2020-2023 plan summary

Name

Role

Email

Access

Gabriel Parra

Principal

gaparra@cps.edu

Has access

Jodi Mahoney

Tech Co/Tech Teacher/ILT

jlmahoney@cps.edu

No Access

Katie Nobbe

Case Manager-Sped Lead and LSC/ILT

krnobbe1@cps.edu

No Access

Aleksandar Jovanovic

School Counselor/ILT

ajovanovic@cps.edu

No Access

Allison Epstein-Miranda

DLC/Parent/ILT

aeepstein@cps.edu

No Access

Nelida Renteria

ELPT-ILT/Parent

nperez1@cps.edu

Has access

Ana Martinez

School Clerk-Lead ESP and LSC

amartinez241@cps.edu

No Access

Anna Vilchez

Assistant Principal

avilchez@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)

Renee Mackin (Apr 28, 2021)
Overall assessment: 4 (nearly all/all 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.
Yes	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 (Oct 12, 2021)
Overall assessment: 4 (nearly all/all 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.
Yes	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

02/24/2021

ILT Members

Self-Assessment

02/02/2021

ILT Members

Debrief Committees

04/20/2021

ILT Members

SY22

08/20/2021

ILT Members

SY22 Goals

09/01/2021

ILT Members

SY22 Framework Updates/PLC Debrief

09/15/2021

ILT Members

SY22 Curriculum Alignment and PLC Debrief

10/05/2021

ILT Members

SY22 PLC Debrief

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.
NA Practice is not applicable.
Not scored

Leadership and Structure for Continuous Improvement Expand all

Leadership for Continuous Improvement

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.

Structure for Continuous Improvement

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

Curriculum

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.

Instruction

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.

Balanced Assessment and Grading

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.

MTSS

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.

Transitions, College & Career Access, & Persistence

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

Relational Trust

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.

Student Voice, Engagement, and Civic Life

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.

Physical and Emotional Safety

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

Supportive and Equitable Approaches to Discipline

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.

Family & Community Engagement

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.

Renee Mackin (Oct 12, 2021)
Overall assessment: 4 (nearly all/all 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.

Renee Mackin (Oct 12, 2021)
Overall assessment: 4 (nearly all/all 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.

Renee Mackin (Oct 14, 2021)
Overall assessment: 4 (nearly all/all practices evident)

Note: Due to change in assessment (NWEA/STAR) consider revisiting goals.

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.

School Excellence Framework Priorities

Score

Framework dimension and category

Area of focus = Not of focus

Depth and Breadth of Student Learning and Quality Teaching: Balanced Assessment and Grading

1 2 3 4 5

Depth and Breadth of Student Learning and Quality Teaching: Curriculum

1 2 3 4 5

Depth and Breadth of Student Learning and Quality Teaching: Instruction

1 2 3 4 5

Depth and Breadth of Student Learning and Quality Teaching: MTSS

1 2 3 4 5

Leadership and Structure for Continuous Improvement: Leadership for Continuous Improvement

1 2 3 4 5

Leadership and Structure for Continuous Improvement: Structure for Continuous Improvement

1 2 3 4 5

Quality and Character of School Life: Family & Community Engagement

1 2 3 4 5

Quality and Character of School Life: Relational Trust

1 2 3 4 5

Quality and Character of School Life: Student Voice, Engagement, and Civic Life

1 2 3 4 5

Depth and Breadth of Student Learning and Quality Teaching: Transitions, College & Career Access, & Persistence

1 2 3 4 5

Quality and Character of School Life: Physical and Emotional Safety

1 2 3 4 5

Quality and Character of School Life: Supportive and Equitable Approaches to Discipline

1 2 3 4 5

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.

Renee Mackin (Oct 12, 2021)
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.

Renee Mackin (Oct 12, 2021)
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

By checking this box, I confirm that we have recalled previous data analysis, conducted new data analysis as needed, and indicated 3-5 areas of critical need in our school's CIWP Google sheet for the Area of Critical Need component. We will now move on to the Goals component.;

By checking this box, I confirm that we have completed a root cause analysis for each area of critical need and indicated 3-5 root causes in our school's CIWP Google sheet for the Root Cause Analysis component.

Vision metrics

Metrics (select 3–5)	Student groups (1–2 for each metric)	2020–2021 goal	2021–2022 goal
SQRP: National School Attainment Percentile - Math (Grades 3-8) Students overall did not show adequate growth on the Star360 Benchmark Assessment in Reading.	Overall	65.00	70.00
	EL	50.00	65.00
SQRP: National School Attainment Percentile - Reading (Grades 3-8) Students overall did not show adequate growth on the Star360 Benchmark Assessment in Math.	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	30.00	32.00
	Students with IEPs	22.00	24.00
SQRP: National School Growth Percentile - Reading (Grades 3-8) Overall IAR Meeting/Exceeding-ELA	Overall		50.00
	EL
SQRP: National School Growth Percentile - Math (Grades 3-8) Overall IAR Meeting/Exceeding-Math	Overall		40.00
	EL
(Blank)
(Blank)

Required metrics (Elementary) 133% complete

2018-2019 Actual

2020-2021 Actual

2020-2021 SQRP Goal

2021-2022 SQRP Goal

My Voice, My School 5 Essentials Survey

Supportive Environment/Student -Staff Survey

(Blank)

Custom metrics 40% complete

2018-2019 Actual

2020-2021 Actual

2020-2021 SQRP Goal

2021-2022 SQRP Goal

EL 3-8 On-Track Index

Monitor and support on track of our DL and TBE programming

(Blank)

Overall Reading TRC Espanol(K-2) students at or above benchmark

(Blank)

Overall Reading TRC (K-2) students at or above benchmark

(Blank)

Overall math mClass (K-2) students at or above benchmark

(Blank)

Overall 3-8 On-Track Index

(Blank)

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)

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.

Renee Mackin (Oct 12, 2021)
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.

Renee Mackin (Oct 12, 2021)
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.

Anna Vilchez (Apr 18, 2022)
Overall assessment: 3 (most 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.

Strategies

Strategy 1

If we do...

Create a Literacy Professional Learning Committee (PLC) that will work together to identify potential weaknesses in our curriculum alignment, explore current research on reading and writing workshops, identify best practices in literacy and writing, and provide training to RLA and SLA teachers,

...then we see...

a consistent and unified literacy and writing curriculum across grade levels and programs,

...which leads to...

increased growth and attainment scores on the iReady, Star 360 and IAR in Literacy.

Notes on Resource Needed to inform Scheduling and Budget Planning: What new investments in time, material, or human resources are necessary to implement this strategy and achieve the associated CIWP goals? Include as much information as possible such as anticipated funding sources or budget categories to fund.

Funding allocated for PLC leads, teacher training, and supplemental literacy and writing curriculum materials; budgeting for subs so that curriculum teams can meet quarterly for 3 hours.

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

Completed

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

Completed

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

Completed

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

Completed

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

On-Track

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

Adoption of ELA Skyline for Grades K-8 to support with vertical and horizontal alignment of standards and culturally responsive pedagogy.

Literacy PLC; Administration

Jun 1, 2022 to
Jun 14, 2023

Not started

Literacy: Shift 1-Increase access to effective and rigorous literacy intruction, Literacy: Shift 3-Increase Access to Culturally Responsive Resources, Skyline: ELA

Vertical and horizontal alignment of biliteracy unit frameworks with clear criterion for learning outcomes, teaching strategies, and the bridge.

DLC, K-8 Dual Language Teachers, Administration

Jun 1, 2022 to
Jun 14, 2023

Not started

Curriculum, Literacy: Shift 1-Increase access to effective and rigorous literacy intruction, Literacy: Shift 3-Increase Access to Culturally Responsive Resources, OLCE

PD for Teaching for Biliteracy to support with the Dual Language Program goals.

DLC, K-8 Dual Language Teachers, Administration

Aug 22, 2022 to
Jun 2, 2023

Not started

Literacy: Shift 3-Increase Access to Culturally Responsive Resources, OLCE, Teacher Leader Development & Innovation: Teacher Teams

Continue with K-8 progress monitoring for literacy based on student data at BOY, MOY, and EOY.

K-8 ELA Teachers

Sep 9, 2022 to
May 31, 2023

Not started

Assessment: Accessing and Analyzing Assessment Data for Instructional Effectiveness, Literacy: Shift 1-Increase access to effective and rigorous literacy intruction, Literacy: Shift 2-Leveraging Data to Close Gaps

Create a menu of interventions and tiered supports for reading.

Reading Interventionist, DLC, ELPT, MTSS Team

May 2, 2022 to
Sep 1, 2022

Not started

MTSS: Curriculum & Instruction

Strategy 2

If we do...

Create a Math Professional Learning Community (PLC) that will work together to identify potential weaknesses in our curriculum alignment, build teacher capacity around best practices in math instruction, and strengthen and increase the use of assessment data as it relates to the progression of the Common Core Standards,

...then we see...

more targeted, differentiated, and individualized math instruction,

...which leads to...

student growth on the iReady Math, Star 360, and IAR assessments.

Budgeting for PLC, professional development on data analysis, math best practices and curricular alignment, and teacher resource materials.

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

Review current math curriculum/tasks/assessments to increase the level of cognitive demand/rigor (Hess Matrix, Syline Resources, TRU Math, MARS Tasks, POM).

Math PLC/Math Teachers

Aug 1, 2022 to
May 31, 2023

Not started

Math: Rigorous Tasks, Math: Curriculum

Create, share, and implement framework for math small group intervention/acceleration using multiple data sources including iReady and Star360.

Math PLC/Math Teachers

Jul 10, 2022 to
May 31, 2023

Not started

Assessment: Accessing and Analyzing Assessment Data for Instructional Effectiveness, Math: Curriculum, Math: Equitable Access

Use the Achieve the Core Coherence Map to align instruction vetrically and horizontally across grade levels.

Math PLC

Jul 10, 2022 to
Oct 31, 2022

Not started

Math: Curriculum

Designates GLMs to complete protocols (i.e looking at student work, problem analysis, DDI) to share a problem and come up with solutions to strengthen our curriculum and instruction.

Math PLC

Jul 10, 2022 to
Apr 28, 2023

Not started

Math: Formative Assessment

Create a scope of learning/PD for math teachers to support with improving instruction, student discource, rigor, and Tier 1 differentiation

Math PLC

Jul 10, 2022 to
Sep 2, 2022

Not started

Teacher Leader Development & Innovation: Teacher Teams, Math: Rigorous Tasks, Math: Student Discourse, Math: Curriculum

Continue with K-8 progress monitoring for math on student data at BOY, MOY, and EOY.

Math Teachers

Jan 3, 2022 to
May 31, 2023

Not started

MTSS: Progress Monitoring, Math: Formative Assessment

Create a menu of interventions and tiered supports for math.

Math interventionist, DLC, ELPT, MTSS Team

May 2, 2022 to
Sep 2, 2022

Not started

MTSS: Curriculum & Instruction

Strategy 3

If we do...

Create structures for parent empowerment that includes open lines of communication with the administration and staff members, opportunities for learning and growth, and opportunities for volunteering,

...then we see...

improved engagement levels of families and community members in events that take place in and around the school,

...which leads to...

parents that are engaged in the school-home connection, helping to support the learning process at home.

Funding will be secured through the Title 1 PAC budget; Administration will help to facilitate the planning and development of parent-led committees and teams; Partnerships with FACE2 and community organizations (ANA, 33rd Ward, Arts, Health Organizations) to support parents in the learning process;

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

Completed

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

Promote membership in the multi-cultural committee so it reflects the diverse population of the school and encouraging open communication with all stakeholders.

Multicultural Team (MCT)

Aug 1, 2022 to
May 31, 2023

Not started

FACE2: Parent Engagement, OLCE

Parent training- how to use/navigate school online resources (Newsela, RAZ, Google classroom, aspen, etc.), new assessments and reports, reading/math strategies, SEL, on-track, HS/College Readiness, and student organization.

BAC, PAC, LSC, MCT, FACE

Sep 5, 2022 to
May 31, 2023

Not started

FACE2: Parent Engagement

Strategy 4

If we do...

Develop a School-Wide Assessment Plan and consistent grading categories/scales that will more accurately reflect our students' mastery of identified learning standards,

...then we see...

a more individualized, targeted and accurate approach to both teaching and learning,

...which leads to...

increased growth as measured on the mClass, Star 360 and IAR assessments.

Budget for Math PLC; mentor text for teachers; provide common planning time for content area teachers to design categories.

Tags:
Assessment: Balanced Assessment and Grading

Area(s) of focus:
2

Action step

Responsible

Timeframe

Status

ILT, PLCs, PPLC, and Administration will develop coherent/consistent categories and weights for grading (in ASPEN) that will be used during SY23 by all teachers.

PLCs; Administration; ILT; PPLC

Jun 1, 2022 to
Aug 12, 2022

Not started

Assessment: Balanced Assessment and Grading, Assessment: Fair, Accurate and Consistent Grading Systems

Teacher teams will follow the new SY23 assessment plan and attend training for iReady and Star360.

Teachers/Admin

May 2, 2022 to
May 31, 2023

Not started

Assessment: Balanced Assessment and Grading

PLCs, ILT, and grade-level teams will complete BOY, MOY, and EOY analysis of data to inform curriculum and instructional effectiveness (interims, iReady and Star 360 Benchmarks, PK Class, KIDS, common assessments)

Teachers, ILT, PLCs

Feb 1, 2022 to
Jun 1, 2023

Not started

Assessment: Accessing and Analyzing Assessment Data for Instructional Effectiveness

Strategy 5

If we do...

Create systems that help students celebrate their culture and identity through arts programming, mentoring, and developing and fostering trusting relationships with staff members,

...then we see...

higher levels of relational trust between and among students and staff members,

...which leads to...

increased levels of engagement, improved student attendance, and decreased numbers of conduct referrals.

Budget for Class Catalyst, professional resources (Everyday SEL), Arts Programming, after school programming that supports the Arts and SEL and mentoring opportunities, behavioral health team, and SEL and Arts PLCs.

Tags:
Arts Education: Equitable Access to the Arts, Arts Education: Mission Driven, Distributed Leadership (F/PA #1), Arts Education: School Structures (F/PA #3), 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

Establish an Arts PLC to create a scope and sequence for arts programming at Linne, identify areas where culturally appropriate units can be incorporated into programming, and review/implement best practices for culturally responsive arts integration. Arts PLC will work during glms.

Arts Team (Helbig, Mahoney, Scampini)

Sep 22, 2021 to
Jan 5, 2022

Completed

Arts Education: Authentic Arts Integration, Arts Education: Mission Driven, Distributed Leadership (F/PA #1)

Action Plan

Strategy 1

Completed Oct 12, 2021

Create a team of literacy teacher leaders.

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

Status history

Completed

Oct 12, 2021

Evidence

Committees are created, presented to teams on 8/27/21

Problem

Root Cause

Next steps

On-Track

Sep 23, 2020

Evidence

See Time Sheets and Notes for Evidence

Problem

Root Cause

Next steps

Completed

Aug 18, 2020

Evidence

Sign-in sheets

Problem

Root Cause

Next steps

On-Track

Jul 13, 2020

Evidence

Creation of a Literacy/Humanities leadership team. Teachers will meet 4 hours over the course of the summer (via Google Meet) to align the social studies component of Humanities across 3rd-8th grade. Updates will be made to the curriculum maps and units will be adjusted.

Materials recommendations and dissemination of plans will take place during the PD week in September.

Problem

Root Cause

Next steps

Completed Oct 12, 2021

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

Status history

Completed

Oct 12, 2021

Evidence

See handbook for evidence. Dates are documented on school-wide calendar in principal's office.

Problem

Root Cause

Next steps

On-Track

Aug 31, 2020

Evidence

A grade level schedule was created, presented to faculty, and posted in the Linne Staff Handbook.

Released Literacy time will take place when we return to either a hybrid or full time model.

Problem

Root Cause

Next steps

Completed

Aug 18, 2020

Evidence

Linne Staff Handbook

Problem

Root Cause

Next steps

Completed Oct 12, 2021

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.

Sep 17, 2020 to Jan 21, 2021 - ILT; Literacy PLC; Administration

Status history

Completed

Oct 12, 2021

Evidence

See handbook for dates. All meeting dates are documented through payroll and on the principal's calendar.

Problem

Root Cause

Next steps

On-Track

Sep 28, 2020

Evidence

PLC meets bimonthly to review literacy maps and align CCSS.

Problem

Root Cause

Next steps

Completed May 24, 2022

Aug 03, 2020 to Sep 08, 2020 - Administration

Status history

Completed

May 24, 2022

Evidence

Problem

Root Cause

Next steps

On-Track

Sep 28, 2020

Evidence

PLC created with representatives from each grade band. Humanities focus.

Problem

Root Cause

Next steps

On-Track May 24, 2022

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

Status history

On-Track

May 24, 2022

Evidence

Completed adoption of Skyline ELA and SS for K-8 for SY23.

Problem

Root Cause

Next steps

On-Track

Feb 01, 2021

Evidence

Literacy PLC has started the process of identifying texts at each grade level and aligning them to the current maps.

Problem

Root Cause

Next steps

Postponed

Sep 04, 2020

Evidence

Problem

Teachers are not physically present in the building.

Root Cause

Schools have been shut down and remote learning is taking place due to Corona-19 Virus.

Next steps

Once our District moves into a "Hybrid" model and teachers return to the building, an assessment will take place.

Adoption of ELA Skyline for Grades K-8 to support with vertical and horizontal alignment of standards and culturally responsive pedagogy.

Jun 01, 2022 to Jun 14, 2023 - Literacy PLC; Administration

Vertical and horizontal alignment of biliteracy unit frameworks with clear criterion for learning outcomes, teaching strategies, and the bridge.

Jun 01, 2022 to Jun 14, 2023 - DLC, K-8 Dual Language Teachers, Administration

PD for Teaching for Biliteracy to support with the Dual Language Program goals.

Aug 22, 2022 to Jun 02, 2023 - DLC, K-8 Dual Language Teachers, Administration

Continue with K-8 progress monitoring for literacy based on student data at BOY, MOY, and EOY.

Sep 09, 2022 to May 31, 2023 - K-8 ELA Teachers

Create a menu of interventions and tiered supports for reading.

May 02, 2022 to Sep 01, 2022 - Reading Interventionist, DLC, ELPT, MTSS Team

Strategy 2

On-Track Sep 07, 2020

Identify members that will lead the math PLC.

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

Review current math curriculum/tasks/assessments to increase the level of cognitive demand/rigor (Hess Matrix, Syline Resources, TRU Math, MARS Tasks, POM).

Aug 01, 2022 to May 31, 2023 - Math PLC/Math Teachers

Create, share, and implement framework for math small group intervention/acceleration using multiple data sources including iReady and Star360.

Jul 10, 2022 to May 31, 2023 - Math PLC/Math Teachers

Use the Achieve the Core Coherence Map to align instruction vetrically and horizontally across grade levels.

Jul 10, 2022 to Oct 31, 2022 - Math PLC

Designates GLMs to complete protocols (i.e looking at student work, problem analysis, DDI) to share a problem and come up with solutions to strengthen our curriculum and instruction.

Jul 10, 2022 to Apr 28, 2023 - Math PLC

Create a scope of learning/PD for math teachers to support with improving instruction, student discource, rigor, and Tier 1 differentiation

Jul 10, 2022 to Sep 02, 2022 - Math PLC

Continue with K-8 progress monitoring for math on student data at BOY, MOY, and EOY.

Jan 03, 2022 to May 31, 2023 - Math Teachers

Create a menu of interventions and tiered supports for math.

May 02, 2022 to Sep 02, 2022 - Math interventionist, DLC, ELPT, MTSS Team

Strategy 3

Completed May 24, 2022

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

Jul 06, 2020 to Aug 03, 2020 - Administration

Status history

Completed

May 24, 2022

Evidence

Problem

Root Cause

Next steps

On-Track

Sep 21, 2020

Evidence

Google Meet date for debrief of SY20 expenditures and workshops is set for October 6, 2020. PAC Officers invited.

Problem

Root Cause

Next steps

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

Status history

On-Track

Aug 17, 2020

Evidence

Principal, AP and DLC conducted Google Meets with parents before the start of the school year providing information on Remote Learning, Dual Language Immersion programs, Hybrid models of instruction, and Back to School events.

Parent updates were sent out prior to the start of school in September. Updates have continued throughout the month of September and will continue on a weekly or bi-weekly basis.

BAC Meeting dates were selected. The first BAC meeting (elections) will take place on September 22, 2020 at 2:00 with 5 remaining meeting dates voted on during the meeting.

The PAC Annual Meeting (run by the principal) will take place on October 14, 2020 and the PAC Organizational Meeting (elections/determination of dates) will take place on October October 16, 2020. Both will take place at 2:00 via Google Meet.

Parent Surveys will be administered via the weekend parent updates with results shared at LSC meetings.

Google Meetings will be scheduled monthly beginning in October by grade band. Spanish meetings will be included.

Problem

Root Cause

Next steps

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

Promote membership in the multi-cultural committee so it reflects the diverse population of the school and encouraging open communication with all stakeholders.

Aug 01, 2022 to May 31, 2023 - Multicultural Team (MCT)

Sep 05, 2022 to May 31, 2023 - BAC, PAC, LSC, MCT, FACE

Strategy 4

Not started May 24, 2022

ILT, PLCs, PPLC, and Administration will develop coherent/consistent categories and weights for grading (in ASPEN) that will be used during SY23 by all teachers.

Jun 01, 2022 to Aug 12, 2022 - PLCs; Administration; ILT; PPLC

Status history

Not started

May 24, 2022

Evidence

ILT will meet with PLCs and develop a school wide grading categories and weights to present to PPLC for SY23.

Problem

Root Cause

Next steps

Postponed

May 18, 2021

Evidence

Problem

Assessment team will continue when in-person in SY22. Fall.

Root Cause

Issues around meeting in person (members of the team concerned).

Next steps

Will postpone until staff is returned fully.

On-Track

May 18, 2021

Evidence

The Math PLC meets biweekly to discuss various topics including assessment and grading practices.

Problem

Root Cause

Next steps

On-Track

Oct 05, 2020

Evidence

Math PLC meets biweekly to discuss strategies, best practices, and align curriculum. Discussion around grading takes place during their meetings.

Problem

Root Cause

Next steps

Teacher teams will follow the new SY23 assessment plan and attend training for iReady and Star360.

May 02, 2022 to May 31, 2023 - Teachers/Admin

Feb 01, 2022 to Jun 01, 2023 - Teachers, ILT, PLCs

Strategy 5

Completed Sep 11, 2020

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

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

Status history

Completed

Sep 11, 2020

Evidence

Behavioral Health Team (BHT) :

School Counselor, Nurse, Case Manager, School Social Worker and School Psychologist

Meet weekly on Fridays beginning on September 11, 2020 to discuss specific concerns related to students.

Problem

Root Cause

Next steps

On-Track

Aug 26, 2020

Evidence

Purchased the following supports for SEL:

10 Additional SEL Mentor texts at various grade levels

30 Copies of Classroom Yoga Mentor Text

30 Sets of Classroom Yoga Posters (for use in classrooms)

Site License for Class Catalyst (Awaiting CPS approval)

Problem

Root Cause

Next steps

On-Track

Aug 24, 2020

Evidence

List of Trainings for Week 1 PD:

9/1/20 Everyday SEL Mentor Text (New Staff) Overview (Jovanovic/Mackin)

9/1/20 Class Catalyst Training (Jovanovic) for New Staff and Second Grade (Refresher for anyone interested)

9/4/20 SEL Scheduling (Jovanovic) for homeroom teachers

Problem

Root Cause

Next steps

Completed Oct 12, 2021

Sep 22, 2021 to Jan 05, 2022 - Arts Team (Helbig, Mahoney, Scampini)

Fund Compliance

ESSA Program

ESSA Schoolwide 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.

Non-title I school that does not receive any Title I funds

ESSA Schoolwide Program

A comprehensive needs assessment of the entire school that is based on the achievement of students relative to state content and achievement standards. particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the school.

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.

Schoolwide reform strategies that provide opportunities for all students to meet proficient and advanced levels of academic achievement.

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.

Schoolwide reform strategies that use methods and instructional strategies that strengthen the academic program, increases the amount and quality of learning time, and includes strategies to meet the needs of historically underserved populations.

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.

Schoolwide reform strategies that address the needs of all students in the school, but particularly those students who are low achieving, at risk of not meeting the states academic achievement standards, and/or members of the target population of a program included in the schoolwide plan includes strategies like: mentoring, school-based mental health programs, counseling, pupil services, college career awareness, secondary school students’ access to coursework to earn postsecondary while still in high school (such as Advanced Placement, International Baccalaureate, early college high schools, dual or concurrent enrollment ).

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.

Please describe the strategies used at your school to attract high-quality, highly-qualified teachers.

Working closely with the CPS HR Generalist; seeking high quality candidates from Spain and Latin America through the CPS recruitment office;

High-quality and ongoing professional development for teachers, principals, paraprofessionals, and d other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects.

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.

Implement a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.); Multi-Tier System Of Supports.

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.

Plans for assisting preschool children in the transition from early childhood programs to the local elementary program. **Not applicable to middle or high school buildings.

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).

Measures to include teachers in decisions regarding the use of academic assessments in order to improve the achievement of individual students and the overall instructional 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.

Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance, which shall include measures to ensure students' difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

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.

Coordination and integration of federal, state, and local services and programs including programs supported under No Child Left Behind, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training. Please describe how this will be accomplished.

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

I verify that the statement below is correct

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 parent and family engagement in the schools. It includes new provisions increasing parental notification requirements, parental selection of educational options, and parental engagement 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

Schools must involve parents and family in the joint development and periodic review and revision of the ESSA, Title I school parental and family engagement plan and policy, and in the process of school review and improvement. Please describe how this will be accomplished.

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 with the help of a parent survey.

The school will hold an annual meeting at a time convenient to parents and families during the first month of school to inform them of the school's participation in ESSA, Title I programs and to explain the Title I requirements and their right to be involved in the Title I programs. The school will also hold an annual Title I PAC Organizational meeting at which 4 PAC officers are elected and monthly meeting dates are identified. The school will also offer parental and family engagement meetings, including monthly school PAC meetings, at different times and will invite all parents and key family members of children participating in the ESSA, Title I program to these meetings, and encourage them to attend. Please describe how this will be accomplished. Please list the projected date of your Title I Annual Meeting and your Title I PAC Organizational Meeting

PAC Title 1 Organizational Meeting will be scheduled during the first month of school. Date will be determined based on School Opening Day.

At the request of parents, schools will provide opportunities for regular meetings, including the School Parent Advisory Council meetings, for parents and family members to formulate suggestions and to participate, as appropriate, in decisions about the education of their children. Please describe how the school will immediately respond to any such suggestions.

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.

Schools will provide parents a report of their child's performance on the State assessment in at least math, language arts and reading. Please describe how this will be accomplished.

Parents will receive a report of their child's performance on the Star 360 in reading and math following each assessment window. (Assessment windows are determined by CPS and the Office of Assessment.) IAR 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 and again in April.

Schools will provide parents timely notice when their child has been assigned to, or taught by, a teacher who is not "highly qualified," as defined in the Title I Final Regulations, for at least four (4) consecutive weeks. Please describe how this will be accomplished.

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.

Schools will assist parents of participating ESSA Title I children in understanding: the state's academic content standards; the state's student academic achievement standards; the state and local academic assessments including alternate assessments; the requirements of Title I, Part A; how to monitor their child's progress; and how to work with educators. Please describe how this will be accomplished.

At the beginning of each school year an informational workshop is provided to parents, in both English and Spanish, explaining the following assessments: IAR, Star 360, 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.

Schools will provide information, resources, materials and training, including literacy training and technology, as appropriate, to assist parents and family members in working with their children to improve their academic achievement, and to encourage increased parental involvement. Please describe how this will be accomplished.

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.

Schools will educate all staff in the value and utility of contributions by parents and family and in how to reach out to, communicate and work with, parents and family as equal partners in the education of their children and in how to implement and coordinate parent and family programs and build ties with parents and family members. Please describe how this will be accomplished.

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.

Schools will, to the extent feasible and appropriate, coordinate and integrate parent and family programs and activities with Head Start, Reading First, Early Reading First involvement, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, public preschool, and other programs, to further encourage and support parents and families in more fully participating in their children's education. Please describe how this will be accomplished.

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.

Schools will ensure that information related to the school and parent and family programs, meetings, and other activities is sent to parents in understandable and uniform formats, including language. Please describe how this will be accomplished.

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

The LSC will approve the school improvement plan and monitor the CIWP.

In the CIWP, the school identifies current parental and family engagement practices and outlines activities related to expanding parent and family partnership programs.

The school will coordinate the parent and family engagement programs identified in the CIWP.

The school will evaluate the Parent and Family Engagement Policy for effectiveness and make improvements as necessary.

Explain why any of the boxes above are unchecked: (type "n/a" if all are checked)

N/A

School-Parent Compact Complete

The school will provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating student to meet the State's student academic achievement standards. Describe how the school will provide high-quality curriculum and instruction in a supportive environment. (Restate the school mission.)

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".

The school will hold parent-teacher conferences. Describe the kinds of parent-teacher conferences that will be held and the dates on which they are scheduled.

SY 20-21 Parent Teacher Conferences are scheduled for 11/21/22 and 4/21/23. Our annual Open House is scheduled for 4/19/22.

The school will provide parents with frequent reports on their children's progress. Describe when and how the school will provide reports to parents.

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.

The school will provide parents access to staff. Describe when, where and how staff will be available for consultations with parents.

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).

The school will provide parents opportunities to volunteer and participate in their children's classes. Describe how and when parents and family members may volunteer, participate, and observe classroom activities.

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.

The parents will support their children's learning. Describe how the parents will assist learning (i.e. monitoring attendance, homework completion).

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).

The parents will participate in decisions relating to the education of their children. Describe when, where and how parents will consult with the school.

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.

The students will share the responsibility for improved student academic achievement. Describe how the students will assure academic achievement (i.e. good attendance, positive attitude, class preparation).

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.

Parent Budget Complete

Goals: Indicate goals, timeline of activities, resource material distribution and/or training topics that are designed to assist parents and families with increasing their students' academic achievement. The overarching goal is to increase student academic achievement through parental and family engagement involvement; specify your goals.

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). Services may not be rendered until a PO has been generated.

.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, original, 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 be used only by parents.

.00

CIWP/Budget Approval

Budget crosswalk

Strategy 1

Theory of action

If we do...Create a Literacy Professional Learning Committee (PLC) that will work together to identify potential weaknesses in our curriculum alignment, explore current research on reading and writing workshops, identify best practices in literacy and writing, and provide training to RLA and SLA teachers,

then we see...a consistent and unified literacy and writing curriculum across grade levels and programs,

which leads to...increased growth and attainment scores on the iReady, Star 360 and IAR in Literacy.

Resources Needed

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

Funding allocated for PLC leads, teacher training, and supplemental literacy and writing curriculum materials; budgeting for subs so that curriculum teams can meet quarterly for 3 hours.

Funding source

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

[X] Local (115)
[X] Title I (332), II (353), III (356), Perkins (369), IDEA (220)
[ ] IL-Empower (367)
[X] Other grants, including foundation grants and Fund 124
[ ] No cost

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)

[X] Teacher position
[ ] ESP Position
[X] Substitute teacher (PD programming, etc)
[ ] Ext. Day - Buckets
[X] Supplies
[X] Equipment
[ ] Materials
[X] Textbooks
[X] Professional Development Consultants/vendors
[X] Conferences and associated expenses
[ ] Other

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.

Funding a literacy PLC engages members in a review of curriculum maps to improve vertical alignment, develop literacy units that are culturally responsive and are guided by the Biliteracy Unit Framework in order to support students in the Dual Language Program. Further by replacing/supplementing reading and writing materials we will ensure that all students have instructional materials that are relevant and authentic. Funding substitutes allows for teachers to engage in peer observations, and meet with instructional coaches (Dual Language Coordinator, ELPT, Core Instruction teacher) to plan and strategize for instructional improvement. Allocating funds in this category is based on greatest needs including the needs of specific student groups.

Strategy 2

Theory of action

If we do...Create a Math Professional Learning Community (PLC) that will work together to identify potential weaknesses in our curriculum alignment, build teacher capacity around best practices in math instruction, and strengthen and increase the use of assessment data as it relates to the progression of the Common Core Standards,

then we see...more targeted, differentiated, and individualized math instruction,

which leads to...student growth on the iReady Math, Star 360, and IAR assessments.

Resources Needed

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

Budgeting for PLC, professional development on data analysis, math best practices and curricular alignment, and teacher resource materials.

Funding source

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

[X] Local (115)
[X] Title I (332), II (353), III (356), Perkins (369), IDEA (220)
[ ] IL-Empower (367)
[X] Other grants, including foundation grants and Fund 124
[X] No cost

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)

[X] Teacher position
[ ] ESP Position
[X] Substitute teacher (PD programming, etc)
[ ] Ext. Day - Buckets
[X] Supplies
[ ] Equipment
[ ] Materials
[ ] Textbooks
[X] Professional Development Consultants/vendors
[X] Conferences and associated expenses
[ ] Other

Achieving the strategy

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

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

Budgeting for math PLC allows members to establish an ongoing system of support for continuous improvement for teaching and learning, The math PLC will engage in the use of data to determine student and educator learning needs. Professional learning will be available to extend teachers' knowledge of content, and content-specific pedagogy along with selection and implementation of appropriate evidence-based strategies to achieve student and teacher learning goals. Funding will be available for subs so that teachers can debrief with coaches on the application of the learning. Math supplemental materials will be identified to support core math curriculum.

Strategy 3

Theory of action

If we do...Create structures for parent empowerment that includes open lines of communication with the administration and staff members, opportunities for learning and growth, and opportunities for volunteering,

then we see...improved engagement levels of families and community members in events that take place in and around the school,

which leads to...parents that are engaged in the school-home connection, helping to support the learning process at home.

Resources Needed

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

Funding will be secured through the Title 1 PAC budget; Administration will help to facilitate the planning and development of parent-led committees and teams; Partnerships with FACE2 and community organizations (ANA, 33rd Ward, Arts, Health Organizations) to support parents in the learning process;

Funding source

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

[X] Local (115)
[X] Title I (332), II (353), III (356), Perkins (369), IDEA (220)
[ ] IL-Empower (367)
[ ] Other grants, including foundation grants and Fund 124
[X] No cost

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)

[ ] Teacher position
[ ] ESP Position
[ ] Substitute teacher (PD programming, etc)
[ ] Ext. Day - Buckets
[X] Supplies
[ ] Equipment
[ ] Materials
[ ] Textbooks
[X] Professional Development Consultants/vendors
[X] Conferences and associated expenses
[ ] Other

Achieving the strategy

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

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

Budgeting of Title I parent involvement funds will ensure that the PAC has the resources to provide assistance, support, and training to parents in order to improve their literacy and parent skills and work to create equal partnerships between teachers, staff, and parents in the education of students. Parents will be included in the creation of school based committees such as the multicultural committee and work jointly to develop and approve a parent involvement policy that includes supporting the school-parent compact. A series of low cost strategies will be used to improve communication between administration and parents that include coffees with the principal, culinary experiences, ceramic classes, and celebrations of multiple cultural events.

Strategy 4

Theory of action

If we do...Develop a School-Wide Assessment Plan and consistent grading categories/scales that will more accurately reflect our students' mastery of identified learning standards,

then we see...a more individualized, targeted and accurate approach to both teaching and learning,

which leads to...increased growth as measured on the mClass, Star 360 and IAR assessments.

Resources Needed

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

Budget for Math PLC; mentor text for teachers; provide common planning time for content area teachers to design categories.

Funding source

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

[X] Local (115)
[X] Title I (332), II (353), III (356), Perkins (369), IDEA (220)
[ ] IL-Empower (367)
[X] Other grants, including foundation grants and Fund 124
[X] No cost

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)

[X] Teacher position
[ ] ESP Position
[X] Substitute teacher (PD programming, etc)
[ ] Ext. Day - Buckets
[X] Supplies
[ ] Equipment
[ ] Materials
[ ] Textbooks
[X] Professional Development Consultants/vendors
[X] Conferences and associated expenses
[ ] Other

Achieving the strategy

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

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

Funding in this category will help build capacity in teacher leaders to design and implement a well balanced assessment plan by improving assessment literacy in administrators and teacher leaders. Resources are aligned so teacher leaders can plan for and implement an assessment plan aligned to the district's balanced assessment framework. Professional development is provided through the district’s balanced assessment collaborative and empowers our teacher leaders with advanced levels of assessment literacy to lead assessment capacity-building efforts through grade levels.

Strategy 5

Theory of action

If we do...Create systems that help students celebrate their culture and identity through arts programming, mentoring, and developing and fostering trusting relationships with staff members,

then we see...higher levels of relational trust between and among students and staff members,

which leads to...increased levels of engagement, improved student attendance, and decreased numbers of conduct referrals.

Resources Needed

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

Budget for Class Catalyst, professional resources (Everyday SEL), Arts Programming, after school programming that supports the Arts and SEL and mentoring opportunities, behavioral health team, and SEL and Arts PLCs.

Funding source

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

[X] Local (115)
[ ] Title I (332), II (353), III (356), Perkins (369), IDEA (220)
[ ] IL-Empower (367)
[X] Other grants, including foundation grants and Fund 124
[X] No cost

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)

[X] Teacher position
[ ] ESP Position
[X] Substitute teacher (PD programming, etc)
[ ] Ext. Day - Buckets
[X] Supplies
[ ] Equipment
[ ] Materials
[ ] Textbooks
[X] Professional Development Consultants/vendors
[ ] Conferences and associated expenses
[ ] Other

Achieving the strategy

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

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

Funding in this category will help support the social emotional needs of students. Behavioral Health team will meet weekly to discuss MTSS, interventions, and strategies to improve students emotional health. Providers such as Everyday SEL and CircEsteem will be funded to supplement school-wide programs in alignment with CASEL’s SEL Framework. Mentoring opportunities with Concordia Place will connect our students with university students. Funding of the School’s Resilience team will help develop and support trusting relationships amongst staff.

Approvals

FY21 Approval Form: Signed 2020-2022 CIWP/Budget Approval Forms FY21 should be uploaded by the budget approval deadline.

File: CIWP Approval form.pdf
Uploaded on: Jul 30, 2020

FY22 Approval Form: Signed 2021-2023 CIWP/Budget Approval Forms FY22 should be uploaded by the budget approval deadline.

File: Budget Approval FY22.pdf
Uploaded on: May 18, 2021