and Literacy Development in Spanish (for use in a bilingual kindergarten class where the curriculum provides opportunities for learning and development of Spanish)
• Cognition: Math and Cognition: Science (i.e., number sense, exploration)
• Physical Development and Health (i.e., movement concepts, nutrition)
• History–Social Science (i.e., sense of time and place, conflict negotiation, responsible conduct)
• Visual and Performing Arts (i.e., art, music, drama).


Performance Education Reform Act (PERA): In compliance with the 2010 legislation, Lindop School District 92 is making recommendations for the teacher evaluation system including ways to incorporate and use data and indicators of student growth as a significant factor in rating teacher performance and to support its effective implementation and use. The PERA Joint Committee met throughout last year and has made decisions based on 23 ILLINOIS ADMINISTRATIVE CODE 50, which outlines both the Professional Practice and Student Growth compliance requirements.

Response to Intervention (RtI): The instructional schedule is designed so that students are flexibly grouped one period each day to receive direct instruction in reading comprehension, fluency, phonemic awareness, vocabulary, and decoding. Teachers use research based programs to instruct and monitor student progress. Learn more  about RtI at http://www.interventioncentral.org/

One-to-One Technology Initiative: As we prepare our students to live in a global society, it is imperative that they are literate in this world of technology. Each student from 2nd through 8th grade are able to experience educational instruction through the use of an iPad or Chromebook. Teacher engage students in activities and projects that encourage collaboration and problem solving; skills that equip them with the knowledge, and dispositions for succeeding in a 2.0 society.

 

Academic Press Using Technology 2016-2017

 

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Curriculum, Assessment & Instruction Committee (CIA): This committee is made up of Lindop teachers and administration and meets every other month. This year’s goal is to continue curriculum mapping in alignment with the New Illinois Learning Standards (NILS) and other national standards for Art, Music and Spanish. Learn more about the New Illinois Learning Standards at http://www.isbe.net/common_core/default.htm

 

Social Emotional Learning (SEL): This school year we will continue to implement the Second Step curriculum for 6th – 8th grade students and Voices for K-5th grade. Both curricula assist students in developing skills for emotion management, goal setting, conflict resolution, identity awareness and anti-bullying efforts. Learn more about SEL at http://www.isbe.net/learningsupports/html/sel.htm

 

Restorative Practices at Lindop School

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Restorative Practices Professional Development

Lindop School staff members spent many hours of professional development on restorative practices to better assist students in the classroom.  Restorative Practice strategies include “Peace Circles”.  This strategy is designed to create opportunities for students to articulate problems and solutions in order to create a more positive environment.

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Senate Bill 100 and Restorative Practice Implementation

Senate Bill 100 (SB100) was passed in the Illinois Senate January of 2015. The bill seeks to address the causes and consequences of the "school-to-prison pipeline" by legislating disciplinary guidelines for both public and charter schools.  SB100 explicitly calls for schools to engage in problem solving to support behavioral needs in place of suspensions and / or expulsions.  The result was the implementation of restorative practices to help better equip Lindop Staff members with the interventions and tools needed to prevent future and repeated behaviors.

 

 

We look forward to working with you this school year and are committed to ensuring that your child is prepared for college and careers beyond elementary school.

 
 

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