Keishonda Simms's schedule for CPS Skyline Professional Learning, SY25

Skyline 101

If it was not possible for you to attend a Skyline 101 session this summer, Year 1 Skyline-adopting teachers should complete the Skyline Essentials Badges HERE and register for Unit Internalization sessions, where we’ll be sure that you get the support you need to get started!

Unit Internalization for Year 1 Skyline Adopters
Plan for successful implementation of the upcoming Skyline unit, including support for students with disabilities and multilingual learners, and using assessments and the Checkpoint platform effectively. Unit internalization is highly recommended for teachers and coaches new to Skyline. During these sessions you will:

Study the unit to deeply understand (1) the big ideas students are expected to learn, (2) the arc of learning over the unit, and (3) how students will be assessed summatively and formatively along the way
Tailor instruction to meet the needs of students with unfinished learning, students with disabilities, and multilingual learners
Internalize the instructional practice shifts embedded in the curriculum by experiencing a lesson immersion

Unit Planning for Year 2+ Skyline Adopters
Returning Skyline teachers are invited to attend 2-hour, in-person Unit Planning sessions. These sessions are designed for those with at least one year of Skyline experience in their content area. You will:

Engage with the Unit Internalization Protocol in a lightly-facilitated space
Collaborate with other district teachers and T&L content specialists

Skyline Essentials Badges
Self-paced professional learning essential for those who are implementing and/or supporting the implementation of Skyline. Courses include how to navigate Skyline, plan and teach lessons and administer assessments using the Skyline digital learning ecosystem. The Navigating, Planning, Teaching, and Assessing 1&2 badges are required for new Skyline adopting teachers. Access Skyline Essential Badges HERE!

Payment / Credit Hours
Teachers will receive CPDUs and will be paid 1 non-instructional hour for each Skyline Essentials badge completed. Teachers will receive CPDUs for attending PL sessions. Eligibile staff will also be compensated at the non-instructional rate per hour for their attendance at Skyline PL sessions that occur outside of regularly contracted hours. Teachers must be fully contracted and onboarded at the time of the session, attend the full duration of the session, and complete the attendance/exit slip form to receive payment and CPDUs. Please find more payment information in the Skyline Payment One-Pager.

Keishonda Simms

William H. Ryder Math & Science Specialty School

Middle School Math Teacher/ILT Chair

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About me

Keishonda Simms has been working and teaching with Chicago Public Schools for over 15 years. She has been teaching for 8 years at William H. Ryder Math & Science Specialty School and worked as the Physical Education Teacher for Pre-k-8th Grades and 6th Grade Social Science Teacher, but primarily, as the Middle School Math Teacher supporting the diverse population of students in the 6th, 7th, and 8th grades, and averages between 28-35 students in her classes. Simms has a special approach to math and believes that every student in her classes has the ability to learn and love math! Keishonda has a Bachelor's Degree from Carleton College in Northfield, MN and a Master's Degree in Elementary Education with an Endorsement in Middle School Education from Roosevelt University. Keishonda was a Teach Plus Change Agent and Educational Policy Fellow, a 2019-2020 Ambassador for Khan Academy for Chicago, and is a Google Certified Educator. When they are not making magic in the math classroom, in her spare time, Keishonda performs with three dance companies in Chicago and teaches dance and Zumba at Ryder and throughout the city. She also founded MANIFEST! a group dedicated to youth empowerment through dance and performance. Keishonda’s is a Fulbright DAST Fellow and in currently in Salvador, Bahia, Brasil. Her research is looking at using dance and technology to teach math and bridge the achievement gap.

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