2018-2020 plan summary

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Team

Name

Role

Email

Access

Renee Mackin
Principal
rpmackin@cps.edu
Has access
Gabriel Parra
Assistant Principal
gaparra@cps.edu
Has access
Jodi Mahoney
Techco
jlmahoney@cps.edu
Has access
John Benetti
ILT Lead-Literacy
jlbenetti@cps.edu
Has access
Anita Salgado
ILT Lead-Math
anunez2@cps.edu
Has access
Jessica Nixon
Case Manager
jlstachulski@cps.edu
Has access
Aleksandar Jovanovic
SEL Lead/Counselor
ajovanovic@cps.edu
Has access
Jose Figueroa
LSC Parent
jrfigueroa324@cps.edu
No Access

Team meetings

Date

Participants

Topic

02/07/2018
ILT Members
Self-Assesment
02/21/2018
ILT Members
Goal Setting
03/07/2018
ILT Members
Framework
02/28/2018
LSC
CIWP
03/08/2018
Grade Level Meetings
Framework
03/12/2018
Administrative Team
Goal Setting/Framework
03/21/2018
ILT Members
Framework
04/04/2018
ILT Members
Goals
08/10/2018
ILT Members
Planning Strategies
08/15/2018
ILT Members
Planning Strategies
08/17/2018
ILT Members
Planning Strategies
09/12/2018
ILT Members
Strategy Development
09/26/2018
ILT Members
Strategy Development and BOY Data
10/03/2018
ILT Members
Data Analysis/Goal Review
10/17/2018
ILT Members
Data Analysis/Strategy Development
11/07/2018
ILT Members
Planning Strategies

School Excellence Framework

Category scoring

  • 1 NONE or FEW of the practices are CONSISTENTLY evident.
  • 2 FEW of the practices are CONSISTENTLY evident for FEW students and/or staff.
  • 3 MOST of the practices are CONSISTENTLY evident for SOME students and/or staff.
  • 4 Nearly ALL practices are CONSISTENTLY evident for ALL students and/or staff.

Subcategory scoring

  • 1 Practice is not consistently evident for ANY students and/or staff.
  • 2 Practice is CONSISTENTLY evident for FEW students and/or staff.
  • 3 Practice is CONSISTENTLY evident for SOME students and/or staff.
  • 4 Practice is CONSISTENTLY evident for ALL students and/or staff.
  • Not scored

Culture of & Structure for Continuous Improvement     Expand all

  • 3 Set the direction and create a sense of purpose by building consensus on and implementing a shared vision.
  • 2 Inspire a culture of collective responsibility for the success of ALL students in the whole school (not solely teacher’s own students).
  • 3 Empower others to make or influence significant decisions.
  • 2 Employ the skills to effectively manage change.
  • 3 Create and sustain a coherent instructional program (coordinated and consistent) with learning goals.
  • 3 Use the CPS Framework for Teaching to ground instructional guidance and coaching.
  • 3 Enable staff to focus and prioritize what matters most.

Evidence

5 Essentials Data indicates that 100% of surveyed teachers agreed or strongly agreed that the leadership team provides the support they need to improve their teaching, clear expectations for meeting instructional goals, and useful feedback to improve their teaching.
  • 3 Engage in on-going inquiry (e.g. continuous improvement cycles) as a basis for improvement.
  • 3 Share leadership for improving teaching and learning with representative school members.
  • 2 Use protocols and ask probing questions.
  • 3 Use timely and relevant data/evidence sources.
  • 3 Schedule and structure frequent meetings.
  • 3 Collaborate effectively, value transparency, and inform and engage stakeholders.
  • 3 Build the capacity of teacher teams to lead cycles of learning and problem solving focused on student learning data and student work.

Evidence

Team meets biweekly. Review of 2016-17 agendas indicate that meetings were focused on instruction, curriculum mapping, unit planning, and professional development. 2017-18 agendas indicate that meetings were focused on goal-setting, further developing methods of instruction and establishing culture, and developing units. Based on 5Essentials, teachers surveyed agreed or strongly agreed that the leadership team: -knows what's going on in my classroom (86%) -provides useful feedback to improve teaching (86%) -provides the support needed to improve teaching (87%) -presses teachers to implement what they have learned in professional development (91%) -communicates a clear vision for our school (95%) -Makes clear to the staff the leadership's expectations for meeting instructional goals (100%)
  • 3 Select and design professional learning (PL) to achieve school-wide improvement, including closing priority group achievement gaps.
  • 3 Implement and sustain on-going, job-embedded professional learning (PL) (e.g. coaching, peer learning opportunities, action research)
  • 3 Structure time for teachers to collaborate and learn together.
  • 3 Make ‘safe practice’ an integral part of professional learning.
  • 3 Monitor implementation to ensure staff uses new knowledge to improve practice and it is having the desired effect on practice and student outcomes.
  • 3 Provide induction and support for new teachers.

Evidence

A review of grade level agendas (middle school; 5th/6th; 3rd/4th; 1st/2nd; K-1stDL) indicates that PLC activities were present at all levels; Flex days in 2016-17 centered on formation of PLCs, Curriculum mapping techniques; School-based professional learning opportunities: Karen Beeman, DBQ, According to 5Essentials, teachers agreed or strongly agreed that professional development has: -been closely connected to my school’s improvement plan (89%) -included opportunities to work productively with colleagues in my school (91%) -been sustained and coherently focused, rather than short-term and unrelated (89%) -included enough time to think carefully about, try, and evaluate new ideas (86%)
  • 3 Design a school day that is responsive to student needs.
  • 3 Align the budget to the CIWP priorities and the mission of the school.
  • 3 Streamline purchase procedures to minimize lapses between ordering and receiving materials.
  • 3 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.
  • 3 Have a ‘hiring team’ and collaborative hiring process with clear selection criteria to identify and select best available candidates.
  • 3 Strategically assign teachers to grade and content areas to create a balanced team with a variety of strengths.
  • 2 Effectively utilize Related Service Providers at the classroom level.
  • 3 Use data including teacher evaluations and exit interviews to inform a retention strategy.
  • 3 Make outreach efforts to engage community members as partners and resources.
  • 3 Partner with one or more organizations that share the values of the school and have a complementary mission to the school’s vision.

Evidence

School wide vertically aligned curriculum maps were and currently being implemented in the 2017/18 school year. Professional development time has been spent reviewing, reflecting, and revising curriculum maps. Students are being targeted for at-risk, enrichment and extension, and dual language/bi-lingual through after school programming. Partnerships with community art partners during the day and in after school providing exercise, socio-emotional, and academic support. 5-Essential Data indicates that teachers agree or strongly agree that they have influence on: -planning how discretionary school funds should be used (64%) -determining the content of in-service programs (84%) -determining which books and other instructional materials are used in classrooms (90%) -establishing curriculum and instructional program (94%) -setting standards for student behavior (97%) *Arts partnerships provide opportunities for all students, beginning in primary grades, to develop fine motor skills, creativity and improved emotional balance. Joffrey Ballet, Forward Momentum, Chicago Jazz Philharmonic, and JHP Community Center, enable students to take ballet and hip hop classes, take karate, and learn to play violin and guitar. Linne's partnership with the Concordia Avondale Campus Community Center provide opportunities for students to get involved in community service and develop entrepreneurial skills through their internship program.

Depth & Breadth of Student Learning     Expand all

  • 3 Align units of instruction (horizontally/vertically) to scope and sequence maps and pace units and lessons appropriately.
  • 3 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.
  • 3 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.
  • 3 Engage all learners in content areas by fully integrating opportunities for all learners, including:
  • 3 Integrate academic and social emotional learning.
  • 3 Connection to real world, authentic application of learning.
  • 3 Curriculum is culturally relevant/sustaining and provides opportunities to explore and celebrate students' communities, culture, history, and language.
  • 3 Curriculum is tailored to the strengths, needs, and interests of each student.

Evidence

Review of current curriculum maps indicates that both literacy and math are fully aligned to the CCSS (WIDA included). Unit Plans have been developed in literacy and math for each grade level. The staff has been given an opportunity to review the plans and feedback has been provided. There is a lack of science curriculum maps school-wide. According to 5Essentials when surveyed on one specific class, students reported: -the teacher asks difficult questions in class (73% all or most of the time) -the teacher asks difficult questions on tests (77% all or most of the time) -the class challenges me (88% all or most of the time) -this class really makes me think (99% agree or strongly agree) -I really learn a lot in this class (87% agree or strongly agree) -this class requires me to work hard to do well (97% agree or strongly agree) -the teacher wants me to become better thinkers, not just memorize things (98% agree or strongly agree) -the teacher expects me to do my best all the time (97% agree or strongly agree) -the teacher expects everyone to work hard (100% agree or strongly agree)
  • 3 Aligned to curricular plans and expectations of the standards.
  • 3 Varied and flexible.
  • 2 Intentionally planned by identifying or adapting appropriate tools (including technology) for specific instructional needs.
  • 3 Equitably available and accessible to all teachers and students.
  • 3 Include multimedia and embedded, just-in-time supports (e.g. hyperlinked glossaries, background information, and on-screen coaching) – for conveying conceptual knowledge.
  • 3 Include tools and supports needed to access, analyze, organize, synthesize, and demonstrate understanding in varied ways – for learning and expression of knowledge.
  • 3 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.

Evidence

A school-wide assessment of classroom libraries indicated that while most classrooms had a variety of independent reading books at multiple levels, culturally appropriate and nonfiction titles were lacking. In addition, new curriculum maps and thematic units require adjustments within classroom libraries to better incorporate new themes and concepts. The implementation of Lucy Calkins' Reading Workshop requires independent "book club" titles. A review of materials where Workshop takes place indicated that most classrooms did not have an adequate number of books to support the program. Classroom libraries and materials should reflect the language allocation of the Dual Language model. During the course of the 18-19 and 19-20 SY, 3 new Dual Language classrooms will be added. Materials reflecting the model will need to be acquired for each of these new rooms. TRC data in grades 1 and 2 indicates that a greater number of students in Red and Yellow will need intensive support. MTSS is provided through the LLI Kits. Additional kits for classroom use are needed. Online MTSS programs and supports are needed. School-wide implementation of the NGSS require a comprehensive update of FOSS, SePuP, and IES, and an overall alignment of all science materials is needed. Assessment data from SY 17 and SY 18 reflects higher performing students in both math and reading indicating a need for increasingly rigorous materials.
  • 3 Begin with the belief that all students can learn. (see Culture for Learning)
  • 3 Plan and assign tasks that are cognitively challenging for individual students and require students to provide evidence of their reasoning.
  • 3 Tasks reflect the key shifts in literacy.
  • 3 Tasks reflect the key shifts in mathematics.
  • 2 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.
  • 2 Examine student work to identify and showcase the qualities of strategic thinking that are both rich in content and relevant for students.

Evidence

Attendance has varied as of late, but there have been successful initiatives taken both school-wide and by the administration. Students, teachers, and administrators transitioning towards a growth mindset. Students and teachers work hard to set achieve and review goals for growth in class. Classroom discussions are moving away from a right or wrong dynamic towards a collaborative model of deeper understanding. Students feel empowered to work, rework, challenge one another and themself for higher achievement. 8th grade students have begun a tutoring program for their 3rd grade peers. Evidence-based instruction and tasks are consistently becoming more rigorous, although there remain opportunities to transition to higher level, evidence based instruction at all levels. Due in large part to the development of units and guiding essential questions from within, contextualized instruction is on the rise throughout the school. However, this remains to be an opportunity for improvement as humanities curriculum develop and align vertically. Through the development of curriculum and maps and units, all grades are working to ensure that standards are met. Again, depth of knowledge is deepening consistently, but opportunities for improvement exist. This work is at early phases as the staff has worked to provide collaborative feedback on units and curriculum maps. As units continue development, we plan to revisit this work regularly. Teachers at Linne have been trained in the Teaching for Robust Understanding in Mathematics (TRU Math) Framework. Teachers have attended the Teacher Leader Institutes or have been trained by teachers who have attended the trainings. As a result, teachers daily implement Math Talks as an instructional strategy. Math Talks provide students the opportunity to build on each other's thinking, critique each other's arguments and defend their ideas. Teachers also use Problems of the Month, MARs Tasks and Formative Learning Assessments (FALs) to engage students in learning. The FALs allow the students to engage in productive struggle as the teacher facilitates their learning. The uses of POM and MARs tasks requires students to critique other people’s thinking and allows students opportunities to collaborate. Some examination of student work occurs within grade-level teams, but it is not done consistently. Additionally, we have yet to work a out school-wide plan for analytical examination of student work in order to determine and refine expectations. The implementation of a humanities-based curriculum has developed greater cross-curricular opportunities. Writing and conversation are also utilized thoroughly in all class. Close reading using complex texts is used throughout the building. An overall shift in vocabulary instruction has seen a movement from word lists towards tier 2 and 3 academic vocabulary and towards strategies. Writing across the curriculum has been on a constant rise, although class-to-class consistency requires major development. 5Essentials data indicates the following: 66% of students report rewritng a paper or essay in response to comments once a week or more. 70% improve a piece of writing as a class or with partners once a week or more. 44% debate the meaning of a reading once a week or more. 71% discuss how culture, time, or place affects an author's writing once a week or more. 73% discuss connections between a reading and real-life people or situations once a week or more. 39% write a math problem for other students to solve once a week or more. 87% write a few sentences to explain how they solved a math problem once a week or more. 72% apply math to situations outside of school once a week or more. 86% explain how they solved a math problem to the class once a week or more. 81% discuss possible solutions to problems with other students once a week or more. Students report that ALL or MOST of the time: 73% The teacher asks difficult questions in class 77% The teacher asks difficult questions on tests 88% This class challenges me 98% This class really makes me think. 97% I really learn a lot in this class 97% This class requries me to work hard to do well 98% The teacher wants us to become better thinkers, not just memorize things 97% The teacher expects me to do my best all the time 100% The teacher expects everyone to work hard 63% Students almost always use data and text references to support their ideas. 60% Students almost always provide constructive feedback to their peers and to me. 55% Students almost always build on each other’s ideas during discussion. 77% Most students participate in the discussion at some point almost always. 85% Students show each other respect. SY 2016-17 Teacher Evaluations Data: Domain 1d Designing Coherent Instruction: 72% Proficient / 17% Distinguished Domain 2b Establishing a Culture of Learning: 71% Proficient / 27% Distinguished Domain 3b Using Questioning and Discussion Techniques: 76% Proficient / 22% Distinguished Domain 3c Engaging Students in Learning: 63% Proficient / 37% Distinguished
  • 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).
  • AWARENESS - Expose students early to academic/professional worlds beyond K-12.
  • READINESS – Ensure equitable access to college preparatory curriculum.
  • SUCCESS - Provide direct assistance to all students and families through every stage of the college selection, application, and entry process (Transition to College (HS))

Evidence

Attendance coordinator works closely with at risk families, setting attendance contracts, and work on creating relationships with staff to promote student attendance. Dual language model is used to transition students through the English language learning process. Mandatory High School Prep classes in order to gain success with students in high school application process and future school success and placement. Collaboration has been made with local high schools and students are given the opportunity to visit high schools as a field trip during the day. Every fall a high school fair is coordinated to come to the school and all students attend and parents are highly encouraged to come. Students are offered algebra classes and opportunity to take algebra entrance exams. In all classrooms across all grade levels students work on appropriate academic goal setting. 5 Essentials Data shows the following: 73% of the students feel that most or all of the time there teachers ask difficult questions in class. 77% of the students feel that most or all of the time the teachers ask difficult questions on the test. 88% of the students feel that most or all of the time their classes really challenge them. 98% of the students feel that there classes make them think. 97% of the students feel that most or all of the time there class requires them to work a lot. 97% of the students feel that most or all of the time there teachers expect them to do there best. 100% of the students feel that most or all of the time the teacher expects everyone to work hard. 92% of teachers agree that curriculum, instruction, and learning materials among teachers in the same grade level at this school.

Depth & Breadth of Quality Teaching     Expand all

  • 3 Plan a range of effective pedagogical approaches suitable to student learning of the content/skills taught and anticipate student misconceptions.
  • 3 Effectively communicate with students.
  • 3 Use questioning and discussion as techniques to deepen student understanding and challenge.
  • 3 Engage students in learning.
  • 3 Monitor the effect of teaching on student learning and integrate formative assessment into instruction.
  • 3 Persist in adjusting instruction so individual student misunderstandings or advanced needs are successfully accommodated.
  • 2 Foster student ownership.

Evidence

According to the 5-Essentials Data, Linne scored in the Very Strong(85%) Category of Ambitious Instruction exceeding the average of CPS(73%) or similar schools(65%). The measures used were English Instruction, Math Instruction, Academic Press, and Quality of Student Discussions. These categories all scored in the Strong or Very Strong. The data of trends shows that in 2015 Linne School was at a 77% which has increased to 85% in 2017. 5-Essentials data indicates the following in Supportive Environment: 65% of students strongly agreed that they had peer support for academic work 72% of students strongly agreed that teachers supported them in achieving academic goals 65% of students strongly agreed that the felt safe in and out school building 75% of students strongly agreed that teacher-student level of trust is high5Essentials data indicates the following: Over 75% of students agreed that teachers asked them difficult questions on tests The data of trends shows that in 2015 Linne School was at a 58% which has increased to 69% in 2017. SY 2016-17 Teacher Evaluations Data: Domain 1d Designing Coherent Instruction: 72% Proficient / 17% Distinguished Domain 2b Establishing a Culture of Learning: 71% Proficient / 27% Distinguished Domain 3b Using Questioning and Discussion Techniques: 76% Proficient / 22% Distinguished Domain 3c Engaging Students in Learning: 63% Proficient / 37% Distinguished The Daily 5, CAFE, Words their Way, math working stations are the many approaches being used by primary(K-2) teachers to promote a student-centered classroom setting. These approaches allows teachers to differentiate based on student needs. In the intermediate and upper grades the use of novels is used to differentiate based on student needs. The use of DBQ's is also being used in the upper grades.
  • 3 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.
  • 3 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)
  • 2 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.
  • 2 Utilize assessments that reflect the key shifts in literacy and mathematics in teacher created or selected assessments. (see Rigorous Student Tasks)
  • 3 Utilize assessments that measure the development of academic language for English learners.
  • 3 Have access to and analyze school-wide, teacher team, and classroom assessment data to determine instructional effectiveness and subsequent learning needs.
  • 3 Improve and promote assessment literacy.
  • 2 Have a grading system that clearly, accurately, consistently, and fairly communicates learning progress and achievement to students, families, postsecondary institutions, and prospective employers.

Evidence

Primary grades use TRC and mClass as formative assessments three times per year. NWEA is given as a formative assessment mid year and summative asssessment at the end of the year. New students are given the NWEA at the beginning of the year. Data is looked at throughout the year during grade levels as well as professional development to discuss trends and to inform instruction. Grade level teams agree on the number of expected assignments per week, weight of categories, and value of assignments. School uses screening, diagnostic, and progress monitoring assessment to correctly identify specific gaps and monitor improvement, especially to monitor students in Tier 2 and 3 services, in addition to Tier 1 core instruction including Dibels, TRC, MClass. Other diagnostics and progress monitoring include Study Island, IXL, Khan Academy, Scoot Pad, etc. Special education teachers collaborate with general education teachers to provide accommodations and modifications to make assessments accessible to Diverse Learners and English Language Learners 2016-17 Linne REACH Domain Scores Domain 1e: Designing Student Assessment- 30.6 percent Distinguished, 66.7 Proficient Domain 3d: Using Assessment in Instruction- 70% Proficient 5Essentials data indicates the following: Over 75% of students agreed that teachers asked them difficult questions on tests
  • 3 TIER 1 - Persist in adjusting instruction so individual student misunderstandings or advanced needs are successfully accommodated. (3e)
  • 3 TIER 1 - Customize the learning environment, pace, and approach of teaching and curriculum in order to meet each learners’ individual needs (‘Personalized Learning’).
  • 3 Tier 1- Provide universal SEL instruction/strategies to promote a positive school climate where all students social and emotional growth is being addressed
  • 3 ON TRACK - Provide universal supports to prevent failing and absenteeism and targeted interventions for grades below “C” or chronic absenteeism. (On Track)
  • 2 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.
  • 2 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).
  • 3 Communicate to parents/guardians the additional supports and/or interventions provided for their child to better align school and home environments.

Evidence

MTSS logging tool is used for all students who are at risk and needing RTI supports. RTI, enrichment, and dual language groups are happening throughout the school day and in after school. Grade level time is taken every 5 weeks to review MTSS data, adjust groupings, and make referrals. Case manager and team or related service providers meet weekly to review cases and look at how to improve school interventions. 5 Essentials data shows: 87% of the students agree that they are helped when they feel they have fallen behind. 92% of the students agree that the teachers notice if they are having trouble learning something. 83% of the students agree that teachers explain something in a different way if they don't understand something in class.

Quality & Character of School Life     Expand all

  • 3 Create a culture that reflects a shared belief in the importance of learning and hard work.
  • 2 Convey high learning expectations for all students and develop structures that enable practice and perseverance for each individual student.
  • 3 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.
  • 3 Provide students frequent, informative feedback.
  • 3 Develop academic mindsets and behaviors.

Evidence

According to the 5-Essentials Data, Linne scored in the Very Strong(85%) Category of Ambitious Instruction exceeding the average of CPS(73%) or similar schools(65%). The measures used were English Instruction, Math Instruction, Academic Press, and Quality of Student Discussions. These categories all scored in the Strong or Very Strong. The data of trends shows that in 2015 Linne School was at a 77% which has increased to 85% in 2017. 5-Essentials data indicates the following in Supportive Environment: 65% of students strongly agreed that they had peer support for academic work 72% of students strongly agreed that teachers supported them in achieving academic goals 65% of students strongly agreed that the felt safe in and out school building 75% of students strongly agreed that teacher-student level of trust is high. 5Essentials data indicates the following: Over 75% of students agreed that teachers asked them difficult questions on tests The data of trends shows that in 2015 Linne School was at a 58% which has increased to 69% in 2017. SY 2016-17 Teacher Evaluations Data: Domain 1d Designing Coherent Instruction: 72% Proficient / 17% Distinguished Domain 2b Establishing a Culture of Learning: 71% Proficient / 27% Distinguished Domain 3b Using Questioning and Discussion Techniques: 76% Proficient / 22% Distinguished Domain 3c Engaging Students in Learning: 63% Proficient / 37% Distinguished The Daily 5, CAFE, Words their Way, math working stations are the many approaches being used by primary(K-2) teachers to promote a student-centered classroom setting. These approaches allows teachers to differentiate based on student needs. In the intermediate and upper grades the use of novels is used to differentiate based on student needs. The use of DBQ's is also being used in the upper grades.Teachers have established a culture for learning by guiding students in taking responsibility for their own learning. Students conference with their teacher to set learning goals based on their NWEA data as well as create a plan to attain their goals.
  • 3 Develop trusting relationships with students so each student has at least one trusted adult in the school.
  • 3 Foster supportive, caring and respectful staff-student interactions.
  • 3 Student interactions are mutually supportive and respectful, with strong norms for positive behavior.
  • 3 Understand race and equity and its impact on student learning; recognize and support students' diverse social identities.
  • 3 Support and respect one another, personally and professionally (Teacher-Teacher Trust, Teacher-Principal Trust)

Evidence

5Essentials Data: Student-Teacher Trust- Strong 94% of students surveyed said they agree or strongly agree that they feel safe and comfortable with their teachers. 94% of students surveyed said they agree or strongly agree that their teachers treat them with respect Over 75% of students surveyed said they agree or strongly agree that the teachers always keep their promises. Teacher-Principal Trust- Strong 89% of teachers agreed or strongly agreed that they could go to the principal to discuss feelings, worries and frustrations Over 90% of teachers agreed or strongly agreed that they trust the principal at her word Teacher-Teacher Trust- Strong 95% of teachers agreed or strongly agreed that they feel respected by the principal Over 90% of teachers agreed or strongly agreed that teachers at the school trust each other 100% of teachers to a great extent or some extent feel trusted by other teachers at the school
  • 3 Study politics
  • 3 Become informed voters and participants in the electoral process
  • 3 Engage in discussions about current and controversial issues.
  • 3 Explore their identities and beliefs
  • 2 Exercise student voice
  • 2 Authentically interact with civics leaders
  • 2 Engage with their community
  • 3 Take informed action where they work together to propose and advocate for solutions.
  • 2 Experience a Schoolwide civics culture

Evidence

* Students have opportunities for personal growth and leadership development through involvement in Student Council, peer jury, GSA, and student-run events like their March 14th Walk Out, part of the nationwide student protest against gun violence. Students have opportunities to develop friendship, camaraderie, cooperation and teamwork skills as part of after school sports, music, drama, and 55 Alive. *Arts partnerships provide opportunities for all students, beginning in primary grades, to develop fine motor skills, creativity and improved emotional balance. Joffrey Ballet, Forward Momentum, Chicago Jazz Philharmonic, and JHP Community Center, enable students to take ballet and hip hop classes, take karate, and learn to play violin and guitar. Linne's partnership with the Concordia Avondale Campus Community Center provide opportunities for students to get involved in community service and develop entrepreneurial skills through their internship program. *Linne's Electives Program enable 6-8th grade students to select their first class of the day. Students choose courses from Music, Art, Technology, and Dance, and Leadership Development. They are able to study and develop skills in areas they are passional about. Student art work, photography, and murals designed and created in their electives classes are on display throughout the school. Attendance rates have steadily increased since the Electives Program was initiated in 2012. Linne's attendance rate for 7th and 8th grade is currently the highest in Network 4. 5Essentials Data * Students rate Linne's Academic Press (Teachers expect students to do their best and to meet academic demands) at an impressive 98%. *Students report a strong level of Student-Teacher Trust (73%), and that rating has gone up every year for the past 3 years. In addition, *Linne's rating in this category is significantly higher than the CPS average of 54%. *72% of Linne students feel their teachers connect with students in the classroom and support them in achieving academic goals. Linne students rate their teachers significantly higher in this category - Academic Personalism - than the CPS average of 67%, and Linne's rating has dramatically increased every year since 2015. *Peer Support for Academic Work is rated high (65%), higher than most CPS schools. This metric reports that students feel their classmates demonstrate behaviors that lead to academic achievement. *The Second Step Social-Emotional Learning (SEL) Program is integrated 2nd-8th Grade, providing students the tools to excel in and out of the classroom.
  • 3 Ensure students and adults feel physically, socially, intellectually, and emotionally safe throughout the school.
  • 3 Provide clear procedures for reporting and responding to safety concerns.
  • 3 Manage efficient and orderly transitions between activities.
  • 3 Provide a framework for positive behavior throughout the school based on shared values and expectations.
  • 3 Teach, model, and reinforce (by all staff members) clear behavior expectations for all areas of the school.
  • 3 Have a voice and take informed action.
  • 3 Emphasize proactive, instructive, and restorative approaches to student behavior and minimize punitive consequences through policies and procedures. (See Restorative Approaches to Discipline)
  • 3 Clarify criteria for office referrals versus classroom managed behavior.

Evidence

The MSMV Survey/5 Essentials data indicate Linne is strong in the area of safety: -77% of students felt mostly or very outside around school -83% of students felt mostly or very safe traveling between home and school -87% of students felt mostly or very safe in the bathrooms of the school -96% of students felt mostly or very safe in the hallways of the school -97% of students felt mostly or very safe in their classes Overall, Linne(65) outranked CPS schools(50) in terms of safety, but there is room for growth. In Domain 2 creating an environment for respect and rapport, 31.7% of teachers are rated as Distinguished and 63.4% are rated as Proficient.
  • 3 PROACTIVE - Reinforce positive student behavior with clear expectations, routines, and procedures.
  • 3 INSTRUCTIVE - Integrate universal SEL skills instruction and core content.
  • 3 RESTORATIVE - Employ a discipline system that guides students to take ownership, resolve conflict, and learn from their actions.

Evidence

Implementation of school wide use of student logger. Restorative approaches taken to disciplinary issues: peace circles, restorative conversations, etc... Second Step Curriculum is used PreK-8th grade. Check In and Check Out System is implemented school wide for at risk students for behavior, attendance, and/or academics. Active Peer Jury. Student logger is used by all teachers as ways to track behavior, attendance, and concerns. School works with outside agencies (C-4) to provide extra support for those students who they feel are most at risk. 5 Essentials data shows: 94% of students agree that they feel safe and comfortable with there teachers. 94% of students agree that there teachers treat them with respect.
  • 3 Establish a non-threatening, welcoming environment that is warm, inviting, and helpful.
  • 2 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).
  • 2 Provide multiple opportunities for parents to ask questions, raise concerns, and give feedback.
  • 3 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).
  • 3 Frequently communicate with families about class and individual activities and individual student’s progress.
  • 2 Conduct intensive outreach to families in need of specialized support through home visits and collaboration with social services agencies.
  • 3 Provide proactive communication (e.g. parent handbook and resources).
  • 3 Partner equitably with parents speaking languages other than English.

Evidence

5 Essentials Data shows: *Teacher-Parent Trust rated 94%, and has dramatically increased every year since 2015. *Involved Families rated 83%, significantly higher than the CPS average of 66% *Parent Involvement in the School rated 81%, dramatically higher than the CPS average of 61% Linne's Dual Language program supports and strengthens family connections and honors cultural heritage, as students learn to read and write in their native language, while learning to read and write in English. Parent organizations include Friends of Carl Von Linne, BAC, and PAC. BAC meets 4 times a year; PAC meets monthly. Friends of Carl Von Linne's highly successful annual fundraiser drew teachers and staff, parents, and community members and raised over $10,000 for the school. Friends of Linne's McTeacher Night fundraiser brought out family members, Linne staff, students and community members to support and raise money for the school. Parent events are held throughout the school year. Parents attend the annual Holiday Showcase in December, and enjoy student performances in choir, band, ballet, hip hop, violin, and martial arts. The Hour of Code for Parents, during Computer Science Education Week in December, enables parents to see first hand what students are learning in their coding class. The annual week-long Fine Arts Week events are attended by parents, family and community members who enjoy the opportunity to experience student work and performances in the Arts and Technology. Linne's parent Zumba class meets weekly, providing opportunities for exercise and camaraderie.

School Excellence Framework Priorities

Score

Framework dimension and category

Area of focus = Not of focus

2
Depth & Breadth of Quality Teaching: Balanced Assessment & Grading
2
Depth & Breadth of Quality Teaching: Multi-Tiered System of Supports
2
Depth & Breadth of Student Learning: Instructional Materials
2
Quality & Character of School Life: Parent Partnership
3
Culture of & Structure for Continuous Improvement: Aligned Resources
3
Culture of & Structure for Continuous Improvement: Instructional Leadership Team
3
Culture of & Structure for Continuous Improvement: Leadership & Collective Responsibility
3
Culture of & Structure for Continuous Improvement: Professional Learning
3
Depth & Breadth of Quality Teaching: Instruction
3
Depth & Breadth of Student Learning: Curriculum
3
Depth & Breadth of Student Learning: Rigorous Student Tasks
3
Depth & Breadth of Student Learning: Transitions, College & Career Access & Persistence
3
Quality & Character of School Life: Culture for Learning
3
Quality & Character of School Life: Relational Trust
3
Quality & Character of School Life: Restorative Approaches to Discipline
3
Quality & Character of School Life: Safety & Order
3
Quality & Character of School Life: Student Voice, Engagement, & Civic Life

Goals

Required metrics (Elementary) 1 of 18 complete

2016-2017 Actual
2017-2018 Actual
2017-2018 SQRP Goal
2018-2019 SQRP Goal
2019-2020 SQRP Goal
National School Growth Percentile - Reading
Based on 17-18 Actual of 83%
(90=5/5, 70=4/5)
98.00
83.00
90.00
90.00
90.00
National School Growth Percentile - Math
Based on 17-18 Actual of 87
(90=5/5, 70=4/5)
99.00
87.00
80.00
90.00
90.00
% of Students Meeting/Exceeding National Ave Growth Norms
(70=5/5, 60=4/5)
76.00
67.30
65.00
70.00
70.00
African-American Growth Percentile - Reading
N/A
(Blank)
(Blank)
0.00
0.00
0.00
Hispanic Growth Percentile - Reading
70-5 / 50-4
97.00
79.00
80.00
80.00
80.00
English Learner Growth Percentile - Reading
70-5 / 50-4
90.00
87.00
80.00
80.00
80.00
Diverse Learner Growth Percentile - Reading
70-5 / 50-4
99.00
96.00
70.00
70.00
70.00
African-American Growth Percentile - Math
N/A
(Blank)
(Blank)
0.00
0.00
0.00
Hispanic Growth Percentile - Math
70-5 / 50-4
99.00
84.00
80.00
80.00
80.00
English Learner Growth Percentile - Math
70-5 / 50-4
99.00
97.00
80.00
80.00
80.00
Diverse Learner Growth Percentile - Math
70-5 / 50-4
99.00
78.00
70.00
70.00
70.00
National School Attainment Percentile - Reading (Grades 3-8)
90-5 / 70-4
91.00
93.00
90.00
90.00
90.00
National School Attainment Percentile - Math (Grades 3-8)
90-5 / 70-4
89.00
93.00
90.00
90.00
90.00
National School Attainment Percentile - Reading (Grade 2)
90-5 / 70-4
80.00
87.00
90.00
90.00
90.00
National School Attainment Percentile - Math (Grade 2)
90-5 / 70-4
84.00
93.00
90.00
90.00
90.00
% of Students Making Sufficient Annual Progress on ACCESS
Historical data and trends indicate that 50.00 is a reasonable goal
41.60
(Blank)
50.00
50.00
55.00
Average Daily Attendance Rate
Historical data and trends indicate that 96.00 is an attainable goal
96.50
96.40
96.00
96.00
96.00
My Voice, My School 5 Essentials Survey
Well Organized - 5 / Organized - 4
Our goal is to maintain the Well-Organized Rating on the MVMS 5 Essentials
(Blank)
(Blank)
(Blank)
(Blank)
70.00

Custom metrics 1 of 1 complete

2016-2017 Actual
2017-2018 Actual
2017-2018 SQRP Goal
2018-2019 SQRP Goal
2019-2020 SQRP Goal
% Students at Dibels Benchmark
Increase percentage of students moving from Red to Green on DIBELS
(Blank)
(Blank)
70.00
70.00
70.00

Strategies

Strategy 1

Tags:
Math, Science, Technology, Diverse Learners, Inquiry, Rigor, English language learners

Area(s) of focus:
1, 2

Action step

Responsible

Timeframe

Status

Establish a science team that will review District approved and vetted science materials. The science team will make recommendations based on a thorough examination of materials.
ILT/Science Team/Mackin
Sep 24, 2018 to
May 17, 2019
On-Track

21st century skills, Next generation science standards, Academic standards

Based on recommendations from the District and a school-based Science Team, Administration will allocate funds and purchase Science materials for students in grades K-8th.
Mackin/Parra
May 3, 2019 to
Sep 2, 2019
Cancelled

Science resources

Establish an MTSS team which will evaluate current intervention materials, research trends and best practices in MTSS, and in turn design a needs' assessment for administrative review.
ILT, Special Education/MTSS Team members
Jun 20, 2018 to
Jul 30, 2018
On-Track

MTSS, Academic achievement, Academic gains, Data informed instruction, Instructional alignment, Accommodations and modifications, Tier 2 & 3 interventions

Based on recommendations from the MTSS/Special Education team, purchase or reallocate intervention materials--including but not limited to intervention kits, online subscriptions, or supplemental programs.
Mackin/Parra
Jul 2, 2018 to
Nov 30, 2018
Completed

Multi tiered sytems of support, Mtss tool, Mtss teir 2-3

Provide rich and varied visual art experiences that will help the students of Carl Von Linne reach the current and newly adopted Illinois Arts Standards.
Art Helbig
May 6, 2018 to
May 6, 2018
Completed

Steam (science technology engineering arts and mathematics), Fine arts, Student centered

Purchase online music Curriculum for general music class and electives classes to enhance student achievement in music. Curriculum provides music lessons, activities, projects and student interactives.
Colleen Scampini
Jun 3, 2018 to
Jun 3, 2018
Completed

Student enrichment, Fine arts, Student engagement, Music education

Purchase equipment to enable the expansion of the ceramics lab making it a more efficient and practical lab to provide more experiences to more students, and purchase woodworking equipment to enhance fine arts sculpture curriculum.
Art Helbig
Jul 1, 2019 to
Jul 1, 2019
On-Track

Steam (science technology engineering arts and mathematics), Fine arts, Student engagement

Establish a CGP Team that works together to review materials that are currently used in CGP classrooms.
Christine Flynn-CGP Coordinator
Sep 3, 2018 to
Jun 1, 2019
On-Track

Gifted, Cgp

Strategy 2

Tags:
Academic mindsets, Ccss alignment, Allocation of funds for professional development

Area(s) of focus:
2, 3

Action step

Responsible

Timeframe

Status

Select members for a 2018-2020 Instructional Leadership Team
Mackin
Jun 1, 2018 to
Jun 20, 2018
Completed

Administrative team

Create a needs' assessment around "professional growth" and "program support" to determine areas of strength and concern.
ILT/Mackin
Jun 20, 2018 to
Jul 31, 2018
Completed

Needs assessment

Establish and implement professional learning goals for teachers, grade levels, and content teams.
ILT/Mackin
Sep 6, 2018 to
Jun 19, 2020
On-Track

Goal setting

Specific Training: MTSS LLI System for RLA teachers of grades K through 6. (English and Spanish)
Mackin
Aug 27, 2018 to
Oct 31, 2018
On-Track

Interventions and supports

Specific Training: Science Curriculum
Network/District PD Dates TBD (Begin SY19-20)
(Needs Assessment prior to adopting Envision
Parra; Mackin; ILT Science Lead
Aug 27, 2018 to
Aug 26, 2019
Cancelled

Next generation science standards

Specific Training: LLI (Leveled Literacy Intervention Kits) for MTSS in grades K-5
Mackin; Nixon; Aguirre; Kovats
Aug 27, 2018 to
Aug 31, 2018
On-Track

Lli, Mtss folders, Mtss plann

Specific Training: Teaching for Biliteracy
Velez/Parra
Aug 3, 2018 to
Jul 1, 2019
Completed

Dual Language, Literacy professional, Bilingual education

Specific Training: Math Talks
Peer Observations; Network PD; KC;
Salgado (Math Lead)
Oct 8, 2018 to
Jul 1, 2019
On-Track

Math talks, Math curriculum

SEL Mentor Text for Staff- Everyday SEL provided to teachers and staff members for a school-wide PLC around Mindfulness.
SEL Leads
Jul 9, 2018 to
Jun 21, 2019
Completed

SEL, Mentor texts, Mindfulness

Specific Training: Sex Education Certification
Select one person per grade level to participate in District supported Sex Education training.
Vega; Mackin
Sep 10, 2018 to
Mar 25, 2019
On-Track

Health education, Health sciences

Second Step Curriculum Alignment (Create a school-wide map merging 2nd Step Curriculum and Mindful Practices) and identifying a common vocabulary school-wide for SEL.
SEL Leads
Jun 21, 2019 to
Sep 3, 2019
Completed

SEL, Mindfulness, Alignment of resources, Sel vocabulary

Strategy 3

Tags:
Curriculum mapping, Unit plan template, Unit design

Area(s) of focus:
1

Action step

Responsible

Timeframe

Status

Provide professional development for educators that are new to Linne, or that require additional training, on:
a. Mapping
b. Unit Design
c. Using Google Classroom for Unit Design
d. BUFS (Biliteracy mapping)
ILT; Mackin; Velez
Aug 27, 2018 to
Jun 28, 2019
On-Track

Professional development, Curriclum maps, Instructional design

Based on review of NWEA BOY/MOY data and a comprehensive analysis of math and literacy maps, identify students to target for MTSS and/or Acceleration after school programs.
Grade Level Teams
Mackin
Sep 28, 2018 to
Nov 2, 2018
Completed

Data analysis, Data driven instruction, Assessment tools, Assessment, data-driven instruction

Action Plan

Strategy 1

On-Track Sep 10, 2018

Establish a science team that will review District approved and vetted science materials. The science team will make recommendations based on a thorough examination of materials.

Sep 24, 2018 to May 17, 2019 - ILT/Science Team/Mackin

Cancelled May 31, 2019

Based on recommendations from the District and a school-based Science Team, Administration will allocate funds and purchase Science materials for students in grades K-8th.

May 03, 2019 to Sep 02, 2019 - Mackin/Parra

On-Track Nov 27, 2018

Establish an MTSS team which will evaluate current intervention materials, research trends and best practices in MTSS, and in turn design a needs' assessment for administrative review.

Jun 20, 2018 to Jul 30, 2018 - ILT, Special Education/MTSS Team members

Completed Nov 27, 2018

Based on recommendations from the MTSS/Special Education team, purchase or reallocate intervention materials--including but not limited to intervention kits, online subscriptions, or supplemental programs.

Jul 02, 2018 to Nov 30, 2018 - Mackin/Parra

Completed Sep 10, 2018

Provide rich and varied visual art experiences that will help the students of Carl Von Linne reach the current and newly adopted Illinois Arts Standards.

May 06, 2018 to May 06, 2018 - Art Helbig

Completed Sep 10, 2018

Purchase online music Curriculum for general music class and electives classes to enhance student achievement in music. Curriculum provides music lessons, activities, projects and student interactives.

Jun 03, 2018 to Jun 03, 2018 - Colleen Scampini

On-Track Sep 10, 2018

Purchase equipment to enable the expansion of the ceramics lab making it a more efficient and practical lab to provide more experiences to more students, and purchase woodworking equipment to enhance fine arts sculpture curriculum.

Jul 01, 2019 to Jul 01, 2019 - Art Helbig

On-Track Aug 31, 2018

Establish a CGP Team that works together to review materials that are currently used in CGP classrooms.

Sep 03, 2018 to Jun 01, 2019 - Christine Flynn-CGP Coordinator

Strategy 2

Completed Sep 10, 2018

Select members for a 2018-2020 Instructional Leadership Team

Jun 01, 2018 to Jun 20, 2018 - Mackin

Completed Sep 10, 2018

Create a needs' assessment around "professional growth" and "program support" to determine areas of strength and concern.

Jun 20, 2018 to Jul 31, 2018 - ILT/Mackin

On-Track Sep 10, 2018

Establish and implement professional learning goals for teachers, grade levels, and content teams.

Sep 06, 2018 to Jun 19, 2020 - ILT/Mackin

On-Track Sep 28, 2018

Specific Training: MTSS LLI System for RLA teachers of grades K through 6. (English and Spanish)

Aug 27, 2018 to Oct 31, 2018 - Mackin

Cancelled Sep 20, 2019

Specific Training: Science Curriculum Network/District PD Dates TBD (Begin SY19-20) (Needs Assessment prior to adopting Envision

Aug 27, 2018 to Aug 26, 2019 - Parra; Mackin; ILT Science Lead

On-Track Sep 10, 2018

Specific Training: LLI (Leveled Literacy Intervention Kits) for MTSS in grades K-5

Aug 27, 2018 to Aug 31, 2018 - Mackin; Nixon; Aguirre; Kovats

Completed May 31, 2019

Specific Training: Teaching for Biliteracy

Aug 03, 2018 to Jul 01, 2019 - Velez/Parra

On-Track Nov 02, 2018

Specific Training: Math Talks Peer Observations; Network PD; KC;

Oct 08, 2018 to Jul 01, 2019 - Salgado (Math Lead)

Completed Aug 27, 2019

SEL Mentor Text for Staff- Everyday SEL provided to teachers and staff members for a school-wide PLC around Mindfulness.

Jul 09, 2018 to Jun 21, 2019 - SEL Leads

On-Track Sep 10, 2018

Specific Training: Sex Education Certification Select one person per grade level to participate in District supported Sex Education training.

Sep 10, 2018 to Mar 25, 2019 - Vega; Mackin

Completed Sep 06, 2019

Second Step Curriculum Alignment (Create a school-wide map merging 2nd Step Curriculum and Mindful Practices) and identifying a common vocabulary school-wide for SEL.

Jun 21, 2019 to Sep 03, 2019 - SEL Leads

Strategy 3

On-Track Aug 31, 2018

Provide professional development for educators that are new to Linne, or that require additional training, on: a. Mapping b. Unit Design c. Using Google Classroom for Unit Design d. BUFS (Biliteracy mapping)

Aug 27, 2018 to Jun 28, 2019 - ILT; Mackin; Velez

Completed Aug 30, 2019

Based on review of NWEA BOY/MOY data and a comprehensive analysis of math and literacy maps, identify students to target for MTSS and/or Acceleration after school programs.

Sep 28, 2018 to Nov 02, 2018 - Grade Level Teams Mackin

Fund Compliance

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.

ESSA 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.

ESSA Schoolwide Program

Personnel staffed at Von Linne are deemed highly qualified to ensure that the best possible teachers and paraprofessionals are in place to meet the diverse needs of our students. Research indicates that in order to better prepare all students for college and career, a rigorous curriculum, fully aligned to the CCSS and WIDA Standards, needs to be in place.
A comprehensive set of curriculum maps and integrated units have been created to carefully align all instruction to both the CCSS and WIDA Standards. A strong emphasis has been placed on inquiry based learning and developing strong readers and writers through literacy workshops.
Qualified interventionists utilizing research-based materials provide Tier 3 supports for students. Bilingual teachers are placed in every grade level support students using the Dual Language model, significantly increasing the level of biliteracy of all ELs.
The incorporation of a highly successful SEL program (Everyday SEL, Second Step, and Tier 2/3 interventions) along with weekly counseling sessions and small groups for our at-risk students are in place to support the social emotional needs of our students. A full time counselor provides classes in college and career opportunities and outreach programs such as C4 are in place to help support our neediest of students.
An intensive, team-based interview process is in place to recruit/hire high quality teachers with multiple endorsements in core content areas. An emphasis has been placed on recruiting bilingual teachers.
A comprehensive professional development plan is creating yearly by Administration and the ILT with a focus on aligning all curriculum to the CCSS, with a strong emphasis on increasing technology use and SEL.
Regular PAC meetings (with reminders in our newsletter in both English and Spanish) bring parents into the building. Trainings, parenting classes, ESL support, technology training, and volunteer opportunities help support our goal of empowering parents.
Preschool teachers work with the kindergarten team to align the current curriculum (Learning Standards Gold and OWL) to the CCSS. Dual Language preschool classrooms build early literacy and math skills using the students' native language.
The Instructional Leadership Team (ILT) work with the Administration in the decision making process. NWEA, DIBELS/TRC, 5Essentials, and formative assessments all play a role in instructional design at Von Linne.
A comprehensive, targeted intervention program is in place to provide support for students not meeting standards in reading and math. Progress monitoring using DIBELS and LLI help to gauge student success.
School-wide programs that will be implemented include Head Start, Adult Education, FERPA Laws, Cultural Awareness/Diversity training, Anti-Bullying, and College and Career Readiness.

ESSA 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.

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Parent Involvement in Targeted Assistance and Schoolwide Programs

Every Student Succeeds Act (ESSA), 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 ESSA 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.

Parent and Family Plan

Parent and Family Engagement Policy Complete

Parents will be involved in the joint development and periodic review and revision of the NCLB parent plan by meeting monthly for discussion and sharing. They will have input in the decision making process by assisting with the planning for parent training and identifying workshops that best meet the needs of our parent community.
The Principal will hold the Title 1 Annual Informational Meeting on September 26, 2018 at 8:30 in the Student Dining Room. The Title 1 PAC Organizational Meeting will be held on September 26, 2018 at 9:00 in the Student Dining Room. PAC Chairs will be elected at the Organizational Meeting. PAC meetings will be held on a monthly basis on the last Wednesday of each month at 8:30 in the Student Dining Room. The first meeting will focus on Title 1 Requirements and rights of parents. Subsequent meetings will be tailored to fit the needs of the parents, including but not limited to Bilingual/Dual Language Education (with the guidance of our BAC), Health and Wellness, and topics that directly impact student learning. Invitations/details of all meetings will be listed in monthly newsletters (email and hard copy sent home in backpacks), on our marquee, and on our Parent Board near the Main Office. Invitations and agendas will be available in both English and Spanish.
Opportunities for parents to offer suggestions will take place at each PAC meeting during Q and A with Administration. In addition, parent organizations such as the BAC, Safety Committee, Health and Wellness Committee, FCVL, and Recess/Lunch Committee, LSC all include parent representatives. A survey will be distributed in both English and Spanish asking for input/topics.
Parents will receive a report of their child's performance on the NWEA in reading and math following each assessment window. PARCC assessment data (State Assessment) will be shared upon receipt, DIBELS/TRC data is provided to each parent, and goal setting strategies are shared with parents during the first Parent Teacher Conference meeting.
All current staff members at Von Linne are deemed "highly qualified" by ISBE as defined in the Title 1 Final Regulations. Staff members that are not deemed "highly qualified" are not placed in classrooms unless certification is approved by ISBE. In the event a staff member is found to be not "highly qualified", parents are notified by letter.
At the beginning of each school year an informational workshop is provided to parents, in both English and Spanish, explaining the following assessments: PARCC, NWEA, DIBELS/TRC, mClass, and ACCESS. Parents will have the opportunity to meet with classroom teachers to discuss assessments during the Parent Teacher Conference days.
Parents will be offered the opportunity to register for Parent Portal during our Open House and throughout the Parent Teacher Conference days. Technology training is provided as a workshop topic during PAC meetings.
Teachers received information on recruiting parent volunteers via the CPS Face2 website. Information was made available during the Open House and at Parent Teacher Conferences and monthly PAC meetings.
To fully encourage and support parents in participating in their child's education, Von Linne will provide early childhood programs through the OEC/Head Start program. Family events, including but not limited to literacy, math, technology, science, bicultural education, and health/wellness will be provided for parents during and after school.
Any document with information related to school programming, parent activities, student activities, workshops, meetings, or school-based functions will be listed in the monthly newsletter in both English and Spanish. This newsletter is sent to families both electronically and hard copy via backpacks.

Policy Implementation Activities

n/a

School-Parent Compact Complete

Every child is instructed by a highly qualified staff member who participates in current, research based professional development. Teachers utilize best practices, integrate technology, and systematically align curriculum to the CCSS and WIDA Standards to ensure that all students possess the skills to be both college and career ready. The school's mission is to "Educate the Whole Child, prepared for college, career, and global citizenship".
SY18-19 Parent Teacher conferences will be held on August 31st (Open House), November 14th, and April 10th. Parents are encouraged to make appointments with teachers for additional conferences throughout the school-year. Teachers are directed to make phone calls/send emails to all parents in their classrooms prior to the start of the 18-19 School year to introduce themselves and to provide contact information.
Progress reports will be distributed on the 5th, 15th, 25th, and 35th weeks of the school year in both English and Spanish. Report cards will be distributed on the 10th, 20th, 30th and 40th weeks of school in both English and Spanish. Parents will be reminded of these dates in the Newsletter (in both English and Spanish) which is delivered electronically via email and sent home in backpacks. Additionally, all parents are encouraged to register on Parent Portal. Workshops and one-on-one registration sessions for registering and navigating Parent Portal take place throughout the school year.
Parents will have access to staff member during preparation periods. Additional time is available during parent-teacher conferences. In the event that a parent must meet with a teacher outside of their preparation periods, arrangements will be made to cover teachers with support staff.
Recruitment for volunteers takes place during the first quarter of the school year. Staff members have been trained on assisting parents to register on the CPS FACE2 website. Opportunities include supporting learning in the classroom (tutoring), helping in the lunchroom, supervising students outside on the playground, assisting in the lunchroom, and attending field trips as chaperones.
Parents will support their children's learning by attending school-based activities (workshops, open house, curriculum nights), bringing students to school each day/on time, or reviewing learning via homework support.
Monthly PAC meetings will provide parents the opportunity to participate in the decision making process. Administration is available during each meeting and regularly conducts surveys on possible programming for students.
Our current programs (Everyday SEL/Mindful Practices) and Second Step both help to support students as they internalize the importance of good attendance, positive attitude, and being prepared for class.

Parent Budget Complete

To improve communication and provide parents with essential skills by offering workshops and training in both English and Spanish. To increase parent participation by providing transportation to workshops and conferences as well as providing differentiated trainings based on parents' needs and interests.

Allocate your Mandated Title 1 Parent and Family Engagement Funds to support your Parent and Family Engagement 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
<p>54205</p>

Travel
Buses for Parents use. Overnight Conference travel- schools must follow the CPS Travel Policy. The CPS Parent Overnight Travel Approval Form and Conference Travel Form must be completed.

$
.00
<p>54565</p>

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

$
.00
<p>53510</p>

Postage
Must be used for parent and family engagement 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

CIWP/Budget Approval

Budget crosswalk

Strategy 1

Theory of action

If we do...Provide high quality, rigorous, and research-based materials in all classrooms

then we see...increased engagement, higher levels of inquiry based-learning, rigor, and academic press, as well as more opportunities for student discourse, creativity and choice,

which leads to...improvement in both growth and achievement percentiles on District assessments for all learners and sub groups.

Resources Needed

(Notes from CIWP development phase to inform budget, talent, and schedules)

Funding source

Select all funding sources you plan to use to support the strategy (select "no cost" if the strategy has no budget impact).

Budget category(ies)

Select all the budget categories you plan to fund to support the strategy (Schools should limit the budget categories selected to ONLY those directly impacting the strategy)

Achieving the strategy

Add additional context explaining how spending in this category supports your associated CIWP goals targeted by each theory of action.

Providing the same amount of resourcces to students and schools with different lived experiences, assets, and challenges will maintain the status quo of unequal achievement. Please reference the draft CPS Equity Framework as you connect your strategies with the opportunity gaps at your school. How does the spend in the above categories help achieve the strategy outcome and what specific opportunity gap that will be addressed?

Example: Adding an additional math teacher will support the implementation of smaller classes in 3rd-5th grades.

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Strategy 2

Theory of action

If we do...Create systems of support for educators around new and existing programs and establish highly functioning professional learning communities

then we see...fidelity in implementation of new and existing programs and instructional practices that are grounded in research

which leads to...increased improvement in both achievement and growth percentiles on District assessments for all learners including sub groups

Resources Needed

(Notes from CIWP development phase to inform budget, talent, and schedules)

Funding source

Select all funding sources you plan to use to support the strategy (select "no cost" if the strategy has no budget impact).

Budget category(ies)

Select all the budget categories you plan to fund to support the strategy (Schools should limit the budget categories selected to ONLY those directly impacting the strategy)

Achieving the strategy

Add additional context explaining how spending in this category supports your associated CIWP goals targeted by each theory of action.

Providing the same amount of resourcces to students and schools with different lived experiences, assets, and challenges will maintain the status quo of unequal achievement. Please reference the draft CPS Equity Framework as you connect your strategies with the opportunity gaps at your school. How does the spend in the above categories help achieve the strategy outcome and what specific opportunity gap that will be addressed?

Example: Adding an additional math teacher will support the implementation of smaller classes in 3rd-5th grades.

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Strategy 3

Theory of action

If we do...Conduct a comprehensive review of current curriculum maps and units, with a focus on acceleration and intervention for all learners, including subgroups,

then we see...a more cohesive and aligned curriculum, evidencing strategic planning by all educators with an increased level of collaboration--including special education and enrichment teachers

which leads to...increased growth and achievement levels on the NWEA

Resources Needed

(Notes from CIWP development phase to inform budget, talent, and schedules)

Funding source

Select all funding sources you plan to use to support the strategy (select "no cost" if the strategy has no budget impact).

Budget category(ies)

Select all the budget categories you plan to fund to support the strategy (Schools should limit the budget categories selected to ONLY those directly impacting the strategy)

Achieving the strategy

Add additional context explaining how spending in this category supports your associated CIWP goals targeted by each theory of action.

Providing the same amount of resourcces to students and schools with different lived experiences, assets, and challenges will maintain the status quo of unequal achievement. Please reference the draft CPS Equity Framework as you connect your strategies with the opportunity gaps at your school. How does the spend in the above categories help achieve the strategy outcome and what specific opportunity gap that will be addressed?

Example: Adding an additional math teacher will support the implementation of smaller classes in 3rd-5th grades.

(Blank)

Approvals

CIWP Approval Form 2018-2019

FY19 Approval Form: Signed 2018-2020 CIWP/Budget Approval Forms FY19 should be uploaded by the budget approval deadline.

File: CIWP.pdf
Uploaded on: Sep 10, 2018

CIWP Approval Form 2019-2020

FY20 Approval Form: Signed 2019-2021 CIWP/Budget Approval Forms FY20 should be uploaded by the budget approval deadline.

File: CIWP LINNE FY20.pdf
Uploaded on: Apr 30, 2019