Near North Elementary Schoolschoolreports.cps.edu/CIWP_2012/SchoolID610085_ESCIWP_as... · 2012....

61008530061

Mission Statement

Strategic Priorities1.

2.

3.

4.

5. Social Emotional

Near North Elementary SchoolFulton Elementary Network

739 N Ada St Chicago, IL 60642ISBE ID:

School ID:

Oracle ID:

150162990253157

The staff of Near North Elementary is committed to developing meaningful relationships with all students. The entails recognizing the individual differences inherent to our population, respecting and valuing each student, providing opportunities for all students to learn, and preparing them for college and career. It is our responsibility to provide all students with individualized academic curriculums.

Implementation of Common Core Standards

Small group instruction based on data

Monitor student progress in math and literacy skills through assessments

Literacy

School Performance Goals

2012-2014 Continuous Improvement Work Plan

3.8 3.0 6.0 3.0 7.0 10.0 5.0 12.0 15.0

8.0

0%10%20%30%40%50%60%70%80%90%

100%

Early Literacy Gr3-5 Reading Gr6-8 Reading Gr8 Explore

Literacy Performance Goals SY2011 SY2012 SY2013 SY2014

3.0 3.0 3.0 7.0 7.0 5.0 12.0 12.0 8.0

0%10%20%30%40%50%60%70%80%90%

100%

Early Math Gr3-5 Math Gr6-8 Math Gr8 Explore

Math Performance Goals SY2011 SY2012 SY2013 SY2014

Date Stamp November 22, 2012

Overview

School NameNear North Elementary School

Developing a CIWP Team

Title/Relationship

Special Education FacultySpecial Education FacultySpecial Education FacultySpecial Education FacultySpecial Education FacultySpecial Education FacultyAssistant PrincipalPrincipalCommunity Member

Hernandez, AshleyRaspberry, CathyVery, LucilleLewis, Rona

Grayer, Barbara

To get started, please select your school's name from the drop down list:

A CIWP team consists of 6 – 12 committed stakeholders that act as the steering committee for the entire CIWP planning process. The principal should serve as the chairperson of the CIWP Team, appointing other team members from the school and community, which can include members from the ILT and/or LSC. These CIWP Team members should have strengths in collaboration and consensus-building. While the CIWP Team needs to remain small, it should include people with a variety of perspectives.

CIWP Team

Name (Print)

Archibald, LeslieBlack-Jordan, TeressaDean, SarahGayford, Peter

The Continuous Improvement Work Plan (CIWP) is a stream-lined, strategic planning process for schools that also meets the state and federal requirements of a school improvement plan. The CIWP uses previous goal and priority setting completed by the schools from the Scorecard metrics, School Effectiveness Framework and Theory of Action. Please see the CIWP Planning Guide at www.cps.edu/CIWP for detailed instructions on completing the tool.

Continuous Improvement Work Plan 2012 - 2014

Version 03/12 CIWP Team of 28 Date Stamp November 22, 2012

Academic Achievement SY2011 Score

SY2012 Goal

SY2013 Goal

SY2014 Goal

SY2011 Score

SY2012 Goal

SY2013 Goal

SY2014 Goal

NDA NDA

0.0 3.0 7.0 12.0 0.0 3.0 7.0 12.0

41.2 44.0 47.0 51.0 21.7 24.0 27.0 31.0

3.8 6.0 10.0 15.0 0.0 3.0 7.0 12.0

31.3 34.0 38.0 43.0 39.6 42.0 46.0 51.0

0.0 3.0 5.0 8.0 0.0 3.0 5.0 8.0

Elementary Goal Setting

Grade Level Performance - Reading% of students at or above grade level on Scantron/NWEA

Grade Level Performance - Math% of students at or above grade level on Scantron/NWEA

Early Math% of students at Benchmark on mClass

Explore - Math % of students at college readiness benchmark

Keeping Pace - Math% of students making growth targets on Scantron/NWEA

Grade Level Performance - Reading% of students at or above grade level on Scantron/NWEA

3rd - 5th GradeGrade Level Performance - Math% of students at or above grade level on Scantron/NWEA

Instructions: Your school's data is organized by Scorecard categories. Using your current performance data and your SY2012 goals, determine the SY2013 & SY2014 performance goals for each metric. Note: ISAT scores include all students in the aggregates, including English Language Learners.

Keeping Pace - Math% of students making growth targets on Scantron/NWEA

Keeping Pace - Reading% of students making growth targets on Scantron/NWEA

Pre-K - 2nd Grade

6th - 8th Grade

Early Literacy% of students at Benchmark on DIBELS, IDEL

Keeping Pace - Reading% of students making growth targets on Scantron/NWEA

Explore - Reading% of students at college readiness benchmark

8th Grade


Near North Elementary School

Version 03/12 ES Goals of 28 Date Stamp November 22, 2012

Elementary Goal SettingInstructions: Your school's data is organized by Scorecard categories. Using your current performance data and your SY2012 goals, determine the SY2013 & SY2014 performance goals for each metric. Note: ISAT scores include all students in the aggregates, including English Language Learners.



Climate & Culture

SY2011 SY2012

GoalSY2013

GoalSY2014

GoalSY2011

SY2012 Goal

SY2013 Goal

SY2014 Goal

80.2 83.0 86.0 90.0 58.3 55.0 52.0 49.0

State AssessmentSY2011 Score

SY2012 Goal

SY2013 Goal

SY2014 Goal

SY2011 Score

SY2012 Goal

SY2013 Goal

SY2014 Goal

6.7 8.0 10.0 13.0 0.0 2.0 3.0 5.0

11.4 13.0 15.0 18.0 1.3 2.0 3.0 5.0

8.3 10.0 12.0 15.0 0.0 2.0 3.0 5.0

ISAT - Mathematics% of students exceeding state standards

All Grades% Meets & Exceeds

ISAT - Reading% of students exceeding state standards

All Grades% Exceeds

ISAT - Reading% of students meeting or exceeding state standards

ISAT - Science% of students exceeding state standards

ISAT - Mathematics% of students meeting or exceeding state standards

Attendance RateAverage daily attendance rate

MisconductsRate of Misconducts (any) per 100

ISAT - Science% of students meeting or exceeding state standards

All Grades

Version 03/12 ES Goals of 28 Date Stamp November 22, 2012

Typical School Effective School Evidence EvaluationGoals and theory of action 4• The school has established goals for student achievement that are aimed at making incremental growth and narrowing of achievement gaps.• The school has a plan but may have too many competing priorities.

• The school has established clear, measurable goals for student achievement aimed at aggressively narrowing the achievement gap and ensuring college and career readiness of all students-- at the school, grade, and classroom levels.• The school has established a clear theory of action or strategic plan that outlines the school’s priorities (derived from analysis of data) and key levers along with the anticipated impact when implemented with fidelity.

Principal Leadership 4• Professional learning is organized through whole staff development but it is not tightly linked to what happens in teacher team meetings or 1:1 coaching cycles.• Principal monitors instructional practice for teacher evaluations.• School-wide or class specific vision is not consistently focused on college and career readiness..• Principal provides basic information for families on school events and responds to requests for information. Families and community are engaged through occasional school-wide events such as open houses or curriculum nights.

• Principal creates a professional learning system that evaluates teacher need and interest and builds opportunities for growth in content knowledge and leadership• Principal clarifies a vision for instructional best practice, works with each staff member to determine goals and benchmarks, monitors quality and drives continuous improvement.• Principal establishes and nurtures a culture of college and career readiness through clarity of vision, internal and external communications and establishment of systems to support students in understanding and reaching these goals.• Principal creates a system for empowered families and communities through accurate information on school performance, clarity on student learning goals, and opportunities for involvement.

School Effectiveness Framework

Near North Elementary is a therapeautic day school, which services severe to profound students with emotional/behavioral disabilities. The school is geared toward minimizing the achievement gap in the following ways.*All students have Individualized Education Plan, which have outlined academic goals for the year. These goals are revised annually, and reviewed quarterly to ensure student mastery.*Scantron Goal: The number of students growing from below to meets on reading and math will increase quarterly by 3%.*All classrooms have data binder that outline students performances on Scantron, the ISAT, and Common Core assessments. These binder help to guide students individualized academic needs and next steps toward mastery. Binders are analyzed and discussed during morning grade level meetings. *Data boards are present in all classroom so students may monitor their own mastery of skills and areas that need to be improved upon through the classroom learning process.

Instructions: Evaluate your school from 1-4 on each of the Effective Practices of the School Effectiveness Framework in the drop down box under "Evaluation". Cite evidence from observations, any available data, surveys, etc. NOTE: 2= Typical School and 4 = Effective School TIP: When entering text, press Alt + Enter to start a new paragraph.

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*Principal establishes professional development days related to best practices and the school's curriculum to ensure staffs teaching skills are on par with the lastest teaching techniques and educational theories.*Parents/Guardians are empowered to attend all school assemblys, Open House, and report Card Pick-up Days. They are also encouraged to have conferences with their child's teacher, when needed.*Principal send teachers to professional development meeting, and has them report out to all staff members on professional development days, morning meetings, or grade level meeting so all staff members are included. *Principal supports and nutures the Inclusion Club, which is a mainstreaming strategy for students to return back to the regular education environment.*The School Report Card is sent home at the beginning of the year. Daily Student Home Notes are sent home on a daily basis to foster communication with parents/guardians. Information related to school activities are sent with the Home Notes as needed. Parents/guardians are encouraged to attend their chil'd Individualized Education Review.

Near North Elementary School 2012-2014 Continuous Improvement Work Plan

Version 03/12 SEF of 28


Typical School Effective School Evidence Evaluation

School Effectiveness FrameworkInstructions: Evaluate your school from 1-4 on each of the Effective Practices of the School Effectiveness Framework in the drop down box under "Evaluation". Cite evidence from observations, any available data, surveys, etc. NOTE: 2= Typical School and 4 = Effective School TIP: When entering text, press Alt + Enter to start a new paragraph.


Teacher Leadership 3• A core group of teachers performs nearly all leadership duties in the school.• A few voices tend to contribute to the majority of decision-making at the ILT and teacher team levels.• Teacher learning and expertise is inconsistently shared after engagement in professional learning activities.

• Each teacher is invested in the success of the school through leadership in one or more areas, including (but not limited to):-ILT membership-Grade/Course team lead- RtI team-Committee chair or membership-Mentor teacher-Curriculum team-Coach-Family liaison-Data team-Bilingual lead-SIPAAA/CWIP team-Union representative-Grant writer• Each teacher has equity of voice in grade/course, ILT and whole staff meetings• Each teacher is encouraged to share learning about effective practice from PD or visits to other schools

*The invested ILT team is composed of 4 teacher (from each grade level), one librarian, 1 case manager, the assistant principal, and principal. This team meets twice a month, and guides the school's curriculum, standards, etc.*Teachers are invested in the Behavioral Committee. This committe meets once a month to discuss the school's behavior program.*All teachers meet once a week in grade level meetings. There are three levels which include primary, intermediate, and upper. Curriculum and data needs are analyzed during these sessions.*The ILT is the CWIP team, but the entire staff is involved in the planning process for setting a clear vision of the school.*Currently, one teacher is the Union representative. Union meetings for members take place monthly after school hours.*The principal continually encourages teachers to write grants. Recommended grants organizations include Donors Choose, etc.*Teachers are empowered to visit other schools to learn about effective practices being utilized with students.

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Instructional Leadership Team (ILT) 4• The ILT represents some or most grade levels or departments, but may not include critical areas of expertise, like special education, bilingual education or counseling. • The ILT splits time and focus between improving teaching and learning and solving day-to-day operational concerns.• The ILT organizes some whole staff professional development activities. Development at the teacher team or teacher level is not coordinated by the ILT. ILT decision-making is carried out in isolation, or without a clear process for staff-wide engagement.• ILT engages in changes to practice in response to voiced concerns.• ILT analyzes student test data if new data is available.

• The school’s ILT is assembled based on the combination of knowledge and expertise needed to make decisions for all students and staff. • The ILT leads the work of improving teaching and learning school-wide• The ILT leads the school’s approach to professional development – whole staff PD, teacher teams, and coaching.• The ILT facilitates two-way communication and engages all staff in participating in decision-making that advances the school’s strategic focus.• The ILT engages in regular reflection upon its own team processes and effectiveness and takes actions to improve its functioning and progress towards school-wide goals.• The ILT regularly analyzes qualitative and quantitative data to monitor the implementation of school’s plan and make adjustments accordingly

Monitoring and adjusting• Data for district assessments is occasionally analyzed at the school level, typically when new reports are made available. Analysis may lead to instructional practice.

• The school has a systematic approach to analyzing data relative to the school’s theory of action on an ongoing basis—at the school level, department/grade level, and classroom level—in order to make adjustments to their focus and to target support for particular teachers and students.

------------------------------------------------------------------------------------>*All classroom have data binder which are used to guide instruction for individuals student's.*Teachers meet weekly in their grade level meetings to reflect and assess data information in the data binder. These discussion help to guide teacher instruction as a whole or individually to ensure mastery of skills taught.*Data boards containing students progress on assessments are displayed in classrooms. Students can view these to have a comprehension of what they mastered, and need to improve upon.

*The invested ILT team is composed of 4 teacher (from each grade level),1 librarian, 1 case manager, the assistant principal, and principal. This team meets twice a month, and effectively guides the school's curriculum, standards, descisions, etc.*Educational topics of discussion are reported out to teachers at weekly morning meetings, grade level sessions and on montly professional development days. Staff members thoughts, concerns, and ideas are diligently recorded and brought back to the table for discussion. *The ITL analyzes assessment data (i.e. Scantron, ISAT) from REA, dashboard, and other databases to create goals for improving students scores on assessments. For example, quarterly Scantron goals to increase student achievement in reading and math by 3% from below to meets. How to use the Take Five strategy to reflect on and set goals for high stakes assessments

(ISAT, etc.).

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Curriculum 4• Curricular pacing/scope and sequence is most often determined by the pacing set forth in instructional materials or by an individual teacher.• Each teacher develops his/her own units of instruction or follows what is suggested by the pacing provided in instructional materials.• Text used for instruction exposes some students to grade-appropriate complexity and is heavily focused on fiction.• Short- and long-term plans do not consistently differentiate by learner need.

• Each grade level or course team has a year-long scope and sequence that maps out what Common Core or other state standards teachers should teach and in what order in core subject areas.• Each grade level or course team develops/uses common units of instruction aligned to the standards.• Text used for instruction exposes all students to a grade-appropriate level of complexity and informational texts to at least the CCSS-recommended levels by grade band. • Short and long term plans include the supports necessary to ensure that students with disabilities and ELLs are able to gain core content knowledge and skills.

Instructional materials 4• Core instructional materials vary between teachers of the same grade/course or are focused mainly on a single textbook with little exposure to standards-aligned supplemental materials.• Instructional materials support a general curriculum with little differentiation for student learning need.

• Each grade level or course team has a set of instructional materials that are aligned with standards.• Instructional materials are supportive of students with disabilities as well as varying language proficiency levels of ELLs (including native language and bilingual supports).

------------------------------------------------------------------------------------>*The school's core curricuum encompasses Balanced Literacy and Reader's Journey (language arts), Envisions and AMP (math), FOSS (science), Scott Foresman (social Studies).*Additional nonfiction materials are being purchased by teachers for the 2012-2013 school year, to support the Common Core initiative, and help empower teachers to prepare students for college or career.*All curriculums are aligned to the Illinois State Standards.*Teachers are using the Illinois State Standards, unpacking the Common Core Standards, and will soley utilize the Common Core Standards starting the 2012-2013 year.*All core curricular materials are presented to students at grade level. They are modified or accomadated as required within the legal language of students' IEPs, to ensure mastery of taught skills, and prepare them for college or career.

*All instructional materials are aligned to the Illinois or Common Core Standards. This is outline in teachers weekly lesson plans.**Instructional materials are modified or accomadated as required within the written language of students' IEPs. Accomadations/modifications are individualized and written in teacher's lesson plans.*Starting with the 2012-2013 school year, all rooms will be utilizing the common core standards to prepare students for college or career.*Currently, our core curriculums include Balanced Literacy, Envisions/AMP, FOSS, and Scott Foresman Social Science. *Each classroom is equiped with computers. They are wireless ready. New computers will be purchased to update the older ones during the 2012-2012 academic year (One per room). These

will support and empower teachers Common Core approaches to learning.

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Reading Materials Survey: In addition to evaluating your school in this area, we encourage schools to begin inventorying grade level literacy materials by completing the survey at www.surveymonkey.com/s/materialsurvey. While this is not a comprehensive inventory of your school's instructional materials, this will help you identify the additional literacy materials needed to help implement the Common Core State Standards in the upcoming school year.

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Assessment 4• School wide data is available to the ILT. Teacher team or classroom data is not always available when teachers need it—or teachers inconsistently bring it to teacher team meetings.• Each grade level or course team administers the required district assessments but there may be gaps in the kind of assessment tools available to them.• Assessments are focused on a particular form of assessment and may not adequately provide a complete picture of student learning. • Most assessments are designed to be identical for all students, without accommodation for learner need.

• School-wide, teacher team and classroom data is organized and available to all who need it immediately after each assessment. • Each grade level or course team uses a comprehensive set of assessments – screening, diagnostic, benchmark, formative, and summative – to monitor student learning on a frequent basis.• Assessment methods (e.g., student work, selected response, constructed response, performance task) are aligned with the standard(s) being assessed (e.g., knowledge mastery, reasoning proficiency, performance skills, ability to create products).• Assessment accommodations and modifications are in place to ensure that students with disabilities and ELLs are able to appropriately demonstrate their knowledge and skills.

*Classrooms all have data binders that contain individual student scores on state and local assessments (ISAT, Scantron, etc.). Data bulletin boards are up in each classrooms for students to monitor their success/progress on assessments (ISAT Scantron, etc.). Student results for Scantron are readily available 10 minutes after administration is complete.*The WRAT is used as a screening test when student arrive at school during the intake process. DRA is used 2 times a year to assess reading and writing skills. The Kaufman or Woodcock assessment is used annually to assess students growth in reading and math to monitor progress. Unit and benchmark assessments from curricular series are used through the year.*Checklists, observations, rubrics, are used across the curriculum to monitor student mastery on presented lessons weekly. this is outlined as needed on lessons.*Acomadations and modifications are written into students IEP's annually for test taking to help empower successful testing. This can include more time on testing, etc.

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Instruction 4• Communication of the learning objective is inconsistent or lesson objectives do not consistently align to standards.• Questioning is more heavily aimed at assessing basic student understanding and comprehension.• Sequencing of lessons in most classes is primarily driven by the pacing suggested in instructional materials.• Instruction is most often delivered whole-group with few opportunities for scaffolding learning or the level of rigor is not consistently high.• Formative assessment during instruction is used occasionally or inconsistently between teachers.

• Each teacher clearly communicates with students the standards-based learning objective, directions and procedures, as well as the relevance of the learning.• , Each teacher uses low- and high-level questioning techniques that promote student thinking and understanding.• Each teacher purposefully sequences and aligns standards-based objectives to build towards deep understanding and mastery of the standards.• Each teacher scaffolds instruction to ensure all students, including students with disabilities and English language learners access complex texts and engage in complex tasks. • Each teacher regularly uses formative assessment during instruction to monitor student progress and check for understanding of student learning.

*What and Why Boards are utilized by teachers prior to each lesson for facilitating understanding of learng by students.*Teachers incorporate inference questions based on Bloom's Taxonomy during lessons, to facilitate a higher order thinking skills.*Scaffolding and differentiation of lesson, along with small group and centers instruction occurs within each classroom.*Unit and benchmark assessment, observation, checklists, rubrics , etc. are utilized with instruction, as required to identify levels of mastery. These instruments are incorporated into teachers' weekly lessons.*Formative assessments are incorporated into students' portfolios. This information is used to monitor student progress and mastery throughout the year.

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Intervention 3• Decision-making about how to determine which students are in need of intervention, what interventions they receive and how to determine the success of interventions is not regularly monitored. The intervention options are limited (sometimes one-size-fits-all), making it difficult to find a targeted solution to address a particular student’s needs. Intervention monitoring and adjustments are left to teacher discretion without school-wide systems.

• The school has a systematic approach to administering screening assessments to identify students in need of academic intervention.• The school has a systematic approach to administering diagnostic assessments to identify particular skills gaps. • Interventions at the elementary level include in-class, small group instruction, push-in support provided by specialists, one on one support and additional supports outside of the classroom. • Interventions at the secondary school level include small group instruction, double blocks in literacy and mathematics, push-in support provided by specialists, one on one support and additional supports outside of the classroom• Interventions are closely monitored at the ILT, teacher team and individual teacher level so that adjustments can be made at least every 6 weeks.

Whole staff professional development 3• Whole staff professional development occurs regularly but is not tightly aligned to the school’s priorities.• Quality, effectiveness or relevance of professional development is not monitored.

• The school has a year-long, focused plan for whole staff professional development aligned to school-wide priorities and growth goals.• The school has a method for continually monitoring the effectiveness of all professional development (including coaching and teacher collaboration).• School-wide structures ensure that professional development is ongoing, job-embedded and relevant to teachers.

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ing *Enhancing professional development activities occur monthly on Professional development

Days, in school (as possible). Professional development is either in house or out of house depending on circumstances. *Professional development has focused on using the Common Core Standards, Individualized Education Plans, creating lesson plans for implementing small groups, improving the behavior program, visitation of teachers to other schools, etc. All professional development activities stem from either the administration or ILT.

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*Students are screened as they enter into the school's program thorugh the Intake process using the WRAT assessment. This test provide teachers with reading, math, writing, and spelling information as related to students' indtructional levels.*The Woodcock Johnson exam is administered annually to students for their IEP annual reviews (and for 3 year reevaluations). It identifies gaps in learning and is used for the creation of academic goals in the IEP.*Tutoring/testing occurs through the special classroom teachers for students needing extra assistance. Arrangements are made with Special Teachers when needed. *Small group instruction and centers are an integral part of the lesson planning process for

teacher, and thus utilized to increased students mastery of skills in particular lessons.






Grade-level and/or course teams 3• Teachers meet regularly but it is focused on a mix of activities—planning, professional development, and data analysis—that may change from week to week. • Teachers do not have a regular opportunity to discuss progress monitoring data to track effectiveness of student intervention. • Ownership for student learning results lies primarily with individual teachers.• Planning typically takes place with general education teachers only. Special education, bilingual or other specialists typically plan and meet separately or only join the group occasionally.• There are meeting agendas, but no clear protocols or norms for discussion.

• Teachers collaborate in regular cycles: quarterly for long-term unit planning, weekly to analyze formative assessment data and plan weekly instruction.• Teachers and specialists meet approximately every six weeks to discuss progress-monitoring data for students receiving intervention.• Teacher teams share ownership for results in student learning.• Teams are inclusive of general education, special education, bilingual teachers and other specialists.• Teams are supported by an ILT member, team leader, or “expert”, as appropriate.• Teachers have protocols or processes in place for team collaboration.

Instructional coaching 3• Coaching typically takes place through informal associations or is only focused on a smaller group of teachers.• Formal support for new teachers comes from district-sponsored induction.• Professional development decisions are not systematized and left to teacher initiative/discretion.• Teachers occasionally receive quality feedback to support individual growth.• Peer observation and cross-classroom visitation happens occasionally, but not as an integral part of the school’s plan for professional learning.

• Every school has a coaching plan that identifies teacher needs, who provides the coaching, and how frequently.• New teachers are provided with effective induction support.• Teachers have individual professional development plans tailored to their needs.• Teachers consistently receive quality feedback that supports their individual growth.• Peer coaching and cross classroom visitation is also used as a form of coaching.

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*Grade level meeting occur once a week for primary, intermediate, and upper level teachers. Each week progress monitoring takes place for a portion of the allotted time. This information comes from teachers data binders. Formative assessments found through students' portfolios are utilized to also guide planning for each week.*The school's Curriculum Coordinator (Mr. Gayford), who is also an ILT member attends each meeting to support discussions regarding students progress.*The unpacking of Common Core Standards has been touched upon, but will continue indepth within the 2012-2013 school year.

*New teachers are incorporated into the Chicago New Teachers Program. This entails one on one coaching from this program.*Teachers are given opportunities to visit model classrooms throughout the year, especially during reading time for enhancing skills. This year's model room was room 200.*The Curriculum Coordinator provides coaching to teachers requiring assistance during reading time, as needed. This involves observation and feedback.*The Curriculum Coordinator provides coaching related to the core curriculums and assessments prior to and after school, as needed.The Principal and Assistant Principal visit classrooms to observe lessons being taught. Feedback is objective feedback is provided to teachers as required.*A facilitator from MENTA has observed classrooms throughout the building, during the past two years. This individual has provided teachers with continual observational feedback to enhance their teaching, and organizational skills.

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High expectations & College-going culture 3• Some staff members reinforce expectations for all students to aspire to college and career ready standards, or expectations are only reinforced for some students.

• Every staff member reinforces school expectations for all students to aspire to college and career-ready standards.• The school has developed and is executing an intentional plan to build and maintain a college-going culture.• Every student has opportunities for authentic leadership and student voice

Relationships 4• Some students form bonds with adult advocates.• Patterns of interaction between adults and students and among students are inconsistent..• Students with disabilities are typically confined to a special education classroom with few opportunities to interact with peers.• Student home language and culture is often overlooked.

• All students have an adult advocate who cares about them deeply and supports them in achieving their goals• Patterns of interactions, both between adults and students and among students, are respectful, with appropriate, fair responses to disrespectful behavior• Students with disabilities are engaged in the school community, including both physical and social integration.• Students’ classroom experiences demonstrate value of home language and culture.

Behavior& Safety 4• Discipline violations and positive behavior supports are handled differently between teachers without school wide norms.• School environment occasionally leads to situations un-conducive to learning.

• The school has a common, consistent school-wide approach to student discipline and tiered approach to behavioral intervention that recognizes and builds on positive behavior.• Staff establishes and maintains a safe, welcoming school environment.

*Student teacher ratio is 13 to 2. Both teacher and teaching assistant in each classroom are highly qualified. Staff works diligently to establish positive relations with each student in every classroom.*Near North's Behavior Program incorporate a four level token system which helps to foster positive social behaviors, while remediate negative ones.Near North Elementary has an Inclusion Program to empower students' to return to the regular education setting. Students who stay four weeks at the highest token system level may be considered for it. Once accepted into it, students are slowly reintigrated back to a regular classroom environment.*Students have the opportunity to participate in monthly field trips. These eduactional events allow students to positively interact with "normal" students and adults in structured community settings.

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*Classroom expectations are posted in classrooms and throughout the school for helping to stabalize and focus students' behaviors, so that academic advancement can take place.*Career Day Program occurs in May. This involves persons from the outside speaking to students about their different occupations.*Common Core Standards have begun to be used (2011-2012), and will be fully implemented in 2012-2013 to ensure students are career or college ready.

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Near North's therapeautic program incorporates a four level token system. The levels from highest to lowest are gold, blue, buff, and red. Students earned 5 points each period for a total of 65 each day. These points are totaled at the end of each week to determine their next week's level. Point earned are banked for use at the school store, which takes place every Friday for those students not on a red card.*Students staying off a red card for four weeks, and avoiding behavior referals in school or on the bus to and from school qualify for a monthly field trip to postive and structured community settings.*Students not recieving behavioral referals on the bus to and from school qualify for the Lunch with the Principal program, which occurs monthly.*The Menta Philosophy is utilized as part of the behavioral program, which focus on maintaining expectations for students. Expectations for students behaviors are posted on charts around the






Expectations 3• Principal provides information to families on school performance in response to parent requests. • Teachers provide information to families on their grading system, but families may be unclear on what successfully meeting the standard would look like.• Families can learn about the transition process if they reach out to the school for information.

• Principal provides clear information for families on school performance and accurately explains this information so that families understand its relevance to their children as well as the plan for improvement. • Teachers provide clear information for families on what students are expected to achieve in a given grade level or course and examples of what meeting the standards looks like.• Schools proactively provide information regarding school choices to families looking to relocate or to students in transition grades.

Ongoing communication 4• Communication to families is typically conducted only during report card pick-up and in cases of behavior/academic concerns.

• Teachers and other school staff engage in ongoing, two-way communication with families so that they know how their child is doing relative to grade-level expectations and how the families can support their child’s learning at home, but also so that school staff can learn from the families about their child’s strengths and needs.

Bonding 4• The school has a business-like atmosphere. • School staff provides occasional opportunities for families and community members to participate in authentic and engaging activities in the school community-- like student performances, exhibitions, literacy or math events, etc.

• The school establishes and non-threatening, welcoming environment.• The principal leads the work to empower and motivate families and community to become engaged.• School staff provides frequent opportunities for families and community members to participate in authentic and engaging activities in the school community-- like student performances, exhibitions, literacy or math events, etc.

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*The school works to establish a nonthreatening environment and welcoming environment. This is accomplished through the school four level token system, which incorporates positive incentives for positive student behaviors (i.e. field trips, school store, etc.).*Parents are continually encourage to partake in the LSC, attend all classroom, school wide (Holiday show, Urban gateways, etc.), and academic assemblies (Spelling Bee, Science fair, Career Day, etc.).

*Principal provides clear information about the School Report Card at Open House for Parents. This information is also presented to the LSC. *Teachers clearly communicate about students grade level, standards, and expectations to parents through phone conversation, Report Card Pick UP, Open House, Daily Home Notes, IEP

annual reviews, etc.

* Contact Sheets are sent home each day with students to engage effective communication with parents. They describe students' academic and behavioral performances each day, and provide additional information as needed.*Teachers are in contact with parents each day for attendance, behavior, academic concerns, etc. Parents/guardians are encourage to volunteer/visit their child's classroom.*The school's Dean of Students and Social Workers establish and maintain an open line of communication with parents and guardians on disciplinary related issues.*Case Manager establishes and maintains contact with parents and guardians, as related to IEP concerns of students.

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Specialized support 3• School provides required services to students within the school building/typical school hours.

• School staff conducts intensive outreach to families in need of specialized support through home visits and collaboration with social services agencies.

College & Career Exploration and election 3• Information about college or career choices is provided.

• The school provides early and ongoing exposure to experiences and information necessary to make informed decisions when selecting a college or career that connects to academic preparation and future aspirations.

Academic Planning 3• Support for college and career planning is provided for some students. Information and opportunities to explore paths of interest are limited.• The school encourages high performing students to plan on taking advanced courses.

• The school provides support for student planning, preparation, participation, and performance in their college and career aspirations and goals through a rigorous academic program and access to information and opportunities.• (HS only) The school regularly evaluates rigorous course-taking and performance patterns (e.g., AP) and removes barriers to access.

Enrichment & Extracurricular Engagement 4• Extracurricular activities exist but may be limited in scope or students may not be purposefully involved in activities that align with their strengths and needs.

• The school ensures equitable exposure to a wide range of extracurricular and enrichment opportunities that build leadership, nurture talents and interests, and increase engagement with school.

N

6: C

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ge a

nd C

aree

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dine

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uppo

rts The Black Star program has provided an assembly and information for 6, 7, and 8th grade

students. This group discusses topics related to attending high school, college preparation, attending college, and preparing for a career. This is a new annual program for our school. It will conmtinue.* Career day occurs annually to expose students to possible work options and careers. Speakers from differing arenas discuss the paths they have taken in life to become what they are.*Second floor hallway bulletin board is resereved for High School, College, and Career

*Students rigorous curriculum will involve the use of the Common Core Standards starting in the 2012 - 2013 school year.*Students academic goals are created annually within their Individualized education Plans, and monitored quarterly to see they are being met.* Information can be accessed through classroom computers,CPS databases, and the school

library.

* The school has programs including the Weight Lifting club, Basketball Club, Inclusion Club, and School Store Helpers, which all help to increase students engagements with the school, teamwork skills, and personal confidenceand success.*Students attend Music class once a week music enrichment.*Students attend library class once a week and check out materials for promoting the reading.

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*Home visits are conducted by social workers and case mangers take place on an as needed basis.*SASS agency in an integral support agency for our school andis involved in times of students crisis for families.*DCFS is contacted in times of student need or crisis.

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College & Career Assessments 4• Students do not participate in college and career ready assessments

• The school promotes preparation, participation, and performance in college and career assessments.

College & Career Admissions and Affordability 1• Students in 11th and 12th grade are provided information on college options , costs and financial aid.

• The school provides students and families with comprehensive information about college options and costs (HS only) The school ensures that students and families have an early and ongoing understanding of the college and career application and admission processes, including information on financial aid and scholarship eligibility.

Transitions 4• Transitions between key grades provide families with the required minimum paperwork/information.

• The school works to ensure effective transitions—into Kindergarten, at each “benchmark” grade, and from 8th to 9th.• (HS only) The school connects students to school and community resources to help them overcome barriers and ensure the successful transition from high school to college.

*Students are grouped according to levels in self contained classrooms. The school supports primary (2-3), intermediate (4-5), and upper (6-8) levels. Transitioning can occur for students each year or every few years, as each classroom spans several grades. Transitioning from 8th grade to high school is undertaken by the case manager and teachers. Students not deemed ready to move on can be held back. Students deemed ready by 8th grade teachers, are given a placement by the case manager. Eighth grade students can be held back until they reach the age of 15, if so needed. This determination is based upon students attendance, completion of IEP goals, and behavioral adancements.

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*Black Star Program has done an assembly on educating students about College. This includes what tests students need to take to get in, high school preparation, community colleges, etc.*Eighth grade students participate in the Explore assessment, which determines what careers option are best suited to them.

*Not applicable

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Use of Discretionary Resources 3• School discretionary funding is inconsistently aligned to identified needs and priorities.• Outside funding or community partnerships are primarily limited to opportunities that present themselves to the school.• Funding of non-priority initiatives is common throughout the year.

• School allocates discretionary spending to align with identified needs and strategic priorities.• School actively identifies and pursues opportunities to for outside funding or community partnerships to help meet student and staff needs.• School maintains focus on use of resources for the student achievement growth necessary for every student to graduate college and career ready.

Building a Team 3• Hiring is conducted after a vacancy or expected vacancy is identified.• All or nearly all applicants have little to no prior connection to the school.• Interviews typically consist of an interview with the principal or a team from the school, but there are no opportunities to demonstrate knowledge or skill in the classroom. • Grade/course teams are not intentionally designed.

• Hiring is conducted after an assessment of student need, staff capacity and scheduling priorities.• School actively works to build a pool of potential staff members through internships and part-time work.• A multistep interview process includes a protocol for questioning and classroom lesson demonstrations to assess candidate expertise, philosophy and commitment.• Grade/course teams are assembled to include the needed combination of knowledge and expertise.

Use of Time 4• School schedule is designed based on number of minutes per subject or course.• Teacher collaboration time is limited or occurs only before/after school.• Intervention for struggling students happens at the discretion/initiative of individual teachers, during core courses.

• School designs a “right fit” schedule based on student needs and school-wide growth goals. • The school schedule allows for regular, meaningful collaboration in teacher teams.• Struggling students receive structured intervention in dedicated blocks.

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7: R

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t *Teachers create yearly budgets. The budgetary requests are aligned to students' college and career readiness needs. Other discretionary spending is based upon the special and unique needs of our population.*The school or programs within the school (i.e. library) actively looks for outside business partners in the community to help fund needs. In the past this has included the Swim Cafe and other businesses.*The budget is aligned to the CIWP.

*Hiring is determine by vacancies occuring at the school. This can also occur through a student's IEP, when extra assistance (i.e. one on one) is required.*Student teachers and student observers are encouraged to utilize our school. Through this method, potential pools of teachers have been made for hiring when a vacancy occurs.*Interviewers are quetioned about their schooling, experiences, philosophies, curricular knowledge, etc. portfolios are viewed for documentation, sample lesson plans are reviewed, and demonstration of lessons are encouraged.*Teachers with an understanding of Special Education and emotional/behavioral disabilities are

a priority.

*The school schedule is designed to accomadate a 90 minute language arts block each day. During this time reading, writng, and language arts skills are taught. This support our reading initiative in the school. Math has a 40 minute block (5 days a week), science a 40 minute block (2 days a week), and social science a 40 minute block(2 days a week). Added to this schedule is a 40 minute 1st period block that is utilized for discussion of daily behavior goals. *Teacher teams meet for 30 minutes prior to the beginning of school once a week. Through this approach, all teachers can work collaboratively on the agenda.*Tutoring services are provided by teachers in special classes, as needed. Scheduled blocks of times are set aside for struggling students to meet with tutors as needed.

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# Priority Description: Write in the description of your priority. Rationale: Write in your rationale (see instructions for guiding questions).

1 Implementation of Common Core Standards To ensure curricular alignment to standards2 Small group instruction based on data Organize our teaching time to meet students needs3 Monitor student progress in math and literacy skills through assessments To measure the effectiveness of our instructional practices.4 Literacy To improve reading skills.5 Social Emotional To improve behavior.

Strategic Priorities

Mission & Strategic Priorities

Mission StatementThe staff of Near North Elementary is committed to developing meaningful relationships with all students. The entails recognizing the individual differences inherent to our population, respecting and valuing each student, providing opportunities for all students to learn, and preparing them for college and career. It is our responsibility to provide all students with individualized academic curriculums.

Instructions: Write in your Mission Statement. Using your key levers from the Theory of Action, develop 3 - 5 strategic priorities you will focus on over the next two years. Provide a Rationale using these guiding questions: What data (student achievement, school effectiveness framework, etc.) did you use to determine the priority? How does this priority impact instruction? How does this priority help you to achieve your goals? Tip: When entering text, press Alt+Enter to start a new paragraph.



Version 03/12 Mission & Priorities of 28 Date Stamp November 22, 2012

Monitoring

Milestones Category Target Group

Responsible Party

Start Completed Status Comments & Next Steps

Professional development on Common Core Standards in Language Arts, Math, Social Studies, and Science.

Professional Development

Students With Disabilities

admin/teachers Quarter 1 On-going On-Track Professional development has been taking place, and will continue next academic year.

Attainment of Common Core materials for all core subjects (language arts, math, reading, and science).

Instructional Materials


admin/teachers Quarter 1 On-going On-Track

*Language Arts and math standards have been given to classrooms. Science and Social Science will be integrated with the Language Arts standards. Lesson plans are being written incorporating the Common Core standards.*CCSS will be fully implemented across the curriculum starting in 2012-2013.

Implementation of Common core standards across the curriculum.

InstructionStudents With

Disabilitiesadmin/teachers Quarter 1 Year 2 On-Track

Language arts and math standards are being applied to current lesson plans, and will be fully integrated across the curriculum starting in 2012-2013.

Grade level teams will work collaboratively to identify and unbox Specific Common Core Standards to be taught each week for each core subject.


Disabilitiesteachers Quarter 1 On-going On-Track

Levels have begun to identify Common Core Standards in the area of Language Arts each week during weekly grade level meetings.

Admin/ ILT to collaborate on and advance the effective implementation of Common Core Standards across the School during monthly meetings.

After School/ Extended Day


admin/ILT Quarter 1 On-going On-Track Discussion and unpacking of CCSS taking place in ILT meetings, and will continue next year.

Action Plan

Strategic Priority 1Instructions: Develop milestones for each strategic priority that you will implement. Milestones are significant steps that a school must accomplish in the implementation of the strategic priority. Milestones are SMART (Specific, Measurable, Attainable, Realistic, and Time-bound). Indicate the category and group of students to which the milestone applies, the responsible party and the timeline. You will update the status and next steps throughout the year as part of your continuous improvement cycle.

Strategic Priority DescriptionImplementation of Common Core Standards

RationaleTo ensure curricular alignment to standards



Version 03/12 Priority 1 of 28 Date Stamp November 22, 2012

Strategic Priority 1




Monitoring


Responsible Party


Create data binders and data boards to guide and create small groups of instruction for students

ILT/ Teacher Teams


teachers Quarter 1 On-going On-TrackData binders and board were introduced and developed this school year (2011-2012), and will continue.

Professional development activities on how to use student data from local or state assessments to create small groups. To be accomplished on PD days, Faculty Days, and Grade Level Meetings.



teachers Quarter 1 On-going On-Track

Professional development related to assessments has been ongoing. It is a primary tool for monitoring and supporting students' academic growth.

Teachers to analyze student data during grade level meetings, and collaborate on ways to create small groups.



Teachers will continue to collaborate and professional development will be applied to new assessments.

Formative assessment used to monitor academic mastery of students in small group learning situations.



Student portfolios are used to collect fromative assessments of students currently, and will continue next year.

Teachers to observe other classrooms to gain knowledge on how to implement small groups.



Teachers have observed other classrooms during the 2011-2012 school year, and will continue this process, while also observing classrooms in other schools.

Curriculum Coordinator to coach teachers on using data to create small groups, and use them effectively.


DisabilitiesCur. Coor. / teachers Quarter 1 On-going On-Track Curriculum Coordinator assisted teachers as

needed, and will continue this next year.


Action Plan

Strategic Priority DescriptionSmall group instruction based on data

RationaleOrganize our teaching time to meet students needs




Monitoring


Responsible Party


Unit and Benchmark assessments found in curricular series will be used by teachers to measure progress.



Teachers are currently using the curricular assessments, and next next year grade levels will be more specific in choosing assessments to use.

Data binders will be used to organize results of assessments.

ILT/ Teacher Teams


teachers Quarter 1 On-going On-Track Currently taking place, and will continue.

Data boards will continue to be used so students can monitor their own progress on assessments.


Disabilitiesteachers Quarter 1 On-going On-Track Currently taking place, and will continue next year.

The Take Five Strategy will continue to be utilized by students for reflecting upon and setting goals for local and state assessments.


Disabilitiesteachers Quarter 1 On-going On-Track Currently taking place, and will continue.

Portfolios will continue to be created to organize students formative assessments to monitor on-going progress.



The WRAT will continue to be used for screening students entering Near North's program. It focuses on language arts and math.



The Kaufman or Woodcock Johnson will be used annually to assess students literacy and math skills. This is done prior to the IEP (or 3 year reevaluation).


Disabilitiesschool psychologist Quarter 1 On-going On-Track Currently taking place, and will continue.

Placement tests will be used at the beginning to identify reading and math levels. This includes DRA, Readers Journey screening test, Placements tests in the Envisions and AMP math series, etc.


Disabilitiesteachers Quarter 1 On-going On-Track Currently taking place, and next year grade levels

will be more specific with what they use.


Action Plan

Strategic Priority DescriptionMonitor student progress in math and literacy skills through assessments

RationaleTo measure the effectiveness of our instructional practices.







Observation, rubrics, checklists, etc. will be utilized and addressed through teachers lesson plans, as a way to monitor math and literacy progress.


Disabilitiesteachers Quarter 1 On-going On-Track Currently taking place and will continue.

Additional DRA assessment kits will be purchased. Each classroom will be given a permanent set for their classroom.

Instructional Materials


Curriculum Coordinator

Quarter 1 Quarter 3 On-Track Assessment kits will be purchased.

ILT to monitor and discuss schoolwide progress in monthly and faculty meetings.

ILT/ Teacher Teams


ILT Quarter 1 On-going On-Track Currently taking place, and will continue.

Grade levels to analyze data and discuss students' progress in grade levels meetings each week to address lesson planning.

ILT/ Teacher Teams


teachers Quarter 1 On-going On-Track Currently taking place in grade level meetings, and will continue next school year.

Professional development on data analyzing strategies will take place.



admin/teachers On-going On-going On-Track Teachers are currently using strategies, and will have them updated through PD, as needed.


Monitoring


Responsible Party


90 minute blocks of reading will occur 5 days a week. Students are self-contained.


Disabilitiesteachers Quarter 1 On-going On-Track taking place, and will continue.

Balanced Literacy and Reader's Journey series utilized. Skills are taught at students' grade levels with modifications and accomadations.


Disabilitiesteachers Quarter 1 On-going On-Track taking place and will continue.

Classroom libraries continue to be developed and used as part of curriculum.


Disabilitiesteachers Quarter 1 On-going On-Track Implemented 2011-2012, and for 2012-2013

acquisition of informational texts will occur.

Student silent reading to occur 5 days a week. InstructionStudents With

Disabilitiesteachers Quarter 1 On-going On-Track Currently taking place t different times, and will

have a designated time next school year.

Small group instruction to be utilized during reading periods to focus on students' different skills.


Disabilitiesteachers Quarter 1 On-going On-Track currently taking place and will continue.

Differentiation and scaffolding to be incorporated into lesson planning.


Disabilitiesteachers Quarter 1 On-going On-Track Currently being implemented by teachers and will

continue.

Professional development activities on improving the teaching of reading and reading strategies.



teachers Quarter 1 On-going On-Track In - school PD taking place and will be scheduled for next year.

Grade level meeting to discuss ways of improving literacy skills during weekly meetings.

ILT/ Teacher Teams


teachers Quarter 1 On-going On-Track Currently taking place and will continue.

Program: Real Men Read: readers come weekly to read to all students in their classrooms.


DisabilitiesUpper Teachers On-going On-going On-Track currently taking place and will be continued.


Action Plan

Strategic Priority DescriptionLiteracy

RationaleTo improve reading skills.








DisabilitiesPrimary teachers Quarter 2 Quarter 4 On-Track

Classrooms perform monthly to suppport literacy. InstructionStudents With

Disabilitiesteachers Quarter 1 Quarter 4 On-Track

Each classroom will perform a monthly assembly that will support literacy skills taught in the classroom.

Literacy bulletin boards InstructionStudents With


Students work related to literacy is displayed on hallway bulletin boards each month of the school year. This will continue.

School Library InstructionStudents With

DisabilitiesLibrarian and

teachersOn-going On-going On-Track Students and teachers can review materials in the

library to support students' literacy.

DRA is implemented 2 times a year to assess students' progress.


Disabilitiesteachers On-going On-going On-Track

Taking place in the fall and spring with the primary and intermediate levels. Will be applied throughout the whole school next year.

Technology is an integral part of each classroom, for supporting and advancing literacy among students.


Disabilitiesteachers On-going On-going On-Track

Each classroom has computers with wireless access, and software to support the advancement of literacy. Each classroom will receive a new computer next year.


Monitoring


Responsible Party


Schoolwide level system is being utilized throughout the school.

OtherStudents With

Disabilitiesstaff Summer 2012 On-going On-Track Currently taking place and will continue.

The Expanded MENTA Model is apart of our school's behavioral system.

OtherStudents With


School store is incorporated into the behavior program. OtherStudents With

Disabilitiesstaff Quarter 1 On-going On-Track Currently taking place and will continue.

Monthly behavior field are incorporated in the behavior system.

OtherStudents With


Schoolwide and classroom expectations to increase the optimal learning environment are incorporated into the school's program.

OtherStudents With


No Bus Referral program to promote safe transitions to and from school for students is in place.

OtherStudents With


Quarterly behavior assemblies, to inform students of the school's beahvior program and updates

OtherStudents With


Lunch with the principal to support positive school attendance by students.

OtherStudents With



Action Plan

Strategic Priority DescriptionSocial Emotional

RationaleTo improve behavior.




Near North Elementary Schoolschoolreports.cps.edu/CIWP_2012/SchoolID610085_ESCIWP_as... · 2012....

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Transcript of Near North Elementary Schoolschoolreports.cps.edu/CIWP_2012/SchoolID610085_ESCIWP_as... · 2012....