2020-2022 plan summary

Expand all

Name

Role

Email

Access


Renee Mackin
Principal
rpmackin@cps.edu
Has access

Gabriel Parra
Assistant Principal
gaparra@cps.edu
No Access

Jodi Mahoney
Tech Co/Tech Teacher
jlmahoney@cps.edu
No Access

Jessica Nixon
Case Manager-Sped Lead and LSC
jlstachulski@cps.edu
No Access

Aleksandar Jovanovic
School Counselor
ajovanovic@cps.edu
No Access

John Benetti
Middle School Lead-ILT
jlbenetti@cps.edu
No Access

Allison Epstein-Miranda
DLC/ELPT/Parent
aeepstein@cps.edu
No Access

Patti Mcevoy
3/4 Lead-ILT
pamcevoy@cps.edu
No Access

Nelida Renteria
1/2 Lead-ILT/Parent
nperez1@cps.edu
No Access

Ana Martinez
School Clerk-Lead ESP and LSC
amartinez241@cps.edu
No Access

Self-assessment

Renee Mackin (Jan 22, 2020)
Overall assessment: 4 (nearly all/all practices evident)

Community and parent representatives will be recruited during our next LSC meeting. Upcoming ILT meetings have CIWP listed on the agenda.

Yes The CIWP team has 8-12 members. Sound rationale is provided if team size is smaller or larger.
Yes The CIWP team includes people who are responsible for implementing, those with institutional memory, and those most impacted.
Yes The CIWP team includes staff reflecting the diversity of student demographics and school programs. The CIWP team should include content leads, program coordinators, staff serving student groups who are historically disadvantaged, etc.
Somewhat The CIWP team includes parents, community members and LSC members.
Yes All CIWP team members are meaningfully involved in the planning process for CIWP components as it relates to the CPS Spectrum of inclusive Partnerships and as appropriate for each stakeholders role. (Resource: CPS Spectrum of Inclusive Partnerships)

Renee Mackin (Jan 23, 2020)
Overall assessment: 3 (most practices evident)

Yes The CIWP team has 8-12 members. Sound rationale is provided if team size is smaller or larger.
Yes The CIWP team includes people who are responsible for implementing, those with institutional memory, and those most impacted.
Yes The CIWP team includes staff reflecting the diversity of student demographics and school programs. The CIWP team should include content leads, program coordinators, staff serving student groups who are historically disadvantaged, etc.
Somewhat The CIWP team includes parents, community members and LSC members.
Yes All CIWP team members are meaningfully involved in the planning process for CIWP components as it relates to the CPS Spectrum of inclusive Partnerships and as appropriate for each stakeholders role. (Resource: CPS Spectrum of Inclusive Partnerships)

Date

Participants

Topic


01/22/2020
ILT Members
Self-Assessment

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

Leadership and 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
  • 3 Inspire a culture of collective responsibility for ALL students to succeed and for building a safer and more supportive environment throughout the school, not just in their own classrooms (REQUIRED: OSEL)
  • 3 Empower others to make or influence significant decisions (REQUIRED: OSEL)
  • 3 Enable staff to focus and prioritize what matters most
  • 3 Employ the skills to effectively manage change
  • 3 Make ‘safe practice’ an integral part of professional learning
  • 3 Collaborate, value transparency, and inform and engage stakeholders

Evidence

5 Essentials data. LSC, PAC, BAC minutes. Mentoring discussions/notes. Grade Level Notes.
  • 3 Engage in ongoing inquiry (e.g. continuous improvement cycles) as a basis for improvement
  • 3 Build the capacity of teacher teams to lead cycles of learning and problem solving focused on student learning data and student work
  • 3 Design professional learning (PL) to achieve school-wide improvement goals
  • 3 Design and implement school day schedules that are responsive to student needs
  • 4 Align the budget to the CIWP priorities and the mission of the school
  • 3 Strategically hire, assign, and retain teachers to create balanced grade/content teams with a variety of strengths to ensure all students have equitable access to high-quality teachers
  • 3 The local school council (LSC) or another community oversight committee of board is actively and productively involved in supporting SEL initiatives and improvements to school climate (REQUIRED: OSEL)
  • 3 Physical surroundings convey a positive, student-centered school environment (REQUIRED: OSEL)

Evidence

Review of SY20 Budget. 5 Essentials Data. LSC, BAC, PAC minutes. Notes on Resumes. Grade Level Notes. ILT Notes/Minutes.

Depth and Breadth of Student Learning and Quality Teaching     Expand all

  • 3 Provide culturally relevant/sustaining curriculum that provides opportunities to explore and celebrate student's communities, culture, history, and language
  • 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 Curriculum connects to real world, authentic application of learning
  • 3 Curriculum is aligned to expectations of the standards
  • 3 Integrate the teaching of academics and the ISBE Social Emotional Learning Standards (REQUIRED: OSEL)
  • 2 Expand access to diverse, contemporary well-stocked text collections that provide opportunities for all students to engage with text from a wide range of genres, including text of appropriate grade level complexity

Evidence

Unit plans and curriculum maps. Grade level agendas and notes. ILT Notes.
  • 3 Create a culture that reflects high expectations for all students and enables practice and perseverance for each individual student (REQUIRED: OSEL)
  • 3 Engage students in learning and foster student ownership
  • 3 Use questioning and discussion as techniques to deepen student understanding
  • 3 Plan and assign tasks that are cognitively challenging for individual students and require students to provide evidence of their reasoning
  • 2 Provide students frequent, informative feedback
  • 3 Persist in adjusting instruction so individual student misunderstandings or advanced needs are successfully accommodated
  • 2 Engage all learners in content areas by differentiating and fully integrating opportunities for all learners
  • 2 Tasks convey the key shifts and practices of the discipline. (See departmental guidance for Arts Education, Health and Physical Education, Literacy, Math, Science, Social Science & Civic Engagement)

Evidence

Unit plans. Curriculum maps. Dual Language Goals. Assessment Plan. Grade Level Notes. ILT Notes.
  • 3 School-based teams discuss and monitor the effect of teaching on student learning, integrate formative assessment into instruction and intervention of individual students
  • 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 ILT, GLT, and interventionists use a Problem Solving Process approach to screening, diagnostic, and progress monitoring assessments to identify specific gaps and monitoring improvement for students within all tiers
  • 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
  • 3 Utilize assessments that reflect the key shifts in content areas in teacher created or selected assessments
  • 3 Utilize assessments that measure the development of academic language for English learners
  • 2 Have access to and analyze school-wide, teacher team, and classroom assessment data to determine instructional effectiveness, in house criteria, and subsequent learning needs
  • 2 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

Assessment Plan. Curriculum Maps. Unit Plans. Grade Level Notes. ILT Notes.
3
  • 4 ON TRACK - Provide universal supports to prevent failing and absenteeism and targeted interventions for grades below “C” or chronic absenteeism (REQUIRED: MTSS)
  • 3 MTSS Team completes SEF ratings for MTSS subcategories (denoted as "REQUIRED MTSS") at MOY and EOY to reflect on MTSS fidelity of implementation (REQUIRED: MTSS)
  • 2 MTSS Team uses MTSS Framework Implementation Guide or other resources from Central Office to align priorities to outcomes (REQUIRED: MTSS)
  • 3 Administration supports MTSS Team with resources needed to make changes to framework/system (REQUIRED: MTSS)
  • 2 School tracks growth of ALL students, specifically students receiving Tier 2 and Tier 3 supports based on district-wide available data to accurately assess student achievement results and school practices (REQUIRED: MTSS & OSEL)
  • 3 Shared Leadership: Administration recruits a diverse MTSS core team (content areas, counselors, etc.),or identifies an existing team that is responsible for driving the school’s MTSS Framework and Implementation (REQUIRED: MTSS & OSEL)
  • 3 Shared Leadership: MTSS Team uses multiple data sources to determine local Tiering Criteria For Tier 1, Tier 2, Tier 3 interventions (REQUIRED: MTSS & OSEL)
  • 3 Shared Leadership: MTSS Team develops a Menu of Interventions that clearly outlines the supports, resources, system and structures for Tier 1, Tier 2, and Tier 3 (REQUIRED: MTSS & OSEL)
  • 3 Shared Leadership: School Teams communicate MTSS related outcomes to all stakeholders (REQUIRED: MTSS & OSEL)
  • 3 Problem Solving Process: MTSS Team, teachers, and intervention providers use the Problem Solving Process (PSP) to identify root causes and contributing factors of deficit areas (REQUIRED: MTSS & OSEL)
  • 3 Problem Solving Process: MTSS Team gathers and utilizes multiple data sources to define the problems and take action for Tiers 1, 2, and 3 (REQUIRED: MTSS & OSEL)
  • 4 Curriculum and Instruction: Instructional staff provides culturally relevant, high-quality, standards-aligned curriculum in which SEL instruction is embedded into core content (REQUIRED: MTSS & OSEL)
  • 4 Curriculum and Instruction: Instructional staff provides differentiated instruction to meet the needs of all students (REQUIRED: MTSS)
  • 4 Curriculum and Instruction: Instructional staff provides interventions that are research-based (REQUIRED: MTSS & OSEL)
  • 4 Curriculum and Instruction: School Teams analyze data to prioritize opportunities to improve instruction, guide grouping, re-teaching and to identify/prioritize instructional needs (REQUIRED: MTSS)
  • 4 Progress Monitoring (PM): School identifies and uses a research-based diagnostic tool and process to determine root-cause and area of need for Tier 2 and Tier 3 supports (REQUIRED: MTSS & OSEL)
  • 3 Progress Monitoring (PM): School Teams progress monitor and analyze student response to intervention throughout the intervention cycle to determine and implement needed adjustments (REQUIRED: MTSS & OSEL)
  • 3 Progress Monitoring (PM): MTSS Team clearly defines the method, duration, frequency, and measures for progress monitoring (REQUIRED: MTSS & OSEL)
  • 2 Family & Community Engagement: School establishes regular communication with families to build their understanding of MTSS, purpose of interventions and tiered support systems, and how it will support their child (REQUIRED: MTSS & OSEL)
  • 3 Family & Community Engagement: School teams develop a process of communication for formally notifying parents/families when their child is selected to receive Tier 2 or Tier 3 interventions (REQUIRED: MTSS & OSEL)
  • 3 Family & Community Engagement: Administration and school teams establish and continually evaluate community partnerships to support MTSS implementation (i.e. providing Tier 2 or Tier 3 supports) (REQUIRED: MTSS & OSEL)
  • 2 Family & Community Engagement: School teams ensure that feedback/input from families is taken into consideration during the PSP and intervention planning (REQUIRED: MTSS & OSEL)
  • 3 Family & Community Engagement: School engages families in supporting with progress monitoring of their students (REQUIRED: MTSS & OSEL)
  • 2 Fidelity of Implementation: School teams utilize the SAM at BOY, MOY and EOY to reflect on MTSS fidelity of Implementation (REQUIRED: MTSS)
  • 2 Fidelity of Implementation: School teams use MTSS Framework Implementation Guide and/or other resources from Central Office to align priorities to outcomes (REQUIRED: MTSS)
  • 3 Fidelity of Implementation: School teams leverage other self-reflecting processes such as the SEF or the CIWP to evaluate and improve MTSS framework and implementation (REQUIRED: MTSS)
  • 3 Fidelity of Implementation: Administration supports the fidelity of MTSS practices, principles, and resources needed to make suitable changes to systems and structures (REQUIRED: MTSS)

Evidence

Behavioral Health Team notes. Grade Level Notes. ILT Notes. Unit Plans-see Sped interventions.
  • 4 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)
  • 4 AWARENESS - Expose students early to academic/professional worlds beyond K-12
  • 3 READINESS – Ensure equitable access to college preparatory curriculum
  • 4 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

Evidence

Counseling Plan. Enrichment Team Notes (High School Prep) High School Fair details. MVMS.

Quality and Character of School Life     Expand all

  • 3 Foster respectful and supportive student-student interactions, with strong norms for responsible behavior, to encourage a sense of belonging to the school and the classroom community (REQUIRED: OSEL)
  • 3 Foster supportive, caring and respectful staff-student interactions, so that each student has at least one trusted adult in the school (REQUIRED: OSEL)
  • 3 Adults support and respect one another, personally and professionally (Teacher-Teacher Trust, Teacher-Principal Trust) (REQUIRED: OSEL)

Evidence

5 Essentials Data.
  • 4 Study politics
  • 3 Become informed voters and participants in the electoral process
  • 4 Engage in discussions about current and controversial issues
  • 3 Explore their identities and beliefs (REQUIRED: OSEL)
  • 4 Exercise student voice (REQUIRED: OSEL)
  • 3 Authentically interact with community and civic leaders
  • 3 Engage with their community
  • 3 Take informed action where they work together to propose and advocate for solutions
  • 3 Experience a schoolwide civics culture

Evidence

Unit Plans. Curriculum Maps.
  • 4 Ensure students and adults feel physically, socially, intellectually, and emotionally safe throughout the school (REQUIRED: OSEL)
  • 4 Provide clear procedures for reporting and responding to concerns about safety and well-being (REQUIRED: OSEL)
  • 4 Manage efficient and orderly transitions between activities (REQUIRED: OSEL)
  • 4 A representative team (e.g. admins, teachers, staff, families, & students) dedicated to school climate development meets regularly to make decisions that promote SEL and create supportive, restorative, and trauma sensitive environments (REQUIRED: OSEL)

Evidence

Behavioral Health Team Notes. 5 Essentials Data. Counseling Plan
  • 4 INSTRUCTIVE - Integrate universal SEL skills instruction in disciplinary responses (REQUIRED: OSEL)
  • 4 RESTORATIVE - Employ a discipline system that guides students to take ownership, resolve conflict, and learn from their actions (REQUIRED: OSEL)
  • 4 SUPPORTIVE - Employ a discipline system that assesses the root causes of student behaviors and utilizes a trauma-informed, multi-tiered approach to supportive social and emotional intervention (REQUIRED: OSEL)
  • 4 EQUITABLE - Employ a discipline system that ensures equity across groups of students, school-wide and district-wide (REQUIRED: OSEL)

Evidence

5 Essentials Data. Counseling Plan. Curriculum Maps. Unit Plans. Grade Level Notes. ILT Notes. Behavioral Health Team Notes.
  • 4 Establish a welcoming environment for families and community members that is warm, inviting, and helpful (REQUIRED: OSEL)
  • 3 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).
  • 3 Provide multiple opportunities for parents to ask questions, raise concerns, and give feedback
  • 3 Teachers and families see each other as partners in educating children, and all families are directly invited to formally contribute and participate in decision-making about their children and about the school (REQUIRED: OSEL)
  • 4 Communicate with families proactively and frequently about class and individual activities and individual student’s progress (REQUIRED: OSEL)
  • 4 Conduct intensive outreach to families in need of specialized support through home visits and collaboration with social service agencies (REQUIRED: OSEL)
  • 4 Partner equitably with parents speaking languages other than English
  • 3 Partner with one or more organizations that share the values of the school and have a complementary mission to the school’s vision (REQUIRED: OSEL)

Evidence

Parent Advisory Committee Reflections/Surveys 5 Essentials Data

Self-assessment

Renee Mackin (Jan 31, 2020)
Overall assessment: 3 (most practices evident)

Yes Ratings are provided for all SEF categories and sub-categories.
Yes Ratings can be supported by available evidence.
Yes Students are consulted for determining SEF ratings.

Score

Framework dimension and category

Area of focus = Not of focus

3
Depth and Breadth of Student Learning and Quality Teaching: Balanced Assessment and Grading
3
Depth and Breadth of Student Learning and Quality Teaching: Curriculum
3
Depth and Breadth of Student Learning and Quality Teaching: Instruction
3
Depth and Breadth of Student Learning and Quality Teaching: MTSS
3
Leadership and Structure for Continuous Improvement: Leadership for Continuous Improvement
3
Leadership and Structure for Continuous Improvement: Structure for Continuous Improvement
3
Quality and Character of School Life: Family & Community Engagement
3
Quality and Character of School Life: Relational Trust
3
Quality and Character of School Life: Student Voice, Engagement, and Civic Life
4
Depth and Breadth of Student Learning and Quality Teaching: Transitions, College & Career Access, & Persistence
4
Quality and Character of School Life: Physical and Emotional Safety
4
Quality and Character of School Life: Supportive and Equitable Approaches to Discipline

Self-assessment

Renee Mackin (Apr 22, 2020)
Overall assessment: 4 (nearly all/all practices evident)

Yes Root causes are used to identify 3 to 5 SEF categories are selected as priority areas.
Yes Selected priority areas reflect capacity of the staff to achieve progress in each area within two years.

Areas of critical need and root cause analysis


Vision metrics

Metrics (select 3–5) Student groups (1–2 for each metric) SY19 data actual (provided by CPS) 2020–2021 goal 2021–2022 goal

Vision: NWEA Growth G3-8 (Math)

Students overall did not show adequate growth on the NWEA in Math

Overall
60.00
70.00
EL
50.00
60.00

Vision: NWEA Growth G3-8 (Reading)

Students overall did not show adequate growth on the NWEA in Reading

Overall
65.00
70.00
EL
50.00
60.00

SQRP: % of Students Making Sufficient Annual Progress on ACCESS

Our students-specifically older DL--are not able to make adequate progress as measured by the Access Assessment

EL
60.00
60.00
Students with IEPs
60.00
60.00

(Blank)

(Blank)

2018-2019 Actual
2020-2021 Actual
2020-2021 SQRP Goal
2021-2022 SQRP Goal
My Voice, My School 5 Essentials Survey
Supportive Environment/Student Survey
70.00
70.00

Custom metrics 0% complete

2018-2019 Actual
2020-2021 Actual
2020-2021 SQRP Goal
2021-2022 SQRP Goal

Self-assessment

Renee Mackin (Feb 12, 2020)
Overall assessment: 4 (nearly all/all practices evident)

We need to schedule another session to revisit based on additional deep dives (EL).

Yes Areas of critical need: Areas of critical need are informed by findings from previous analysis of relevant and recent data.
Yes Areas of critical need: Areas of critical need reflect findings from new data analysis.
Yes Areas of critical need: Data sources analyzed reflect all dimensions of the School Excellence Framework: Culture & Structure for Continuous Improvement, Depth & Breadth of Student Learning & Quality Teaching, Quality & Character of School Life.
Yes Goals: Goals are ambitious and attainable based on applicable baselines, trend data AS WELL AS anticipated strategies and unique school contexts.
Yes Goals: Goals seek to address opportunity gaps by embracing the principles of targeted universalism.
Somewhat Goals: Goals are reviewed and adjusted with most-current data sources, including MOY and EOY.
Yes Root cause analysis: Each root cause analysis engages students, teachers, and other stakeholders closest to each area of critical need, if they are not already represented by members of the CIWP team.
Yes Root cause analysis: The CIWP Team engages in a protocol to that idenifies root cause, typically system-based. Identified root causes are those that the school can impact and are not descriptive of a stakeholder group.
Yes Root cause analysis: Root causes provide a logical link between each Area of Critical Need.

Renee Mackin (Feb 12, 2020)
Overall assessment: 4 (nearly all/all practices evident)

a

Yes Areas of critical need: Areas of critical need are informed by findings from previous analysis of relevant and recent data.
Yes Areas of critical need: Areas of critical need reflect findings from new data analysis.
Yes Areas of critical need: Data sources analyzed reflect all dimensions of the School Excellence Framework: Culture & Structure for Continuous Improvement, Depth & Breadth of Student Learning & Quality Teaching, Quality & Character of School Life.
Yes Goals: Goals are ambitious and attainable based on applicable baselines, trend data AS WELL AS anticipated strategies and unique school contexts.
Yes Goals: Goals seek to address opportunity gaps by embracing the principles of targeted universalism.
Yes Goals: Goals are reviewed and adjusted with most-current data sources, including MOY and EOY.
Yes Root cause analysis: Each root cause analysis engages students, teachers, and other stakeholders closest to each area of critical need, if they are not already represented by members of the CIWP team.
Yes Root cause analysis: The CIWP Team engages in a protocol to that idenifies root cause, typically system-based. Identified root causes are those that the school can impact and are not descriptive of a stakeholder group.
Yes Root cause analysis: Root causes are articulated in specific detail.
Yes Root cause analysis: Root causes provide a logical link between each Area of Critical Need.

Renee Mackin (Feb 14, 2020)
Overall assessment: 4 (nearly all/all practices evident)

We will need to meet again on 2/26 to debrief our deep dive on 5 Essentials Data.

Yes Areas of critical need: Areas of critical need are informed by findings from previous analysis of relevant and recent data.
Yes Areas of critical need: Areas of critical need reflect findings from new data analysis.
Yes Areas of critical need: Data sources analyzed reflect all dimensions of the School Excellence Framework: Culture & Structure for Continuous Improvement, Depth & Breadth of Student Learning & Quality Teaching, Quality & Character of School Life.
Yes Goals: Goals are ambitious and attainable based on applicable baselines, trend data AS WELL AS anticipated strategies and unique school contexts.
Yes Goals: Goals seek to address opportunity gaps by embracing the principles of targeted universalism.
Yes Goals: Goals are reviewed and adjusted with most-current data sources, including MOY and EOY.
Yes Root cause analysis: Each root cause analysis engages students, teachers, and other stakeholders closest to each area of critical need, if they are not already represented by members of the CIWP team.
Yes Root cause analysis: The CIWP Team engages in a protocol to that idenifies root cause, typically system-based. Identified root causes are those that the school can impact and are not descriptive of a stakeholder group.
Yes Root cause analysis: Root causes are articulated in specific detail.
Yes Root cause analysis: Root causes provide a logical link between each Area of Critical Need.

Renee Mackin (Apr 22, 2020)
Overall assessment: 4 (nearly all/all practices evident)

Yes Areas of critical need: Areas of critical need are informed by findings from previous analysis of relevant and recent data.
Yes Areas of critical need: Areas of critical need reflect findings from new data analysis.
Yes Areas of critical need: Data sources analyzed reflect all dimensions of the School Excellence Framework: Culture & Structure for Continuous Improvement, Depth & Breadth of Student Learning & Quality Teaching, Quality & Character of School Life.
Yes Goals: Goals are ambitious and attainable based on applicable baselines, trend data AS WELL AS anticipated strategies and unique school contexts.
Yes Goals: Goals seek to address opportunity gaps by embracing the principles of targeted universalism.
Yes Goals: Goals are reviewed and adjusted with most-current data sources, including MOY and EOY.
Yes Root cause analysis: Each root cause analysis engages students, teachers, and other stakeholders closest to each area of critical need, if they are not already represented by members of the CIWP team.
Yes Root cause analysis: The CIWP Team engages in a protocol to that idenifies root cause, typically system-based. Identified root causes are those that the school can impact and are not descriptive of a stakeholder group.
Yes Root cause analysis: Root causes are articulated in specific detail.
Yes Root cause analysis: Root causes provide a logical link between each Area of Critical Need.

Tags:
Leadership for Continuous Improvement, Structure for Continuous Improvement, Curriculum, Instruction, Literacy: Key Practice #3-Frequent Process-based Writing, MGIB: Gifted Programs, Teacher Leader Development & Innovation: Distributed Leadership, Teacher Leader Development & Innovation: Teacher Teams

Area(s) of focus:
1

Action step

Responsible

Timeframe

Status

Create a team of literacy teacher leaders.
ILT and Administration
Aug 31, 2020 to
Sep 4, 2020
On-Track

Leadership for Continuous Improvement, Structure for Continuous Improvement, Teacher Leader Development & Innovation: Distributed Leadership

Create a comprehensive grade level schedule for SY21 with teacher teams meeting biweekly for one hour; released time (3 hours) for all Literacy teachers to meet vertically quarterly.
Administration
Jul 6, 2020 to
Jul 27, 2020
On-Track

Leadership for Continuous Improvement, Structure for Continuous Improvement, Teacher Leader Development & Innovation: Teacher Teams

Meet monthly during grade levels to review literacy curriculum maps and SY20/SY21 Unit Plans. Meet quarterly as vertical teams to analyze alignment of maps to the CCSS.
ILT; Literacy PLC; Administration
Sep 17, 2020 to
Jan 21, 2021
Not started

Instruction, Literacy: Key Practice #3-Frequent Process-based Writing, Literacy: Shift 1-Increase access to effective and rigorous literacy intruction, MGIB: Gifted Programs

Provide professional resources (Lucy Calkins Reading and Writing Workshop Kits and Mentor Texts) and comprehensive training to staff members that are new to Linne or new to a particular grade level. Contract with TC for additional training and support.
Administration
Aug 3, 2020 to
Sep 8, 2020
Not started

Curriculum, Teacher Leader Development & Innovation: New Teachers

Conduct a comprehensive analysis of literacy materials in all RLA and SLA classrooms, identifying areas of need--including "mirrors and windows" texts, non-fiction Humanities-based materials that are aligned to grade level themes, classroom libraries that vary by genre and levels and include SEL texts, and identify available MTSS and Acceleration materials.
Literacy PLC; Administration
Nov 6, 2020 to
Dec 4, 2020
Postponed

Literacy: Key Practice #1-Abundant Reading of Diverse Texts, Literacy: Shift 1-Increase access to effective and rigorous literacy intruction, Literacy: Shift 3-Increase Access to Culturally Responsive Resources, MGIB: Gifted Programs, MTSS: Curriculum & Instruction, OSEL: SEL Instruction

Tags:
Leadership for Continuous Improvement, Math: Curriculum

Area(s) of focus:
1

Action step

Responsible

Timeframe

Status

Identify members that will lead the math PLC.
ILT and Administration
Aug 31, 2020 to
Sep 4, 2020
On-Track

Leadership for Continuous Improvement, Teacher Leader Development & Innovation: Distributed Leadership, Teacher Leader Development & Innovation: Teacher Teams

Tags:
Family & Community Engagement, FACE2: Community Partnerships, FACE2: Parent Engagement, FACE2: Title 1 PAC

Area(s) of focus:
3

Action step

Responsible

Timeframe

Status

Meet with parent leaders to debrief on SY20 agendas, purchases/spending, roadblocks, and goals.
Administration
Jul 6, 2020 to
Aug 3, 2020
On-Track

FACE2: Parent Engagement, FACE2: Title 1 PAC

Set dates for PAC Informational Meeting; Set BAC Meeting Dates; LSC Organizational Meeting;
Administration
Jul 6, 2020 to
Sep 8, 2020
Completed

Family & Community Engagement, FACE2: Local School Council, FACE2: Title 1 PAC

Schedule regular Parent/Administration meetings by grade level (Coffee with the Principal).
Principal
Oct 2, 2020 to
Jun 4, 2021
On-Track

Leadership for Continuous Improvement, Family & Community Engagement, FACE2: Parent Engagement

Develop a parent learning plan that will include workshop titles, speakers/facilitators, parent support, and a list of necessary resources.
PAC and BAC members; Administration; DLC
Sep 28, 2020 to
Oct 9, 2020
On-Track

Family & Community Engagement, FACE2: Parent Engagement, FACE2: Title 1 PAC

Tags:
Assessment: Balanced Assessment and Grading

Area(s) of focus:
2

Action step

Responsible

Timeframe

Status

Math Plan: The Math PLC will work together with the ILT and Administration to develop categories for grading (in ASPEN) that will be used during SY21 by all teachers of math.
Math PLC; Administration; ILT
Jul 6, 2020 to
Sep 1, 2020
Not started

Assessment: Balanced Assessment and Grading

Literacy Plan: The Literacy PLC will work together with the ILT and Administration to develop categories for grading (in ASPEN) that will be used during SY21 by all teachers of literacy.
Literacy PLC; Administration; ILT
Jul 6, 2020 to
Sep 1, 2020
Not started

Assessment: Balanced Assessment and Grading

Science Plan: The Science Team will work together with the ILT and Administration to develop categories for grading (in ASPEN) that will be used during SY21 by all teachers of science.
Science Team; Administration; ILT
Jul 6, 2020 to
Sep 1, 2020
Not started

Assessment: Balanced Assessment and Grading

Enrichment Plan: The Enrichment Team will work together with the ILT and Administration to develop categories for grading (in ASPEN) that will be used during SY21 by all school-based Enrichment teachers.
Enrichment Team; Administration; ILT
Jul 6, 2020 to
Sep 1, 2020
Not started

Assessment: Balanced Assessment and Grading

Tags:
OSEL: SEL Instruction, OSEL: Supportive and Equitable Discipline Practices, OSEL: Supportive Classroom Environment, OSEL: Tier 2 and 3 Interventions

Area(s) of focus:
4

Action step

Responsible

Timeframe

Status

Create a behavioral health team, SEL Team/advisory committee.
Administration; School Counselor
Jul 6, 2020 to
Aug 3, 2020
Completed

OSEL: Supportive School Environment, Teacher Leader Development & Innovation: Teacher Teams

On-Track Sep 23, 2020

Create a team of literacy teacher leaders.

Aug 31, 2020 to Sep 04, 2020 - ILT and Administration

On-Track Aug 31, 2020

Create a comprehensive grade level schedule for SY21 with teacher teams meeting biweekly for one hour; released time (3 hours) for all Literacy teachers to meet vertically quarterly.

Jul 06, 2020 to Jul 27, 2020 - Administration

Postponed Sep 04, 2020

Conduct a comprehensive analysis of literacy materials in all RLA and SLA classrooms, identifying areas of need--including "mirrors and windows" texts, non-fiction Humanities-based materials that are aligned to grade level themes, classroom libraries that vary by genre and levels and include SEL texts, and identify available MTSS and Acceleration materials.

Nov 06, 2020 to Dec 04, 2020 - Literacy PLC; Administration

On-Track Sep 07, 2020

Identify members that will lead the math PLC.

Aug 31, 2020 to Sep 04, 2020 - ILT and Administration

On-Track Sep 21, 2020

Meet with parent leaders to debrief on SY20 agendas, purchases/spending, roadblocks, and goals.

Jul 06, 2020 to Aug 03, 2020 - Administration

Completed Sep 04, 2020

Set dates for PAC Informational Meeting; Set BAC Meeting Dates; LSC Organizational Meeting;

Jul 06, 2020 to Sep 08, 2020 - Administration

On-Track Aug 17, 2020

Schedule regular Parent/Administration meetings by grade level (Coffee with the Principal).

Oct 02, 2020 to Jun 04, 2021 - Principal

On-Track Sep 11, 2020

Develop a parent learning plan that will include workshop titles, speakers/facilitators, parent support, and a list of necessary resources.

Sep 28, 2020 to Oct 09, 2020 - PAC and BAC members; Administration; DLC

Completed Sep 11, 2020

Create a behavioral health team, SEL Team/advisory committee.

Jul 06, 2020 to Aug 03, 2020 - Administration; School Counselor

ESSA Program

The school must annually review 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. Please list evidence for the ESSA Schoolwide Program requirements outlined below.

ESSA Schoolwide Program

Comprehensive reviews of District and State Assessment data from SY19 and SY20 Fall were conducted during our initial CIWP planning session, grade level meetings, ILT meetings, and during data analysis sessions with representatives from both CPS and UC.
Increased resources including a leveled reading program for our Dual Language classrooms and MTSS in Spanish, staffing of a part time MTSS teacher, review of Unit Plans to ensure that acceleration and intervention opportunities were in place for all learners.
F&P levels identified during the first month of school with targeted instruction in placed based on that data; a review of instructional tasks and sharing of "Best Practices" by the Math PLC; LLI (Leveled Literacy Intervention) in place for students in small groups and via pull-out; implementation of a Humanities-based literacy program that connects historical and civic content to the reading and writing workshop; integrated literacy and science with an emphasis on "investigations" and non-fiction reading strategies; a wide range of literacy and math supports that are provided online and target specific skills and strategies as identified by the NWEA and/or mClass.
School-wide mentoring program for Tier 2 and Tier 3 behavioral, academic, or social-emotional concerns; freed counselor (no required case management duties) to provide situational counseling, high school preparation (application process) and college and career guidance; Dual Language program with the goal of students achieving the Pathway to Biliteracy.
Working closely with the CPS HR Generalist; seeking high quality candidates from Spain and Latin America through the CPS recruitment office;
Professional development opportunities include Social-Emotional Learning and Mindfulness, F&P Assessment (leveling) and Interventions, Reading and Writing Workshop (Calkins), Best Practices in Math Instruction; Data Analysis (UofC), Teaching for Biliteracy (Beeman), and the Technology and Science Pilot Program.
Email communication via ASPEN and Blackboard to notify parents of upcoming meetings (PAC and BAC), partnership with Concordia Place to offer ESL and Literacy opportunities for parents, content-based topics (math, literacy, science, SEL, technology) at PAC meetings.
Step-Up to Kindergarten Program which provides literacy, math, and SEL support for incoming kindergarten students (priority on students that have not attended a Pre K program).
Grade level, ILT, and PLCs all use data during meetings and as an indicator for decision making around programs, instructional strategies, and individualized learning.
MTSS with biweekly progress monitoring for students that are identified as Tier 3. Classroom based MTSS in guided reading/math for students that are identified as Tier 2 with progress monitoring biweekly. Check in-Check out progress monitoring weekly for students identified as Tier 2 or Tier 3 with SEL, academic, attendance, or behavior concerns.
A comprehensive list of programming will be provided to the PAC through the FACE2 representative. Parents will meet as a team to discuss the offerings and to identify topics of interest based on school-wide need, CIWP priorities, and data analysis.

ESSA Targeted Assistance Program

Parent Involvement 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.

Parents will be involved in the development and review of the ESSA Parent Plan during monthly PAC meetings. Agendas will allocate time for discussion and sharing of ideas around the plan, the policy and school-improvement efforts. Parents will have a voice in selecting topics for workshops and presenters during the planning phase.
PAC Title 1 Organizational Meeting will be scheduled during the first month of school. Date will be determined based on School Opening Day.
Opportunities for parents to offer suggestions will take place at each PAC meeting during a scheduled Q&A with Administrators. In addition, parent organizations such as the BAC, Health and Wellness Committee, FCVL, and LSC all include parent representatives, each with a voice around school-improvement.
Parents will receive a report of their child's performance on the NWEA in reading and math following each assessment window. (Assessment windows are determined by CPS and the Office of Assessment.) PARCC Assessment data will be shared upon receipt from the State. Primary mClass data will be provided to parents (including progress monitoring data) upon completion of the assessment. Goals and strategies for growth will be shared with parents during the first Parent Conferences in November.
All current staff members at Von Linne are deemed "highly qualified" by ISBE as defined in the ESSA Title 1 Fingal Regulations and are not placed into classrooms unless certification is approved by ISBE. In the event that 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: PARCCs, 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 or by appointment during their child's teacher's planning period.
Parents will be provided the opportunity to register for Parent Portal during our Back to School Open House in August. Additional opportunities for registration will take place during all PAC and BAC meetings. Parents will have a voice in selecting workshop topics for the school year, including literacy and technology training and strategies for strengthening the home/school connections.
Teachers will receive information on recruitment of parent volunteers via the CPS Face 2 liaison during Back to School training sessions. Recruitment sessions will take place during the PAC and BAC meetings and during monthly "Coffee with the Principal" sessions.
To fully encourage and support parents in participating in their child's education, Von Linne will provide early childhood programs/workshops through the OECE. Events (which will take place in the classroom or during PAC meetings) will support the topics selected by the PAC with an emphasis on early learning and family participation.
Any document with information related to school programming, parent activities, student activities, workshops, meetings, or school/community-based functions will be listed on the website (www.linneschool.org) and in the Parent Roar in both English and Spanish. All communication is sent electronically. Teachers will be responsible for collecting valid email addresses at the beginning of the school year and each new enrollment must contain a valid email address. In the event that a parent is unable to access email or text, a school liaison will be assigned to communicate directly with the parent in a non-digital/non text format.

Policy Implementation Activities

N/A
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: Preparing them for College, Career, and Global Citizenship".
SY 20-21 Parent Teacher Conferences are scheduled for 11/18/20 and 4/21/21. Our annual Open House is scheduled for 9/4/20.
Progress reports will be printed (ASPEN) and distributed on the 5th, 15th, 25th, and 35th weeks of the school year in English and/or Spanish as determined by the language of preference. Report cards will be distributed on the 10th, 20th, 30th, and 39th weeks of school. Parents will be reminded of these dates on the website (www.linneschool.org) and in the Parent Roar.
All staff members will be available during their preparation periods. Additional time is available during Parent Teacher Conferences and Open House. In the event that a parent must meet with a parent outside of the regularly scheduled preparation period, arrangements may be made to cover teachers with Educational Support Personnel (ESPs).
Recruitment for parent volunteers will be ongoing. Teachers and staff members will be trained on assisting parents to register as volunteers on the CPS FACE2 website. Opportunities for volunteering include chaperoning on field trips, assisting in the lunchroom, helping in classrooms, supervising students on the playground, and participating in guest reader roles.
Parents can support their child's learning by attending school-based activities (workshops, Open House, assemblies), bringing students to school each day and on time, and/or reviewing learning at home (homework/classroom).
Monthly PAC and BAC meetings will provide parents the opportunity to participate in the decision making process. Administration will be present at each meeting for a Q&A session.
Current programming (Everyday SEL, Class Catalyst, Mindful Practices, Second-Step) help to support students as they internalize the importance of good attendance, positive attitude, and being prepared for learning.
To improve overall 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

54205

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

54565

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

53510

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