2016-2018 plan summary

Expand all

Name

Role

Email

Access


Doreen Emery
LSC/Special Education Teacher
dmbeyah@cps.edu
No Access

Natasha Topps
Assistant Principal
nmspurlock@cps.edu
Has access

Salik Mukarram
Principal
smukarram@cps.edu
Has access

Shaina Green
Teacher
saclaiborne@cps.edu
No Access

Anissa Johnson
Math Lead/ILT
asjohnson@cps.edu
No Access

Sharon Langston
SEL Lead
sdlangston1@cps.edu
No Access

Otis Christian
Technology Coordinator/LSC
occhristian@cps.edu
No Access

Monica Brown
Parent
monicabrown631@gmail.com
No Access

Arlene Williams
LSC/Parent
arlenewilliams.re@gmail.com
No Access

Antionette Clayton
PAC Chair
johnpinkey11@gmail.com
No Access

Art Jackson
Community Partner
artjackson37@aol.com
No Access

Yolanda McMillan
School Counselor/ILT
ylmcmillan@cps.edu
No Access

Candace Metzger
Primary Lead/ILT
clmetzger@cps.edu
No Access

Collen Kintz
Teacher/ILT
caflynders@cps.edu
No Access

Cheena Burt
Special Education Teacher/ILT
cburt2@cps.edu
No Access

Date

Participants

Topic


01/26/2016
Principal Mukarram, Ms. Emery
Creating and Accessing the new CIWP

04/08/2016
Principal Mukarram, Assistant Principal Topps, Emery, Green, Johnson, Damper, Christian, Brown-White
Selecting Framework Priorities

04/13/2016
Principal Mukarram, Assistant Prinicpal Topps, Christian, Damper, Green. Emery. Johnson, Brown-White
Strategies and Goals

04/12/2016
Principal Mukarram, April Brown (parent), Arlene Williams (parent), Raisa Hale (parent)
Review progress and begin fund compliance and parent plan

04/13/2016
Principal Mukarram, Arthur Jackson, Kenneth Keith, Dorothy Watson(Shoop 49ers)
Partner contributions to CIWP

04/25/2016
April Brown (PAC), Lakeysha Fells (LSC), Arlene Williams (LSC), Latonya Williams (LSC) parents
Reviewing CIWP and working on Parent Plan

04/25/2016
Assistant Principal Topps, Kintz and Whiters (ILT), Green, Emery, Christian, Brown-White, Johnson, Damper
Finalizing Strategies and Goals

05/02/2016
Principal Mukarram, Ingrid Boyd, Kaita Haynes, Katrena Washington, Gerald Biemler
Reviewing and updating goals, strategies, and action plans.

03/27/2017
Principal Mukarram, AP Topps, Anissa Johnson (ILT), Colleen Kintz (ILT), Sharon Langston (ILT), Vanessa White (ILT), and Candice Metzger (ILT)
Impact of the Strategies and Revision (If Needed)

06/06/2017
Assistant Principal Topps, Kintz,Johnson, Burt, Metzger
Review Progress

08/25/2017
Principal Mukarram, Arlene Williams (LSC Parent), Antionette Clayton (PAC)
Parent and PAC strategies

10/10/2017
Principal Mukarram, AP Topps, Anissa Johnson, Candice Metzger, Cheena Burt, Colleen Kintz, and Yolanda McMillan
Reviewing and Updating Goals/Priorities as Needed
  • Leadership & Collective Responsibility:

    Leadership & Collective Responsibility is characterized by an unwavering commitment to fulfilling a shared vision of success. There is a clear focus and high expectations for staff and students, motivating the entire school community to continue striving for success for every student.

    Where to look for evidence

    School vision is shared through monthly/weekly newsletters to parents; Monthly principal updates on the state of the school during LSC meetings; Implement data driven decision making and data driven instruction via small groups;Teacher collaboration during common prep

    Score

    Scoring guide

    Guide for Leadership & Collective Responsibility

    • Set the direction and create a sense of purpose by building consensus on and implementing a shared vision.
      • Consider the demographics of the school community in developing a shared vision.
      • Help stakeholders understand the relationship between the school’s vision and their initiatives and priorities.
      • Consistently use informal and formal opportunities to champion and articulate the vision.
      • Act in ways that consistently reflect the school’s core values, beliefs, and priorities in order to establish trust.
      • Ensure the school’s identity, vision, and mission drive school decisions.
    • Inspire a culture of collective responsibility for the success of ALL students in the whole school (not solely teacher’s own students).
    • Empower others to make or influence significant decisions.
      • Build shared leadership structures and opportunities for job-embedded leadership training and development.
      • Capitalize on the leadership skills of others.
      • Constantly listen and synthesize what is heard, and learn from all sources.
    • Employ the skills to effectively manage change.
      • Master skills associated with large-scale strategic planning processes and implementation of such plans.
      • Steer through the challenges associated with making improvements, both large and small.
    • Create and sustain a coherent instructional program (coordinated and consistent) with learning goals.
    • Use the CPS Framework for Teaching to ground instructional guidance and coaching.
      • Model ambitious goals for teaching and learning for all students, including priority groups.
      • Draw from the best available evidence to inform instructional improvement decisions.
    • Enable staff to focus and prioritize what matters most.
      • Buffer staff from external distractions to the school’s priorities and goals.
      • Limit school improvement goals to a few high leverage activities.
      • Prioritize teaching challenging content, engaging students in learning, rigor and ways to raise achievement.

    Evidence, Measures, and Standards



  • Instructional Leadership Team:

    The ILT is characterized by having a consistent structure for teacher leadership that is focused on creating and implementing the theories of action that improve teaching and learning. ILT meetings are a productive forum to identify challenges, collect and review evidence, exchange ideas, and propose and implement solutions to challenges to school improvement.

    Where to look for evidence

    ILT regular meeting agendas; teacher leaders conduct grade level meetings and provide feedback; ILT reviews data, identifies root causes shares findings reflected in team meeting notes; Action item survey generated and monitored by ILT

    Score

    Scoring guide

    Guide for Instructional Leadership Team

    • Engage in on-going inquiry (e.g. continuous improvement cycles) as a basis for improvement.
      • Gain productive insight and take substantial new action or adjust strategy that clearly addresses root causes.
      • Relentlessly ask, “Is it working?” about every program, initiative, and strategy in the school.
      • Vet Initiatives and strategies on the basis of their direct or proven impact on outcomes.
      • Monitor if previous actions were implemented (fidelity) and working as intended. Ask, "If not, why not?"
    • Share leadership for improving teaching and learning with representative school members.
      • Organize the team around a common understanding of team’s purpose and instructional priorities.
      • Represent all relevant specialty content areas, programs, related services, and grade bands/department teams and is an appropriate size.
      • Represent a balance of work styles (e.g. task-oriented, provides push-back, synthesizes, etc.)
    • Use protocols and ask probing questions.
      • Ask questions focused on factors within sphere of control and avoid a focus on student factors.
      • Use appropriate protocols and level of analysis (grade, school-wide, individuals) for meeting purpose.
      • Systematically consider root cause(s) based on thorough review of evidence.
    • Use timely and relevant data/evidence sources.
      • Gather and use current and relevant local student, school, teacher performance (e.g. attendance data, assessment results), and operational data formatively to review and revise school and classroom practices as needed.
      • Disaggregate data for priority student groups (e.g. English learners, diverse learners).
    • Schedule and structure frequent meetings.
      • Meet regularly (2-4 times per month).
      • Use an agenda with a clear focus.
    • Collaborate effectively, value transparency, and inform and engage stakeholders.
      • All team members have equity of voice and are actively engaged in asking questions.
      • Celebrate small wins and improvements.
      • Regularly inform and engage stakeholders of key data and work of the ILT.
    • Build the capacity of teacher teams to lead cycles of learning and problem solving focused on student learning data and student work.

    Evidence, Measures, and Standards



  • Professional Learning:

    Professional Learning includes sufficient time, support, and ‘safe practice’ space to internalize new knowledge to change practice and beliefs. Adults persevere in collaboration with their colleagues to innovate and improve implementation of new practices.

    Where to look for evidence

    Flex Day PD, Teacher professional learning plans; Colleague walk thru w/feedback; Teacher led grade level meetings;Network level PDs for teachers and teacher leaders;new teacher mentor;school visits

    Score

    Scoring guide

    Guide for Professional Learning

    • Select and design professional learning (PL) to achieve school-wide improvement, including closing priority group achievement gaps.
      • Use data to identify performance and practice gaps to inform PL plan.
      • Use research about best practices to identify potential learning and subject matter experts to support.
      • Solicit feedback from staff to inform selection of PL opportunities.
      • Provide PL relevant to the cultural and linguistic needs of students.
      • Provide both whole staff and differentiated PL to individual teacher levels.
    • Implement and sustain on-going, job-embedded professional learning (PL) (e.g. coaching, peer learning opportunities, action research)
      • Recommend and/or provide PL opportunities directly related to individuals’ specific areas of need and professional growth goals.
      • Encourage staff to broaden networks to bring new knowledge and resources to learning environment.
      • Teachers initiate opportunities for professional growth and proactively seek opportunities to enhance content knowledge and pedagogical skill.
    • Structure time for teachers to collaborate and learn together. 
      • Create schedules and systems to conduct peer observations, and coaching. Reflect on its impact.
      • Teachers provide and accept collegial support and feedback to/from colleagues.
      • Teachers participate in and facilitate professional inquiry in teams to advance student learning.
    • Make ‘safe practice’ an integral part of professional learning.
      • Allow teachers ample time to try new strategies, refine skills, grapple with implementation problems, and share knowledge and experience.
      • Provide support that addresses the specific challenges of changing classroom practice. Provide coaching/mentoring support to validate continuing to work through struggles.
    • Monitor implementation to ensure staff uses new knowledge to improve practice and it is having the desired effect on practice and student outcomes.
      • Conduct frequent non-REACH observations to provide coaching and actionable feedback.
    • Provide induction and support for new teachers.
      • Assign each new teacher a mentor who is skilled in pedagogy and is an open, collaborative colleague.
      • Schedule a series of ‘learning experiences’ for new teachers that helps them navigate important initiatives (e.g. REACH) and provides information on school specific goals and resources.

    Evidence, Measures, and Standards



  • Aligned Resources:

    Resources (e.g. time, budget, staff, and community resources) are aligned to school priorities. Improving achievement guides resource allocation. Making the most of student time and staffing is a priority. The school organizes resources school-wide through schedules and staffing plans that target additional time and individual attention to those students who need it most and to highest priority subject areas.

    Where to look for evidence

    Set Literacy Block; After school enrichment programs address areas of concern aligned with CIWP;High teacher retention rate; Teacher assigned to grade and content areas

    Score

    Scoring guide

    Guide for Aligned Resources

    • Design a school day that is responsive to student needs.
      • Use CPS Instructional Time Guidelines to maximize instructional time.
      • Use CPS Instructional Block Guidelines to maximize academic-engaged time.
    • Align the budget to the CIWP priorities and the mission of the school.
      • Avoid overemphasis on the purchase of products/programs that are not research based or do not respond to SEF needs.
      • Leverage strategic source vendors to maximize dollars.
      • Seek and obtain grants to support articulated needs.
      • Use grant funds strategically to support areas of highest need.
      • Maximize the use of supplemental funding to close any priority group achievement gaps.
    • Streamline purchase procedures to minimize lapses between ordering and receiving materials.
    • Evaluate, to the extent possible, the consequences for student learning of resource allocation decisions to develop an evidence base of outcomes of particular uses of resources.
    • Have a ‘hiring team’ and collaborative hiring process with clear selection criteria to identify and select best available candidates.
      • Actively work to build a pool of potential staff members, particularly difficult to fill positions (e.g. staff to serve English learners).
      • Use an interview process including a protocol for questioning and select highly qualified candidates.
      • Require a classroom lesson demonstration to assess candidate expertise, philosophy and commitment.
      • Check teachers’ previous performance at CPS schools.
    • Strategically assign teachers to grade and content areas to create a balanced team with a variety of strengths.
      • Ensure all students have fair access to high-quality teachers in the school.
    • Effectively utilize Related Service Providers at the classroom level.
    • Use data including teacher evaluations and exit interviews to inform a retention strategy.
      • Create a positive climate and working conditions for teaching that attracts and retains educator talent.
      • Create opportunities for growth including opportunities for staff to assume additional leadership roles or pursue personal growth goals.
      • Track retention rates over time and use this information to isolate staffing strengths and identify opportunities to improve.
      • Solicit information from staff using exit interviews/surveys to understand reasons for leaving school or district.
    • Make outreach efforts to engage community members as partners and resources.
    • Partner with one or more organizations that share the values of the school and have a complementary mission to the school’s vision.
      • Monitor the impact of partner organizations’ activity.

    Evidence, Measures, and Standards



  • Curriculum:

    The curriculum – what students should know and be able to do - makes standards come alive for students. All students have access to an academically rigorous curriculum that inspires students to think and contribute high quality work to authentic audiences beyond the classroom. The curriculum fully integrates academic and social emotional learning opportunities for all students, including diverse learners, English learners, and advanced learners. The school regularly examines the curriculum to check alignment to standards and opportunities for all students to meet those standards.

    Where to look for evidence

    Scope and Sequence; Learning Priorities; Alignment to CCSS; Student data/math talks; Teacher and student goal setting; 2nd Step address Social Emotional

    Score

    Scoring guide

    Guide for Curriculum

    • Adhere to the CPS Content Frameworks (MathScienceSocial Science, and Literacy) to ensure alignment of scope and text and task complexity.
      • Provide a range and depth to knowledge and understanding of learning experiences that are language and content rich.
    • Align units of instruction (horizontally/vertically) to scope and sequence maps and pace units and lessons appropriately.
      • Focus so units can be adequately addressed in the time available.
      • Examine formative data to determine mastery and pace. Discuss how much time it takes to adequately address the essential elements, and the viability of documents that articulate essential content and timing of delivery (e.g. pacing guides, curriculum maps).
    • Utilize the ‘big ideas’ that should be taught to determine whether students are being taught the body of knowledge, the understandings and the skills expected.
      • Identify the essential understandings – what students should learn in greater depth. In other words, know ‘covering everything but learning nothing’ does not work.
    • Expose and extend opportunities for all students to grade appropriate levels of text complexity in all types of texts, including informational in all content areas.
      • Articulate language goals that are separate from and support content goals. Literacy - reading, writing and speaking are essential ‘learning tools’ across the curriculum (disciplinary literacy).
    • Engage all learners in content areas by fully integrating opportunities for all learners, including:
      • Diverse learners to demonstrate core knowledge and skills.
      • English Learners to develop academic language to demonstrate mastery.
        • Use English and native language development in addition to content standards to differentiate for English learners.
        • Understand research and implement programs to develop native language literacy for English learners.
      • Advanced learners to extend core knowledge and skills.
    • Distinguish qualitatively and quantitatively between ‘regular courses’ and ‘advanced courses’ (e.g.  AP, gifted, etc.)
    • Integrate academic and social emotional learning.
    • Reach outside of the classroom for real world (or simulated) application. For example,
      • Incorporate web capabilities for interactivity and information sharing.
      • Integrate field-based learning through partnerships with city institutions (e.g. museums), colleges, universities, and community based organizations.

    Evidence, Measures, and Standards



  • Instructional Materials:

    Materials to present learning content and what the learner uses to demonstrate are characterized by variability and flexibility. Materials are identified and adapted to increase access to learning for all students. Materials include multimedia and embedded, just-in-time supports; varied tools and supports; alternative pathways, and varied levels of support and challenge. (adapted from UDL Guidelines 2.0)

    Where to look for evidence

    Lesson/Small group plans for all teachers in grades K-8; Use of the NWEA Learning Continuum; Stride Academy; Walking reading for lower grades;ThinkCerca; Mathletics, KhanAcademy

    Score

    Scoring guide

    Guide for Instructional Materials

    Instructional materials (including technology) are…..

    • Aligned to curricular plans and expectations of the standards.
    • Varied and flexible.
      • Are selected and adapted based on learning objectives and learner needs.
      • Include a variety of quality media, manipulatives and supplies to achieve valued learning outcomes.
    • Intentionally planned by identifying or adapting appropriate tools (including technology) for specific instructional needs.
      • Student outcomes and developmental appropriateness determine when and who will use the materials.
      • Materials are updated/upgraded in response to new information and understandings.
    • Equitably available and accessible to all teachers and students.
      • Teachers and students have available a variety of high quality, standards-aligned instructional materials and resources.
      • Materials are in English and native language for English learners.
      • Reference and resource materials are readily available and circulated throughout the school.
    • Include multimedia and embedded, just-in-time supports (e.g. hyperlinked glossaries, background information, and on-screen coaching) – for conveying conceptual knowledge.
      • Students interact with instructional materials to engage all modalities in the learning process.
      • Technology is integral to students learning experiences.
      • Units and lessons include grade-appropriate levels of texts and other materials so every student can access the content/skills.
    • Include tools and supports needed to access, analyze, organize, synthesize, and demonstrate understanding in varied ways – for learning and expression of knowledge.
      • The needs of the students at different performance levels are met by using a variety of instructional materials that allow students to draw on all of their learning capacities.
      • The teacher models effective use of various materials.
      • Students understand that materials are a means to acquire language, knowledge, and competencies.
      • Technology enhances students’ higher order, creative thinking and problem solving.
      • Materials connect subject area content to real life applications.
    • Include alternative pathways including choice of content, varied levels of support and challenge, and options for recruiting and sustaining interest and motivation – for engaging and learning.
      • Students make choices about instructional materials as part of learning.
      • Materials address the needs of the total child: cognitive, linguistic, social, emotional, physical, and aesthetic.
      • Consumables are often non-print supplies that promote active, hands-on learning.

    Evidence, Measures, and Standards



  • Rigorous Student Tasks:

    The school regularly examines student work - what students are being asked to do on in their classrooms - across grades or courses in all content areas. Examining the texts and tasks students experience provides the necessary insight to gauge rigor and illuminate how the standards are actualized prompting the question whether or not approaches support the true spirit of college and career readiness. (adapted from The Education Trust – Equity in Motion Series)

    Where to look for evidence

    Observation of student work posted; DOK questions; Math talks; Weekly work samples

    Score

    Scoring guide

    Guide for Rigorous Student Tasks

    • Begin with the belief that all students can learn. (see Culture for Learning)
      • Convey high learning expectations for all students and develop structures that enable practice and perseverance for each individual student.
      • Create an environment where students assume responsibility for high-quality work by persevering, initiating improvements, addressing critiques, making revisions, adding detail and/or helping peers.
      • Communicate the necessity of attendance and engagement everyday in order to succeed.
    • Plan and assign tasks that are cognitively challenging for individual students and require students to provide evidence of their reasoning.
      • Align tasks with standards-based learning objectives that reflect the depth of knowledge expectations.
      • Tasks are Integrative to draw on multiple standards.
      • Teach for Robust Understanding in Mathematics (TRU Math). Engage students with important mathematical ideas, not simply receiving knowledge, requiring students to engage in productive struggle.
    • Tasks reflect the key shifts in literacy.
      • Complexity: Tasks reward close reading of complex text; Focus on comprehension of academic language, not obscure vocabulary.
      • Evidence: Cite evidence from text and write to sources, not decontextualized prompts.
      • Knowledge (non-fiction): Tasks embed reading and writing across disciplines with a variety of literary and informational complex texts and tasks and demonstrate comprehension through speaking, listening.
    • Tasks reflect the key shifts in mathematics.
      • Focus: Tasks reflect a curricular and instructional focus on the major work in (e.g. operational fluency and number sense in K-2).
      • Coherence: Multi-grade progressions stress key beginnings (e.g. ratios in 6th grade) and key end points (e.g. fluency with multiplication in 3rd);
      • Rigor: Problems require construction of mathematical reasoning and critiques of other possible solutions.
    • Provide opportunities for students to create authentic work for real audiences (beyond the teacher) to motivate them to meet standards and engage in critique and revision.
    • Examine student work to identify and showcase the qualities of strategic thinking that are both rich in content and relevant for students.
      • Analyze models with students to build a vision of quality.
      • Use protocols to collectively reflect regularly on the level of cognitive demand asked of students across the school, particularly priority group students, to think strategically as speakers, listeners, readers, and writers.
      • Analyze student work samples as part of professional learning to best support students’ attainment of quality work and standards.

    Evidence, Measures, and Standards



  • Transitions, College & Career Access & Persistence:

    The school creates pathways to success built on a vision in which all students leave secondary school with a clear plan for their initial postsecondary destination, whether in apprenticeship training, work, or college. All students have equal access to college preparatory curriculum to be successful.  The school is characterized by structures for developing early postsecondary awareness and the knowledge and skills that lay the foundation for the academic rigor and social development necessary for college and career success. Students are equipped with the confidence in their ability to implement and adapt their plan throughout their lives as they and the world around them change. This vision sees students as the architects of their own lives.(adapted from Creating Pathways to Success, Ontario)

    Where to look for evidence

    GEAR Up program workshops; College tours; HIgh school fairs; High school preparation classes provided by school counselor

    Score

    Scoring guide

    Guide for Transitions, College & Career Access & Persistence

    • TRANSITIONS - Have structures and processes in place to ensure successful transitions (e.g. into school , grade to grade, school to school, school to post-secondary).
      • Mitigate the adverse effects experienced by some students in transition – such as arriving part-way through the school year – that can cause students to fall behind or become disengaged from school.
      • Monitor the progress of English learners after transition from services.
      • Provide programs and interventions that help students as they move from middle school through Freshmen year, including but not limited to:  High School Investigation Days, Freshmen Connection program (where budget allows), and a robust Freshmen Orientation program. Implement targeted holistic student supports the entire Freshmen year.
      • Provide sustained summer learning experiences to minimize learning loss and support key transition periods (e.g. summers before Kindergarten, HS, and college).
        • Use student data and best practices research to develop focused programs.
        • Expand access beyond students who are struggling academically.
        • Provide school counseling and postsecondary advising transition support and follow-up during “Summer Melt” and the first year of college.
      • AWARENESS - Expose students early to academic/professional worlds beyond K-12.
        • Provide students opportunities to discover personal talents and skills, identify career interests, and pursue coursework/activities necessary to reach personal, academic and career goals.
        • Expose students to a range of career paths and the educational requirements of each to improve long-term planning and goal-setting.
        • Start the conversation about college in primary grades.
        • Make parents aware of academic opportunities and supports for their child.
      • READINESS – Ensure equitable access to college preparatory curriculum.
        • Provide access to 8th Grade Algebra to all eligible 8th grade students.
        • Provide access to early college and career coursework and credential opportunities while in HS (e.g. AP credit, Dual credit, industry credentials (CTE), Seal of Biliteracy)
        • Teach students to analyze their transcripts and test scores, as well as connect course selection, attendance, and grades to their continued success and access to postsecondary options, and adjust their actions and behavior to make progress toward graduation and their top postsecondary choice. Provide support and motivation to encourage B’s or better and improving attendance.
        • Create opportunities for students to explore college and career knowledge, mindsets, and skills necessary for academic planning and goal setting.
        • Find opportunities to work with all students on academic and personal behaviors, including persistence, engagement, work habits/organization, communication/ collaboration, and self-regulation.
        • In Naviance, develop an Individual Learning Plan that tracks coursework, college and career assessments, goal setting, 6th-12th grade milestones completion that culminates in a concrete postsecondary plan.
      • SUCCESS - Provide direct assistance to all students and families through every stage of the college selection, application, and entry process (Transition to College (HS)) including, but not limited to academic planning/advising to assist with:
        • Selecting colleges with the best institutional graduation rates for their level of qualifications. (Students of all qualification levels are more likely to graduate from college if they attend a postsecondary institution with high graduation rates
        • Researching/comparing options including short and long-term financial outcomes, comparing college graduation rates, and other statistics to narrow down options.
        • Researching living wage options such as an apprenticeship or certification programs for students who wish to work after high school and/or want to delay college.
        • Applying to multiple colleges—generally three or more.
        • Navigating financial aid and capitalizing on grant and scholarship opportunities.

    Evidence, Measures, and Standards



  • Instruction:

    The teachers have finely honed instructional skills. They can shift from one approach to another as the situation demands by carefully monitoring the effect of their teaching on student learning. They seamlessly incorporate ideas and concepts from other parts of the curriculum into their explanations and activities. Their questions probe student thinking and serve to extend understanding. They promote the emergence of self-directed learners.

    Where to look for evidence

    Observation of small groups student work; DOK questions; Math talks; Weekly work samples; Stride Assessments; NWEA targets; Incorporate word of the day

    Score

    Scoring guide

    Guide for Instruction

    • Plan a range of effective pedagogical approaches suitable to student learning of the content/skills taught and anticipate student misconceptions.
    • Effectively communicate with students.
      • Guide students to articulate the relevance of the objective(s) to learning.
      • Anticipate possible student misunderstanding.
      • Enable students to develop a conceptual understanding of content while making connections to their interests, knowledge, and experience.
      • Enable students to contribute to extending the content by explaining concepts to their classmates.
      • Build on students' language development and understanding of content.
      • Use vocabulary appropriately for students' ages and development. Students contribute to the correct use of academic vocabulary.
    • Use questioning and discussion as techniques to deepen student understanding and challenge.
      • Use a variety of low- and high-level, open-ended, and developmentally appropriate questions to challenge students cognitively, advance high level thinking and discourse, and promote metacognition.
      • Use techniques that enable students to engage each other in authentic discussions about content. And, enable students to formulate their own questions and respectfully challenge one another using viable arguments based on evidence.
      • Encourage student responsibility for ensuring all voices are heard in the discourse and that all students are listening and responding to questions and answers from their teacher and peers.
      • Require students to cite textual evidence to support/develop a claim.
    • Engage students in learning.
      • Scaffold instruction to ensure all students, including diverse learners and English Learners, access complex texts and engage in complex tasks.
      • Provide targeted supports to individual students or groups of students based on their identified needs.
      • Provide instruction designed to develop language domains for English learners.
    • Monitor the effect of teaching on student learning and integrate formative assessment into instruction.
      • Monitor progress and check for understanding for individual students.
      • Change instructional practice based on analysis of current data.
      • Use universally designed assessments that allow for multiple pathways for students to demonstrate understanding of the objective(s.
      • Also see Balanced Assessment.
    • Persist in adjusting instruction so individual student misunderstandings or advanced needs are successfully accommodated.
      • Intervene in a timely and effective way to help students who are struggling.
      • When formative assessments show a need for intervention or enrichment, make effective impromptu adjustments that individualize instruction.
      • Use progress monitoring data to trace effectiveness of interventions and student response to intervention.

    Evidence, Measures, and Standards



  • Multi-Tiered System of Support:

    The school is characterized by full implementation a system of academic and social emotional (SEL) supports for all students. Every day, in all classrooms, all teachers provide: Universal instruction in the core curriculum - academic & SEL (Tier 1) to all students; additional targeted academic and SEL supports (Tier 2) where needed; and deep and intense supports (Tier 3) based on individual and small group needs. The school also monitors On Track data (grades/GPA and attendance (ES), and course credits (HS)) to provide interventions/supports for students at risk for failure and/or truancy.

    Where to look for evidence

    Data review of 5 week assessment; Small groups for Differentiated Instruction; GEAR Up tutors; After school academic support; Personal Learning Plans, iRead for Tier 2 students, Check-in/Check-out for Tier 2 and Tier 3 students, 48.5% on Track % as Evidenced Week 25

    Score

    Scoring guide

    Guide for Multi-Tiered System of Support

    • TIER 1 - Persist in adjusting instruction so individual student misunderstandings or advanced needs are successfully accommodated. (3e)
      • Intervene in a timely and effective way to help students who are struggling.
      • When formative assessments show a need for intervention or enrichment, teachers make effective impromptu adjustments that individualize instruction for students.
      • Use progress monitoring data to trace effectiveness of interventions and student response to intervention.
    • TIER 1 - Customize the learning environment, pace, and approach of teaching and curriculum in order to meet each learners’ individual needs (‘Personalized Learning’).
      • Empower student to advance their learning.
      • Use up-to-date individual student profiles that include strengths, needs, motivations, and outlines an individualized path to reach his/her goals.
      • Classrooms are student-centered with student agency.
      • Each student has the opportunity to advance upon demonstrating mastery.
    • ON TRACK - Provide universal supports to prevent failing and absenteeism and targeted interventions for grades below “C” or chronic absenteeism. (On Track)
      • Identify students off track due to low attendance and poor course performance and provide intensive supports to address root causes of why students have low grades and poor attendance.
    • TIER 2 & 3 - Collaborate and work as teams of teachers and Related Service Providers (RSP) to plan and monitor targeted student support with varied instructional strategies and SEL support of varying degrees of intensity for all students.
      • Monitor students requiring and receiving targeted and intensive instruction/interventions.
      • Use the Problem Solving Process to plan Tier 2 and 3 instruction/interventions.
      • Determine appropriate interventions for students or groups of students not making adequate progress.
      • Use progress monitoring data to track effectiveness of interventions and student response to intervention.
    • TIER 2 & 3 – Implement Personal Learning Plans (PLP) goals and intervention strategies for students requiring school year supports as described in Elementary School Promotion Policy (Board Report 09-1028-PO2). 
      • Ensure implementation of these plans, review subsequent 5 week data, determine the effectiveness of the strategies and adjust plans as needed.
    • Communicate to parents/guardians the additional supports and/or interventions provided for their child to better align school and home environments.

    Evidence, Measures, and Standards



  • Balanced Assessment & Grading:

    A balanced assessment system effectively measures the depth and breadth of student learning and monitors student progress towards college and career readiness. It also produces actionable data to inform planning for instruction, academic supports, and resource allocation. To meet these goals, a balanced assessment system must include multiple measures and be responsive to the needs of all students, including diverse learners and English learners.

    Where to look for evidence

    Weekly teacher created assessments; Established gradebook categories and weights;school wide curriculum based assessments

    Score

    Scoring guide

    Guide for Balanced Assessment & Grading

    • Use multiple measures (i.e. a range of assessment types and at multiple points in time) to supplement district-centralized assessments with other formative assessments to provide a more comprehensive picture of student learning.
    • Use screening, diagnostic, and progress monitoring assessment to correctly identify specific gaps and monitor improvement, especially for students receiving Tier 2 and 3 services, in addition to Tier 1 core instruction. (also see MTSS and Instruction)
    • Make assessments accessible to students, including diverse learners and English Learners through employing features of universal design and use of accommodations and, where needed, modifications.
      • Provide accommodations in presentation (i.e. how assessment text and tasks are presented to students), response (i.e. how students provide their answers), and/or setting/timing (i.e. scheduling/location of assessment).
    • Utilize assessments that reflect the key shifts in literacy and mathematics in teacher created or selected assessments. (see Rigorous Student Tasks)
    • Utilize assessments that measure the development of academic language for English learners.
    • Have access to and analyze school-wide, teacher team, and classroom assessment data to determine instructional effectiveness and subsequent learning needs
    • Improve and promote assessment literacy.
      • Work together on building common assessments within a department, course, or grade level team.
      • Invest resources in helping teachers evaluate and improve the quality of formative assessments. For example, use the Assessment Design Toolkit.
      • Use common protocols and calibrate on scoring and grading in teacher teams.
      • Analyze quality and alignment of assessments and tasks to ensure they meet the expectations of the standards and embed various levels of complexity.
    • Have a grading system that clearly, accurately, consistently, and fairly communicates learning progress and achievement to students, families, postsecondary institutions, and prospective employers.
      • Ensure that students, families, teachers, counselors, advisors, and support specialists have the detailed information they need to make important decisions about a student’s education.
      • Measure, report, and document student progress and proficiency:
        • Against a set of clearly defined cross-curricular and content-area standards and learning objectives collaboratively developed with staff.
        • Separately from work habits, character traits, and behaviors, so that educators, counselors, advisors, and support specialists can accurately determine the difference between learning needs and behavioral or work-habit needs. academic mindsets and behaviors (CCSR).
      • Ensure consistency and fairness in the assessment of learning, and assignment of scores and proficiency levels against the same learning standards, across students, teachers, assessments, learning experiences, content areas, and time.
      • Ensure grades are not used as a form of punishment, control, or compliance.

    Evidence, Measures, and Standards



  • Culture for Learning:

    A culture for learning is characterized by a school atmosphere that reflects the educational importance of the work undertaken by both students and staff. It describes the norms that govern the interactions among individuals about the mindsets (e.g. ability/confidence to grow with effort), academic behaviors (e.g. attending classes, completing assignments), the learning strategies and skills, the value of perseverance despite challenges and obstacles, and the general tone of the school. The classroom is characterized by high cognitive energy, by a sense that what is happening there is important, and that it is essential to “get it right.” There are high expectations for all students. The classroom is a place where teachers and students value learning and hard work, and students take visible delight in accomplishing their work. Staff believe they can make a difference, that their hard work is the fundamental cause of student achievement, and are invested in student outcomes.

    Where to look for evidence

    At Shoop, homework is assigned every night. Students also receive work packets over winter, spring and summer break to make sure learning is continuously happening. Students are able to log into Stride, Mathletics and ThinkCerca on their own for extra supports at home. Students are aware of their NWEA Rit score and know what is needed to reach their goal. Teachers have completed goal-setting sheets for each student and have individual conferences to review the expectations regarding in class work, homework and testing. Teachers collaborate weekly with grade level team members and administrators on lesson planning and implementation. Work is displayed and updated monthly in classrooms and in the hallway. Staff members are involved in after school enrichment, sporting activities, and activities that help with teaching life skills.

    Score

    Scoring guide

    Guide for Culture for Learning

    • Create a culture that reflects a shared belief in the importance of learning and hard work.
      • Use strategies to reinforce and cultivate student curiosity.
      • Make learning goals relevant to students, and inspire students to stay committed to their learning goals.
      • Consistently communicate the expectation that all students can achieve at high levels.
      • Utilize strategies to encourage daily and timely attendance.
    • Convey high learning expectations for all students and develop structures that enable practice and perseverance for each individual student.
      • Clearly display school-wide expectations for academic and personal success throughout the building.
      • Set high expectations according to grade-appropriate learning objectives.
      • Differentiate expectations so all students stretch to not only meet but exceed personal learning goals.
      • Recognize high levels of student achievement. All students receive recognition.
      • Encourage student resilience and hard work.
      • Ensure students feel safe to share misunderstandings and struggles.
    • Encourage students to take ownership and pride in their work where students assume responsibility for high-quality work by persevering, initiating improvements, addressing critiques, making revisions, adding detail and/or helping peers.
      • Students self-assess (e.g. checking own work before giving to teacher) to develop a reflective habit of mind essential for improvement. This ensures students take responsibility for their own learning, focuses attention on criteria for success, and increases effort and persistence.
    • Provide students frequent, informative feedback.
      • Tell/show students what they have done well (through positive reinforcement) and what they need to do to improve, including clarifying criteria and goals.
      • Give feedback on the task, the processes used to complete the task, and on the student’s ability to self-regulate their own learning.
    • Develop academic mindsets and behaviors.
      • Teach a growth mindset that over time with effort and practice, students can learn and succeed.
      • Encourage students’ sense of belonging to the school and classroom community (see Relational Trust).
      • Employ strategies including ongoing monitoring and support of students’ academic behaviors.
      • Praise effort and process. For example, “Good job, that must have taken a lot of effort” instead of, “Good job. You must be really smart.”

    Evidence, Measures, and Standards



  • Relational Trust:

    The school is characterized by high levels of relational trust between all school participants - the “glue” or the essential element that coordinates and supports the processes essential to effective school improvement. Interactions, both between the teacher and students and among students, are highly respectful, reflecting genuine warmth and caring. Students contribute to high levels of civility. Interactions are sensitive to students as individuals, appropriate to the ages and development of individual students, and to the context of the class. The net result of interactions is that of academic and personal connections among students and adults.

    Where to look for evidence

    Teachers are aware that trust has to be established before learning is to occur. Shoop students are aware that we are always to be respectful, responsible and ready at all times. This is displayed in hallways and always announced during morning and afternoon announcements. To help students grow academically and emotionally, any staff that can contribute to help the student; will do so without hesitation.

    Score

    Scoring guide

    Guide for Relational Trust

    • Develop trusting relationships with students so each student has at least one trusted adult in the school.
      • Adults are responsible for occasional check-ins or serve as mentors.
    • Adult-student interactions are positive, caring, and respectful.
      • Ensure a greater proportion of interactions are positive (as opposed to corrective) between staff and student consistently school-wide.
    • Student interactions are mutually supportive and respectful, with strong norms for positive behavior.
      • Create opportunities for students to build positive relationships with peers.
      • Create opportunities for older students to mentor younger students.
    • Understand diversity and its impact on student learning; recognize and integrate the learning opportunities that come from a diverse community.
      • Create opportunities for students to learn about the community they serve (e.g. culture and neighborhoods).
      • Have mutual respect for individual differences (e.g. gender, race, culture, etc.) at all levels of the school—student-student; adult-student; adult-adult and overall norms for tolerance.
      • Provide training to engage diverse families and communities.
    • Support and respect one another, personally and professionally (Teacher-Teacher Trust, Teacher-Principal Trust)
      • Respect other teachers who take the lead in school improvement efforts.
      • Respect colleagues who are experts at their craft.
      • Exchanges are marked by genuinely listening to what each person has to say and by taking these views into account in subsequent actions. Even when people disagree, individuals can still feel valued if others respect their opinions.
      • Personal regard springs from a collective willingness to extend beyond the formal requirements of a job definition or a union contract (e.g. openness or reaching out to others).
    • Utilize relationships as a means of deterring truant behavior brought on by unspoken hurdles a child may be facing.

    Evidence, Measures, and Standards



  • Student Voice, Engagement, & Civic Life:

    Students are interested and engaged in learning, invested in their school, and contributing to their community. The school provides early and ongoing exposure to a wide range of extracurricular activities and rigorous courses and programming.

    Where to look for evidence

    John D. Shoop begins educating their students from Pre-K through 8th grade. The administrators here at Shoop understand that after schooling is vital and have implemented a vast variety of programs to interest any student. Shoop has built a partnership with the Boys and Girls Club and Arnett Chapel to help bridge the gap between the school and community.

    Score

    Scoring guide

    Guide for Student Voice, Engagement, & Civic Life

    Students…

    • Have equitable access to a wide range of extracurricular and enrichment opportunities that build leadership, nurture talents and interests, and increase attendance and engagement with the school.
      • Student needs, interest, and input are solicited for student programming.
      • Impact and quality of extracurricular and enrichment activities are measured regularly.
    • Have equitable access to rigorous courses/programming (e.g. AP, IB, magnet, dual credit, CTE).
      • Student needs, interest, and input are solicited for student programming.
    • Have a choice.
      • Respectful student questioning and inquiry is embraced. Students choose issues of concern, research topics relevant to their lives, and develop their own plans to address them.
      • Learning activities are personalized to match students’ needs and interests, and students are involved in decisions that affect their learning.
    • Have a voice and take informed action.
      • Students are included in key conversations about their learning experience and work with the principal and staff to identify issues and implement solutions. (e.g. student voice committee).
      • Students initiate and lead some school improvement initiatives.
      • Students participate in democratic decision-making at the school level.
      • Students identify and research issues of relevance and work together to propose/advocate for solutions.
    • Connect to decision-makers.
      • Students learn about the structures and roles of government and civil society. They learn how to engage with elected officials and decision makers, and learn they have power and practice using it.
      • Students learn about issues and candidates, prepare voter education materials and get involved. 
      • All eligible students are asked to register to vote.
    • Make positive contributions to the school and community.
      • Civic engagement is the project of entire school. Teachers and school staff collaborate across disciplines and grade levels to align and embed civic skills and content in curriculum.
      • Curriculum based projects, including service learning experiences, are present in various disciplines, and link students to community resources and partners.
      • Incorporate writing for audience beyond the teacher (presentation based learning).
    • Learn to evaluate and consider multiple viewpoints by discussing current and controversial topics.
    • Consider how people in a democratic society effect change.
    • Consider their roles and responsibilities as a member of the community.
    • In high school, students are enrolled in Civics courses.

    Evidence, Measures, and Standards



  • Safety & Order:

    The school is characterized by high levels of safety and order. Students feel physically and emotionally safe from harm, and adults work to actively maintain a safe, orderly school environment.

    Where to look for evidence

    Based on the recent poll that was given to the students, overwhelmingly, the results showed that students felt safe while attending Shoop. We are a bully free school and students are aware that there is an adult they can always turn to if they feel that they are in danger or having other personal issues. Shoop has established a system for students navigating the hallways to make sure all students are accounted for and aware of the expectations. Adults are visible not only in the class but outside the classroom during passing periods, before and after school.

    Score

    Scoring guide

    Guide for Safety & Order

    • Ensure students and adults feel physically, socially, intellectually, and emotionally safe throughout the school.
    • Provide clear procedures for reporting and responding to safety concerns.
    • Manage efficient and orderly transitions between activities.
      • Manage classroom routines and procedures to maximize instructional time.
      • Orchestrate the environment so students contribute to the management of classroom routines (e.g. transitions) without disruption of learning).
      • Arrival, dismissal, and other school-wide transitions are safe, efficient, and orderly.
    • Provide a framework for positive behavior throughout the school based on shared values and expectations.
      • Have shared expectations for positive behavior. (See Restorative Approaches to Discipline)
    • Teach, model, and reinforce (by all staff members) clear behavior expectations for all areas of the school.
      • All adults use active supervision (move, scan, and interact) in all settings.
    • Emphasize proactive, instructive, and restorative approaches to student behavior and minimize punitive consequences through policies and procedures. (See Restorative Approaches to Discipline)
      • Adults correct misbehavior in ways that reinforce established expectations and cause minimal disruption to learning.
    • Clarify criteria for office referrals versus classroom managed behavior.

    Evidence, Measures, and Standards



  • Restorative Approaches to Discipline:

    The school is characterized by having and implementing policies and procedures that emphasize proactive, instructive, and restorative approaches minimizing punitive consequences. Discipline practices primarily focus on shaping behavior as opposed to punishing behavior. The school only uses out-of-school suspension as a last resort and utilizes a systems-change approach to bring about a more restorative culture. The school is also characterized by strong and consistent school and classroom climates. The school reinforces positive behaviors and responds to misbehaviors in calm, respectful, and thoughtful ways, teaching students important social and emotional skills that enable them to get along with others, make responsible decisions, and focus on learning.  When misbehavior occurs, the school seeks to understand the underlying reasons (root cause) in order to design a response that effectively changes student behavior using a menu of instructive, corrective and restorative responses.

    Where to look for evidence

    Since 2012-2013 school year, we have reduced our out of school suspensions from 42 to 1 as of March 28, 2016. This is attributed to implementing second step in the classrooms and having a school wide PBIS point system being implemented by all classroom teachers. Out of school is a last resort for Shoop. Students are rewarded with various activities for meeting their quarterly points. Students have participated in a carnival, after school dance, and hallway parties to name a few. Positive reinforcement is displayed throughout the hallways and apart of the daily discussions.

    Score

    Scoring guide

    Guide for Restorative Approaches to Discipline

    • PROACTIVE - Reinforce positive student behavior with clear expectations, routines, and procedures.
      • A team meets regularly to organize systems that support a restorative environment.
      • Post and refer to clear, positively stated expectations and model expected behaviors.
      • Create routines and procedures central to the learning environment.
      • Engage families as partners.
      • Contact families frequently to inform them of positive student behavior and progress.
      • Vary acknowledgements and provide both short and long term opportunities for reinforcement for all students.
    • INSTRUCTIVE - Integrate universal SEL skills instruction and core content.
      • Intentionally teach competencies outlined in SEL Standards. Use discipline as opportunity to teach these skills.
      • Use a Multi-tiered System of Supports (MTSS) for social, emotional, and behavioral growth.
        • Use data to determine which behaviors should be retaught or more heavily reinforced.
      • Explicitly teach expected behavior and positively reinforce consistently school-wide.
      • Avoid power struggles with students by offering choices. Redirect students privately and respectfully.
    • RESTORATIVE - Employ a continuum of responses to behavior to effectively change student behavior.
      • Ensure classroom instruction continues when problem behavior occurs.
      • Prefer responses that do not remove students from regular instructional setting or after school activities.
      • Respond to behavior to address the cause, reteach expectations, build social emotional skills, and repair relationships with staff or peers.
      • Designate an administrator, such as a dean or restorative practices coordinator, responsible for leading centrally-managed response to behaviors using consistent, restorative procedures.
      • Support teachers to engage in restorative conversations or respond to behavior incidents.
      • Provide opportunities for students to take responsibility for repairing harm caused by their actions.
      • Assign detention and ISS only for students who have a pattern of misbehavior and have not responded to non-exclusionary interventions, or when separation is a logical response to the behavior.
        • Include specific interventions to address social and emotional skill development, communicate with teachers to repair relationships, maintain classroom work, and connect to behavioral intervention services as necessary.
        • Establish a clear procedure for obtaining assignments from teachers to mitigate the impact of lost instruction for students assigned to ISS.
        • Designate space and consistent staff to support implementation of ISS.
      • (Optional) Develop a Behavioral Health Team to coordinate appropriate behavioral interventions.

    Evidence, Measures, and Standards



  • Parent Partnership:

    The school develops strong parent partnerships characterized by involving parents in the instructional program, messaging expectations, fostering a better connection between the school and home, and inspiring participation and high levels of collaboration with families. The school provides opportunities for families to volunteer, build its parent community, and support the school's operations through activities including but not limited to participation on parent councils (e.g. PACs, BACs and PLNs). There are high levels of communication between schools and families is mutual and two-way. Families have a way to voice concerns and schools address and respond to input.

    Where to look for evidence

    Monthly grade level and principal newsletters are sent home to parents to keep them updated on what is going on in the school and in their child’s classroom. During events hosted by Shoop , fliers are sent home and calls are made so the parents stay updated with the activities for their family or student to attend. Parents are able to come to the school at any time to sit in on a lesson or speak to the teacher. Parents are also able to voice their concerns in a yearly survey that is sent to them.

    Score

    Scoring guide

    Guide for Parent Partnership

    • Establish a non-threatening, welcoming environment that is warm, inviting, and helpful.
    • Provide frequent, high quality, well publicized opportunities for families and community to participate in authentic and engaging activities in the school community (e.g. student performances/ exhibitions, literacy or math events).
    • Provide multiple opportunities for parents to ask questions, raise concerns, and give feedback.
      • Respond to families’ concerns and requests for information professionally and in a timely manner, providing resources and solutions to address the concerns.
    • Solicit the support and engagement of families as partners in the instructional program (e.g. volunteering, working at home with their child, involvement in class and school projects in and out of school, and parent workshops).
      • Host events for parents to share with other parents how home and school complement each other.
      • Share best practices around learning and development with parents to support students at home.
      • Inform parents of grade level standards and expectations and grading policies with a clear description of what meeting the standard looks like.
      • Inform parents of attendance expectations and the impact of attendance on a student’s trajectory.
      • Assist parents to volunteer in the school and/or participate on teams/committees.
      • Promote the use of Parent Portal and Parent University to connect and engage parents with school.
    • Frequently communicate with families about class and individual activities and individual student’s progress.
      • Regularly inform parents of their child’s progress across all relevant measures: attendance, discipline, academics, social-emotional learning, and health and wellness.
      • Send regular, positive, personalized communication from a staff member.
      • Use a variety of consistent communication methods (e.g. calls, text, newsletter, website, face to face) sensitive to cultural norms and needs.
    • Conduct intensive outreach to families in need of specialized support through home visits and collaboration with social services agencies.
      • School responses to student excessive absences and/or tardiness includes outreach to families.
    • Provide proactive communication (e.g. parent handbook and resources).
    • Partner equitably with parents speaking languages other than English.
      • Information is provided to parents in their native language.
      • Parent meetings scheduled with interpreters present to facilitate participation.

    Evidence, Measures, and Standards



Score

Framework dimension and category

Area of focus = Not of focus

2
Expectations for depth & breadth of Quality Teaching: Multi-Tiered System of Support
3
Culture of & Structure for Continuous Improvement: Aligned Resources
3
Culture of & Structure for Continuous Improvement: Leadership & Collective Responsibility
3
Culture of & Structure for Continuous Improvement: Professional Learning
3
Expectations for depth & breadth of Quality Teaching: Balanced Assessment & Grading
3
Expectations for depth & breadth of Quality Teaching: Instruction
3
Expectations for depth & breadth of Student Learning: Curriculum
3
Expectations for depth & breadth of Student Learning: Instructional Materials
3
Expectations for depth & breadth of Student Learning: Rigorous Student Tasks
3
Expectations for depth & breadth of Student Learning: Transitions, College & Career Access & Persistence
3
Expectations for Quality & Character of School Life: Parent Partnership
3
Expectations for Quality & Character of School Life: Relational Trust
3
Expectations for Quality & Character of School Life: Restorative Approaches to Discipline
3
Expectations for Quality & Character of School Life: Safety & Order
3
Expectations for Quality & Character of School Life: Student Voice, Engagement, & Civic Life
4
Culture of & Structure for Continuous Improvement: Instructional Leadership Team
4
Expectations for Quality & Character of School Life: Culture for Learning
2014-2015 Actual
2015-2016 Actual
2015-2016 SQRP Goal
2016-2017 SQRP Goal
2017-2018 SQRP Goal
National School Growth Percentile - Reading
45.00
60.00
70.00
National School Growth Percentile - Math
95.00
90.00
95.00
% of Students Meeting/Exceeding National Ave Growth Norms
65.90
70.00
African-American Growth Percentile - Reading
43.00
55.00
70.00
Hispanic Growth Percentile - Reading
0.00
English Learner Growth Percentile - Reading
0.00
Diverse Learner Growth Percentile - Reading
1.00
18.00
50.00
African-American Growth Percentile - Math
94.00
89.00
95.00
Hispanic Growth Percentile - Math
0.00
English Learner Growth Percentile - Math
0.00
Diverse Learner Growth Percentile - Math
88.00
56.00
90.00
National School Attainment Percentile - Reading (Grades 3-8)
10.00
23.00
50.00
National School Attainment Percentile - Math (Grades 3-8)
40.00
56.00
70.00
National School Attainment Percentile - Reading (Grade 2)
45.00
67.00
60.00
National School Attainment Percentile - Math (Grade 2)
39.00
93.00
65.00
% of Students Making Sufficient Annual Progress on ACCESS
0.00
Average Daily Attendance Rate
95.20
95.50
96.00
96.00
My Voice, My School 5 Essentials Survey
Well Organized

Custom metrics 2 of 2 complete

2014-2015 Actual
2015-2016 Actual
2015-2016 SQRP Goal
2016-2017 SQRP Goal
2017-2018 SQRP Goal
Project-Based Learning Activity (Semester)
The ILT determined that student exposure to authentic assessments and real-world connections would better prepare them for college and career. For the 2015-2016 school year, one project was required every quarter. As a result, students will achieve 70% in Reading and 72% in Mathematics.
0.00
1.00
2.00
4.00
Selective Enrollment
As a result of increased %'s on NWEA, increased student attendance, and a decrease in behavior infractions the percentage of students eligible for the selective enrollment test will increase.
20.00
35.00
50.00
75.00

Tags:
Excellence, Collective

Area(s) of focus:
3

Action step

Responsible

Timeframe

Status

Provide opportunities for collaboration between teachers and principals and provide feedback for continuous improvement.
Administration
ILT
Aug 29, 2016 to
Jun 30, 2018
On-Track

Foster collaboration among grade band teachers in and out of the classroom.
Teachers
Aug 29, 2016 to
Jun 30, 2018
On-Track

Build the capacity of teacher teams based on professional development needs and school-wide goals and priorities.
ILT
Administration
Aug 29, 2016 to
Jun 30, 2018
On-Track

Teacher capacity

Initiate contact with all parents within the first two weeks of school in order to establish clear expectations academically and behaviorally.
Classroom Teachers
Aug 29, 2016 to
Jun 29, 2018
On-Track

Parent partnerships

Provide peer coaching for teachers that need additional instructional support.
Grade Level Leads, Reading Lead, Math Lead, Science Lead
Aug 28, 2017 to
Jun 22, 2018
On-Track

select
Behind

Tags:
Face

Area(s) of focus:
4

Action step

Responsible

Timeframe

Status

Plan bi-monthly events like Family Literacy Night, Family Math Night, Technology Night, etc.
Committee Chairs
Aug 29, 2016 to
Jun 30, 2018
On-Track

Literacy, Face, Mathematics

Organize quarterly honors assemblies, recognizing students with outstanding academic achievement, behavior, and/or attendance.
School Program Committee
Aug 29, 2016 to
Jun 30, 2018
On-Track

Assemblies

Solicit parent participation in student goal setting which will enable them to play an active role and understand grade level expectations for district and state assessments.
Classroom Teachers
Aug 29, 2016 to
Jun 30, 2018
On-Track

Administer parents surveys around workshops and resources needed to support the academic or behavioral needs of their students.
Administration and Technology Coordinator
Aug 29, 2016 to
Jun 30, 2018
On-Track

Utilize the school website, phone blasts, monthly newsletters, and parent list serve to keep parents informed and bridge the communication gap.
All
Aug 29, 2016 to
Jun 30, 2018
On-Track

Support monthly FACE activities at Corliss High School
PAC Chairman
Aug 29, 2016 to
Jun 30, 2018
On-Track

Tags:
MTSS

Area(s) of focus:
2

Action step

Responsible

Timeframe

Status

Implement school-wide SEL curriculum (Second Step).
All Teachers in Grades PreK-3, Science Teachers in Grades 4-8
Aug 29, 2016 to
Jun 30, 2018
On-Track

SEL

Use student infraction data, signs of depression, trauma, attendance, staff knowledge/anecdotal and discipline referrals in order to provide the necessary supports, resources,and professional development to students and staff.
Dean of Culture and Climate
SEL Lead
ILT
Aug 29, 2016 to
Jun 30, 2018
On-Track

Utilize a point system school-wide aligned to the core values identified in PBIS to recognize students who meet and/or exceed the expectations.
All Staff
Aug 29, 2016 to
Jun 30, 2018
On-Track

Recognize a Student of the Month and class of the month in grades PreK-8 based on school-wide expectations with a picture on the hall display.
Classroom Teachers
Technology Coordinator
Aug 29, 2016 to
Jun 30, 2018
On-Track

Continue partnerships with community organizations to further support Tier 2 and Tier 3 students (i.e. Communities in Chicago Schools, Arnett Chapel).
Administration and Measuring success and progress can be done through the new Behavioral Health Team
Aug 29, 2016 to
Jun 30, 2018
On-Track

Use restorative practices in all areas (classes, hallways, lunch, recess, etc.) to reduce/eliminate discipline referrals.
Dean of Culture and Climate, SEL Team
Aug 29, 2016 to
Jun 30, 2018
On-Track

Create a Peace Room where students are able to resolve conflicts before incidents occur
Administration and SEL Team
Aug 21, 2017 to
Jun 30, 2018
On-Track

Tags:
Ccss

Area(s) of focus:
1

Action step

Responsible

Timeframe

Status

Provide Professional Development on the blended learning model quarterly.
Administrative Team
Technology Coordinator
select
On-Track

Professional development

Implement the Literacy Learning Priorities aligned with the Common Core Standards.
Classroom Teachers
Aug 29, 2016 to
Jun 30, 2018
On-Track

Radner

Utilize CPS' High Quality Literacy Instruction Handbook and its rubric to support instruction and provided feedback.
Grade Level Chairperson's and Administration
Aug 29, 2016 to
Jun 30, 2018
Postponed

Literacy

Implement early Literacy programs including sight word development, Haggerty, and the Sing, Spell, Read, and Write programs. Balanced Literacy.
All Primary Teachers
Aug 29, 2016 to
Jun 30, 2018
On-Track

Primary

Incorporate math talks daily to build numeracy skills and math fluency.
All Math Teachers
Aug 29, 2016 to
Jun 30, 2018
On-Track

Math talks

Implement math units derived from the scope and sequence that are aligned to the CCSS and Standards of Mathematical Practice.
All Math Teachers
Aug 29, 2016 to
Jun 30, 2018
On-Track

Scope and sequence

Analyze data from NWEA and STRIDE to monitor student progress every five weeks in both Literacy and Mathematics in order to provide enrichment and interventions.
All
Aug 29, 2016 to
Jun 30, 2018
On-Track

Blended learning

Emphasize vocabulary development across the curriculum.
All
Aug 29, 2016 to
Jun 30, 2018
On-Track

Utilize the NWEA Learning Continuum in both reading and mathematics to implement small group instruction.
All
Aug 29, 2016 to
Jun 30, 2018
On-Track

Utilize CPS' TRU Math Instruction Handbook and its rubric to support instruction and provided feedback.
Grade Level Chairperson's and Administration
Aug 29, 2016 to
Jun 30, 2018
On-Track

Utilize the EQUIP rubric to support instruction and provide feedback.
ILT and Administration
Aug 29, 2016 to
Jun 30, 2018
On-Track

On-Track

Provide opportunities for collaboration between teachers and principals and provide feedback for continuous improvement."

Aug 29, 2016 to Jun 30, 2018 - Administration ILT

Status history

On-Track

Mar 07, 2018

Evidence
ILT Meetings bi-weekly minutes Grade Level Meetings weekly agenda and Staff Meetings 100% attendance
Problem
Root Cause
Next steps
On-Track

Foster collaboration among grade band teachers in and out of the classroom."

Aug 29, 2016 to Jun 30, 2018 - Teachers

Status history

On-Track

Mar 07, 2018

Evidence
Grade Level Meeting weekly agenda, Curriculum and Lesson Modifications
Problem
Root Cause
Next steps
On-Track

Build the capacity of teacher teams based on professional development needs and school-wide goals and priorities."

Aug 29, 2016 to Jun 30, 2018 - ILT Administration

Status history

On-Track

Mar 07, 2018

Evidence
Increased Student Performance of 80% on progress monitoring assessmeents
Problem
Root Cause
Next steps
On-Track

Initiate contact with all parents within the first two weeks of school in order to establish clear expectations academically and behaviorally."

Aug 29, 2016 to Jun 29, 2018 - Classroom Teachers

Status history

On-Track

Mar 07, 2018

Evidence
Parent Contact Logs, Parent Teacher Conferences, Open House, Orientation, Monthly Newsletters
Problem
Root Cause
Next steps
On-Track

Provide peer coaching for teachers that need additional instructional support."

Aug 28, 2017 to Jun 22, 2018 - Grade Level Leads, Reading Lead, Math Lead, Science Lead

Status history

On-Track

Mar 07, 2018

Evidence
Collaboration Logs, peer observations schedule
Problem
Root Cause
Next steps
Behind

"

-

Status history

Behind

Mar 07, 2018

Evidence
Problem
Root Cause
Next steps
On-Track

Plan bi-monthly events like Family Literacy Night, Family Math Night, Technology Night, etc."

Aug 29, 2016 to Jun 30, 2018 - Committee Chairs

Status history

On-Track

Mar 07, 2018

Evidence
Sign-in Sheets, artifacts
Problem
Root Cause
Next steps
On-Track

Organize quarterly honors assemblies, recognizing students with outstanding academic achievement, behavior, and/or attendance."

Aug 29, 2016 to Jun 30, 2018 - School Program Committee

Status history

On-Track

Mar 07, 2018

Evidence
Assembly Programs
Problem
Root Cause
Next steps
On-Track

Solicit parent participation in student goal setting which will enable them to play an active role and understand grade level expectations for district and state assessments."

Aug 29, 2016 to Jun 30, 2018 - Classroom Teachers

Status history

On-Track

Mar 07, 2018

Evidence
Goal Setting Conference Documentation
Problem
Root Cause
Next steps
On-Track

Administer parents surveys around workshops and resources needed to support the academic or behavioral needs of their students."

Aug 29, 2016 to Jun 30, 2018 - Administration and Technology Coordinator

Status history

On-Track

Mar 07, 2018

Evidence
Two Surveys administered with Results PAC Activities Monthly
Problem
Root Cause
Next steps
On-Track

Utilize the school website, phone blasts, monthly newsletters, and parent list serve to keep parents informed and bridge the communication gap."

Aug 29, 2016 to Jun 30, 2018 - All

Status history

On-Track

Mar 07, 2018

Evidence
Parent Feedback Increased Participation by 20%
Problem
Root Cause
Next steps
On-Track

Support monthly FACE activities at Corliss High School"

Aug 29, 2016 to Jun 30, 2018 - PAC Chairman

Status history

On-Track

Mar 07, 2018

Evidence
Problem
Root Cause
Next steps
On-Track

Implement school-wide SEL curriculum (Second Step)."

Aug 29, 2016 to Jun 30, 2018 - All Teachers in Grades PreK-3, Science Teachers in Grades 4-8

Status history

On-Track

Mar 07, 2018

Evidence
VERIFY, adminstration observations
Problem
Root Cause
Next steps
On-Track

Use student infraction data, signs of depression, trauma, attendance, staff knowledge/anecdotal and discipline referrals in order to provide the necessary supports, resources,and professional development to students and staff."

Aug 29, 2016 to Jun 30, 2018 - Dean of Culture and Climate SEL Lead ILT

Status history

On-Track

Mar 07, 2018

Evidence
VERIFY 10% reduction in student infractions
Problem
Root Cause
Next steps
On-Track

Utilize a point system school-wide aligned to the core values identified in PBIS to recognize students who meet and/or exceed the expectations."

Aug 29, 2016 to Jun 30, 2018 - All Staff

Status history

On-Track

Mar 07, 2018

Evidence
Classroom PBIS Logs and PBIS Posters at 100%
Problem
Root Cause
Next steps
On-Track

Recognize a Student of the Month and class of the month in grades PreK-8 based on school-wide expectations with a picture on the hall display."

Aug 29, 2016 to Jun 30, 2018 - Classroom Teachers Technology Coordinator

Status history

On-Track

Mar 07, 2018

Evidence
Hall Display updated monthly
Problem
Root Cause
Next steps
On-Track

Continue partnerships with community organizations to further support Tier 2 and Tier 3 students (i.e. Communities in Chicago Schools, Arnett Chapel)."

Aug 29, 2016 to Jun 30, 2018 - Administration and Measuring success and progress can be done through the new Behavioral Health Team

Status history

On-Track

Mar 07, 2018

Evidence
Partner schedule, partner meeting agenda and minutes
Problem
Root Cause
Next steps
On-Track

Use restorative practices in all areas (classes, hallways, lunch, recess, etc.) to reduce/eliminate discipline referrals."

Aug 29, 2016 to Jun 30, 2018 - Dean of Culture and Climate, SEL Team

Status history

On-Track

Mar 07, 2018

Evidence
VERIFY 10% Reduction in Student Infractions
Problem
Root Cause
Next steps
On-Track

Create a Peace Room where students are able to resolve conflicts before incidents occur"

Aug 21, 2017 to Jun 30, 2018 - Administration and SEL Team

Status history

On-Track

Mar 07, 2018

Evidence
VERIFY, Observation
Problem
Root Cause
Next steps
On-Track

Provide Professional Development on the blended learning model quarterly."

- Administrative Team Technology Coordinator

Status history

On-Track

Mar 07, 2018

Evidence
Usage Reports above target usage Teacher Observations on schedule
Problem
Root Cause
Next steps
On-Track

Implement the Literacy Learning Priorities aligned with the Common Core Standards."

Aug 29, 2016 to Jun 30, 2018 - Classroom Teachers

Status history

On-Track

Mar 07, 2018

Evidence
Lesson Plans weekly Unit Plans Anchor Charts
Problem
Root Cause
Next steps
Postponed

Utilize CPS' High Quality Literacy Instruction Handbook and its rubric to support instruction and provided feedback."

Aug 29, 2016 to Jun 30, 2018 - Grade Level Chairperson's and Administration

Status history

Postponed

Mar 07, 2018

Evidence
Problem
Classroom Observations and feedback tool. Rubrics
Root Cause
Next steps
On-Track

Implement early Literacy programs including sight word development, Haggerty, and the Sing, Spell, Read, and Write programs. Balanced Literacy."

Aug 29, 2016 to Jun 30, 2018 - All Primary Teachers

Status history

On-Track

Mar 07, 2018

Evidence
Progress Monitoring Teacher Lesson Plans
Problem
Root Cause
Next steps
On-Track

Incorporate math talks daily to build numeracy skills and math fluency."

Aug 29, 2016 to Jun 30, 2018 - All Math Teachers

Status history

On-Track

Mar 07, 2018

Evidence
Classroom Observations with feedback tool. Lesson Plans Student Artifacts
Problem
Root Cause
Next steps
On-Track

Implement math units derived from the scope and sequence that are aligned to the CCSS and Standards of Mathematical Practice."

Aug 29, 2016 to Jun 30, 2018 - All Math Teachers

Status history

On-Track

Mar 07, 2018

Evidence
Lesson Plans Interim Assessments attainment over 80%
Problem
Root Cause
Next steps
On-Track

Analyze data from NWEA and STRIDE to monitor student progress every five weeks in both Literacy and Mathematics in order to provide enrichment and interventions."

Aug 29, 2016 to Jun 30, 2018 - All

Status history

On-Track

Mar 07, 2018

Evidence
Data Analysis Protocol with action items
Problem
Root Cause
Next steps
On-Track

Emphasize vocabulary development across the curriculum."

Aug 29, 2016 to Jun 30, 2018 - All

Status history

On-Track

Mar 07, 2018

Evidence
Anchor Charts, Student Artifacts, and Curriculum Maps
Problem
Root Cause
Next steps
On-Track

Utilize the NWEA Learning Continuum in both reading and mathematics to implement small group instruction."

Aug 29, 2016 to Jun 30, 2018 - All

Status history

On-Track

Mar 07, 2018

Evidence
Differentiated Lesson Plans, Classroom Observations, Student Artifacts
Problem
Root Cause
Next steps
On-Track

Utilize CPS' TRU Math Instruction Handbook and its rubric to support instruction and provided feedback."

Aug 29, 2016 to Jun 30, 2018 - Grade Level Chairperson's and Administration

Status history

On-Track

Mar 07, 2018

Evidence
Classroom Observations and Rubrics
Problem
Root Cause
Next steps
On-Track

Utilize the EQUIP rubric to support instruction and provide feedback."

Aug 29, 2016 to Jun 30, 2018 - ILT and Administration

Status history

On-Track

Mar 07, 2018

Evidence
Problem
Root Cause
Next steps

Supplemental General State Aid(SGSA)

By checking the above box, the school is verifying that the attendance center complies with the statement regarding the use of SGSA funds:

  1. The attendance center allocation is correctly based on the number of students eligible to receive free and reduced lunch and breakfast.
  2. The attendance center has an approced plan, developed in consultation with teachers, administrators, and other appropriate personnel, and parents of thes tudents attending the attendance center.
  3. The attendance center's plan is approved by the LSC and CPS.
  4. SGSA funded activities fall within the allowable program categories: early childhood education, reduced class size, enrichment programs, remedial assistance, attendance improvement, and other educationally beneficial expenditures which supplement the regular programs as determined by the illinois state board of education.
  5. SGSA Funds supplement and do not suppland non-categorical and other categorical funds allocated to the attendance center.
  6. SGSA funds are supporting only those activities specified in the school's approved plan/amendment.
  7. SGSA funds are not used for capital expenditures. 8. SGSA funds are not used for any political or lobbying activities by the attendance center.

NCLB Program

(Not available to schools receiving NCLB funds for the first time) [Title 1/SW].

The school annually reviews the schoolwide plan/program. The schoolwide program plan is available to CPS, parents, and the public, and the information in the plan is in an understandable and uniform format, and to the extent practicable in a language the parents can understand.

Title I funded staff participate in the school's general professional development and school planning activities. Title I funded staff assume limited duties that are assigned to similar personnel including duties beyond the classroom, or that do not benefit Title I students, as long as the amount of time spent on such duties is the same proportion of the total work time with respect to similar staff.

NCLB Schoolwide Program

Shoop’s needs assessment for the 2016-2017 school year comprises of the following acts: 1) Assessment of End of Year Data (NWEA MAP and Stride Academy) 2) Learning Community Survey (including MVMS) 3) FY17 Funding and 4) CPS - Dash Board Review
For school year 2016-2017, the following strategies will be implemented to promote academic growth and ensure students are college and/or career ready: 1) Provide MTSS services during and after school hours 2) Integrate technology into daily lessons to reinforce quality instruction 3) Provide enrichment support and 4) Maintain teacher accountability through REACH
The following strategies will be implemented to strengthen core academic programs: 1) Leverage learning opportunities through the use of technology 2) Provide professional development on aligning assessments and tasks with the learning objective, and grouping strategies 3) Develop a master schedule that meets the needs of diverse learners and maximizes instructional time.
For at risk students, the following strategies are implemented to support students: 1) Weekly group counseling by Shoop’s school counselor for student with a PDP and referrals. 2) Leverage partnerships for SEL program and with Gear Up to promote college and career readiness 3) Blend traditional learning and technology to provide academic intervention and growth opportunities 4) Fund incentive programs to recognize students for performance achievement, perfect attendance and positive behavior
As vacancies occur, we initiate and solicit potential candidates through Taleo. We will review credentials of candidates and perform interviews. The interview team will make recommendations and we will offer a position. All teachers new to Shoop will receive an orientation and be assigned a staff mentor to help them understand school climate and expectations.
Based on EOY data, REACH results and teacher/staff survey, we will develop a comprehensive Professional Development Program that meets the identified needs. We will leverage district PD, Network 13 PD, and in-house talent as our first sources for Professional learning. We will reach out to partners and vendors to fill any gaps in our development program for staff including parent workers.
The following activities have been planned to increase parental involvement: 1) Open House (Annually) 2) Literacy/Math Nights 3) Family-School Parent Nights 4) Collaborate with PAC to provide beneficial programs that interest parents 5) "State" of the School Address 5) Add email client list to our communication strategies that include monthly principal and teacher newsletters, robocalls, and website.
We will use “The Creative Curriculum for Preschool Getting Ready for Kindergarten.” The guide promotes SEL and topics relevant to students’ lives to help them transition socially. The guide also outlines the core subjects and technology detailing what and when to teach. This aligns with the Pre-K Gold Curriculum. Parent orientation is included in the transition plan.
Shoop’s Instructional Leadership Team has the charge of analyzing student assessment data, ensuring to identify growth targets, root causes for academic challenges and action items for improvement. The ILT represents all grade bands and includes core subject representation and diverse learner representation. The PPLC provides input and teacher feedback regarding implementation concerns.
Students who experience difficulty mastering the proficient or advanced levels of academic achievement standards, the following strategies are implemented: 1) Progress monitoring using interim assessments and teacher tasks 2) Extended learning opportunities after school 3) Use of partners to provide in school tutoring 4) Peer tutoring 5) Incentive program
The coordination and compliance of all federal, state, and local programs are the responsibility of Shoop’s Administration. The counselor will continue to coordinate our partner programs that provide services and opportunities to our students. We will continue our partnership with 2nd Step and the University of Illinois for SEL. Our goal is to ensure we coordinate with CPS Departments and local external partnerships, that we remain compliant.

NCLB Targeted Assistance Program

  1. Eligible children have been identified by the school as failing, or most at risk of failing to meet the state's students academic achievement standards on the basis of multiple, educationally related, objective criteria.
  2. Children from pre-school through grade two have been selected solely on the basis of such criteria as teacher judgment, parent interviews, and developmentally appropriate measures.

Parent Involvement in Targeted Assistance and Schoolwide Programs

No Child Left Behind (NCLB), the reauthorization of the Elementary and Secondary Act of 1965 continues a legislative commitment to parental involvement. Central features of prior reauthorizations, such as school-parent compacts, parent involvement policies, and the parent involvement funding formula remain unaltered. However, the NCLB reauthorization represents a notable shift in the role of parental involvement in the schools. It includes new provisions increasing parental notification requirements, parental selection of educational options, and parental involvement in governance. It envisions parents as informed and empowered decision makers in their children's education.

Parents will be invited to participate in the following activities for collaboration and approval: 1) LSC Meetings 2) PAC Meetings 3) Open House Events 4) Literacy/Math Parent Events 5) Family-School Parent Nights 6) "Data Chats". Meeting notifications will be disseminated in monthly parent letters, posted on the school's marquee and sent via email.
Shoop's Title I Annual Meeting and Title I PAC Organizational Meeting were held on September 14, 2017. Meeting notifications will be disseminated in monthly parent letters, displayed on the school's marquee, posted inside, robo-calls, and emails.
We will disseminate information to parents during the following opportunities: 1) Report Card Pick-ups (held twice yearly) 2) Progress reviews (BOY and MOY) 3) CPS websites available to parents 4) Annual Open House 5) 8th Grade Transition Parent Meetings 6) CPS Promotion Policy Meetings for 3, 6, and 8th grades 7) CPS Parent Portal 8) PAC Trainings and 9) Monthly Newsletters
As a staff, we will continue to involve parents in the education of their children and respond to request by the following actions: 1) Maintaining our "Open Door" Policy 2) Inviting parents to meetings (including PAC and LSC) via monthly school newsletters and emails 3) Parent Surveys 4) Suggestion box
Official State assessments results will be provided to parents during report card pick-up dates. Additional notification will take place during the fall, winter and spring. Specific dates will be dependent on when the school receives the results.
Administrators will mail appropriate CPS letters to parents via (1) U. S. Mail (2) Student Carrier
The school will host an Open House in September that will have breakout sessions by grade level teachers to discuss curriculum, expectations and assessments. Parent portal sign up will be encouraged at Open House, report card pick up and PAC meetings. Collaborate with PAC to provide sessions for parents that include strategies for helping parents work with educators and monitor their students’ grades.
We will provide parents with the following support to aid in their child's student achievement: 1) Collaborate with PAC to offer parent sessions of interest 2) Disseminate materials and resources via email to parents 3) Lead Teachers will provide parent assistance upon request 4) Literacy Night and Math/Technology Night 5) School Counselor/School Social Worker will provide parent resource information upon request and during SEL events.
As part of our professional development for staff, we will continue to provide: 1) Ongoing workshops on parent collaboration 2) maintaining our daily "open door" policy 3) Annual training for Children in Temporary Living Situations 4) Peer sharing of Best Practices in parent communication
We will use “The Creative Curriculum for Preschool Getting Ready for Kindergarten.” The guide promotes SEL and topics relevant to students’ lives to help them transition socially. The guide also outlines the core subjects and technology detailing what and when to teach. This aligns with the Pre-K Gold Curriculum. Parent orientation is included in the transition plan.
We will inform parents through the following means: 1) Monthly Newsletters 2) Weekly Flyers 3) School Marquee 4) Parent letters 5) Email 6) LSC/PAC Bulletin Board. We disseminate Spanish letters from Central Office. We communicate our local events and meetings through our bilingual tutor via phone, email, or in person.

Policy Implementation Activities

n/a
The mission of John D. Shoop Academy is to develop leaders that are problem-solvers and critical thinkers who will be prepared to compete in a global society by planning for the future. Our staff, parents and community members will expose our students to innovative, rigorous, educational opportunities that support and nurture the individual talents of each student.
CPS has two city-wide dates for report cards and parent-teacher conferences which are held in the months of November and April. We provide one additional school-wide conference/parent night that will be held in September 2017.
Progress reports will be completed every five weeks and report cards on a quarterly basis. Parent portal is also available to parents daily. Parents of students with PDP and MTSS program will be updated every two weeks.
School staff members are available to "serve" daily. Parents should simply contact the school and/or teacher to make an appointment. Parents may come on a "walk in basis" and administrators will either meet with parent or provide a conference date/time. Emailing is also available.
The opportunity to volunteer will be announced at the open house and publicized via emails and PAC meetings. Parents will continue to volunteer during recess, field trips, school functions and other opportunities as they arise. Additionally, parents may volunteer on a regular basis in classrooms, by application per CPS protocol. Parent observations may occur on any day and at any time that does disrupt the learning process.
CPS has provided a parent website and Parent Portal which allow guardians an opportunity to monitor children's school work and grades daily. Teachers will send home newsletters. Teachers will use apps such as Dojo and Remind to update parents more frequently.
Parents are invited to attend and provide support at all LSC/PAC meetings. The school's administration has an "open door policy" and will listen to all suggestions on improving the education of Shoop’s students. A parent survey will be administered at the first report card pickup.
Students will assure academic achievement through the following actions: 1) Students are required to arrive on time daily 2) Students will set goals with their teachers twice a year 3) SEL program will provide the structure and support for students to be respectful, responsible and ready 4) After-School programs are provided to support students instructional needs as well as enrichment programs for those who need advancement 5) Extracurricular activities will be offered to help students connect with Shoop Academy.
Parents will be trained each month in various subjects. There will be a class/training and activities on how parents can better themselves to help with the importance of their children’s education, as well as help living their everyday lives.

Allocate your Mandated Title 1 Parent Involvement Funds to support your Parent Involvement Program.

Account(s)
Description
Allocation

51130, 52130
Teacher Presenter/ESP Extended Day
For Teacher presenter, ESP Extended Day, please remember to put money on the benefits line. Non-Instructional pay rate applies.
$
.00

53405
Supplies
In addition to supplies for parent program, please use this account to also purchase books for parents only. Use this account for equipment with a per unit cost of less than $500.
$
.00

53205
Refreshments
Allocation CAN NOT EXCEED 25% of the Parent Budget. Refreshments must be used for Title 1 PAC meetings, trainings and workshops.
$
.00

54125
Consultants
For Parent Training Only. Consultant must have a CPS vendor number and paid with a Purchase Order after service is rendered (NO CHECKS ARE ALLOWED)
$
.00

54505
Admission and Registration Fees, Subscriptions and memberships
For Parents use only.
$
.00

54205
Travel
Buses for Parents use. Overnight Conference travel- schoolsmust follow the CPS Tracel Policy. The CPS Parent Overnight Travel Approval Form and Conference Travel Form must be completed.
$
.00

54565
Reimbursements
Allocation CAN NOT EXCEED 25% OF THE Parent Budget. All Parent Reimbursements related to Title 1 Parent Involvement must be paid from this account. Receipts must be clear unaltered and itemized. School must keep all receipts.
$
.00

53510
Postage
Must be used for parent involvement programs only.
$
.00

53306
Software
Must be educational and for parent use only.
$
.00

55005
Furniture and Equipment
Must have a parent room or a secure place to keep furniture/equipment. Cannot be placed in the main office or where staff and students have access too. To by used only by parents.
$
.00