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Gurdon S Hubbard High School 20202022 plan summaryTeamNameRoleEmailAccessAngélica [email protected] accessMichael KrzysztofiakAssistant [email protected] accessIshshah PhillipsAssistant [email protected] accessSteven BiegelAssistant [email protected] accessNicholas CybulskiTeacher [email protected] accessLucia [email protected] accessKathryn Harney-FordeCase [email protected] accessRaymond [email protected] accessJean BrownIB [email protected] accessLorena ReyesLSC Teacher [email protected] accessEnilda RomanLSC Community [email protected] AccessAlma [email protected] AccessJacqueline Di [email protected] accessTeam MeetingsNo meetings saved for this plan.FrameworkCategory scoring 1 NONE or FEW of the practices are CONSISTENTLY evident.2 FEW of the practices are CONSISTENTLY evident for FEW students and/or staff.3 MOST of the practices are CONSISTENTLY evident for SOME students and/or staff.
4 Nearly ALL practices are CONSISTENTLY evident for ALL students and/or staff.Subcategory scoring 1 Practice is not consistently evident for ANY students and/or staff.2 Practice is CONSISTENTLY evident for FEW students and/or staff.3 Practice is CONSISTENTLY evident for SOME students and/or staff.4 Practice is CONSISTENTLY evident for ALL students and/or staff.Not scoredLeadership and Structure for Continuous Improvement 2 - Leadership for Continuous Improvemento 2 Set the direction and create a sense of purpose by building consensus on andimplementing a shared visiono 2 Inspire a culture of collective responsibility for ALL students to succeed and forbuilding a safer and more supportive environment throughout the school, not justin their own classrooms (REQUIRED: OSEL)o 2 Empower others to make or influence significant decisions (REQUIRED: OSEL)o 3 Enable staff to focus and prioritize what matters mosto 2 Employ the skills to effectively manage changeo 3 Make ?safe practice? an integral part of professional learningo 3 Collaborate, value transparency, and inform and engage stakeholderso Evidence: Some evidence2 - Structure for Continuous Improvemento 2 Engage in ongoing inquiry (e.g. continuous improvement cycles) as a basis forimprovemento 3 Build the capacity of teacher teams to lead cycles of learning and problemsolving focused on student learning data and student worko 2 Design professional learning (PL) to achieve school-wide improvement goalso 3 Design and implement school day schedules that are responsive to studentneedso 3 Align the budget to the CIWP priorities and the mission of the schoolo 3 Strategically hire, assign, and retain teachers to create balancedgrade/content teams with a variety of strengths to ensure all students haveequitable access to high-quality teacherso 2 The local school council (LSC) or another community oversight committee ofboard is actively and productively involved in supporting SEL initiatives andimprovements to school climate (REQUIRED: OSEL)o 2 Physical surroundings convey a positive, student-centered school environment(REQUIRED: OSEL)o Evidence:Depth and Breadth of Student Learning and Quality Teaching 2 - Curriculumo 2 Provide culturally relevant/sustaining curriculum that provides opportunities toexplore and celebrate student's communities, culture, history, and languageo 3 Utilize the ?big ideas? that should be taught to determine whether students arebeing taught the body of knowledge, the understandings, and the skills expectedo 1 Curriculum connects to real world, authentic application of learning
2 Curriculum is aligned to expectations of the standards2 Integrate the teaching of academics and the ISBE Social Emotional LearningStandards (REQUIRED: OSEL)o 2 Expand access to diverse, contemporary well-stocked text collections thatprovide opportunities for all students to engage with text from a wide range ofgenres, including text of appropriate grade level complexityo Evidence:2 - Instructiono 2 Create a culture that reflects high expectations for all students and enablespractice and perseverance for each individual student (REQUIRED: OSEL)o 2 Engage students in learning and foster student ownershipo 2 Use questioning and discussion as techniques to deepen student understandingo 2 Plan and assign tasks that are cognitively challenging for individual studentsand require students to provide evidence of their reasoningo 2 Provide students frequent, informative feedbacko 2 Persist in adjusting instruction so individual student misunderstandings oradvanced needs are successfully accommodatedo 2 Engage all learners in content areas by differentiating and fully integratingopportunities for all learnerso 2 Tasks convey the key shifts and practices of the discipline. (See departmentalguidance for Arts Education, Health and Physical Education, Literacy, Math,Science, Social Science & Civic Engagement)o Evidence:2 - Balanced Assessment and Gradingo 3 School-based teams discuss and monitor the effect of teaching on studentlearning, integrate formative assessment into instruction and intervention ofindividual studentso 2 Use multiple measures (i.e. a range of assessment types and at multiple points intime) to supplement district-centralized assessments with other formativeassessments to provide a more comprehensive picture of student learningo 1 ILT, GLT, and interventionists use a Problem Solving Process approach toscreening, diagnostic, and progress monitoring assessments to identify specificgaps and monitoring improvement for students within all tierso 3 Make assessments accessible to students, including diverse learners and EnglishLearners through employing features of universal design and use ofaccommodations and, where needed, modificationso 2 Utilize assessments that reflect the key shifts in content areas in teacher createdor selected assessmentso 2 Utilize assessments that measure the development of academic language forEnglish learnerso 1 Have access to and analyze school-wide, teacher team, and classroomassessment data to determine instructional effectiveness, in house criteria, andsubsequent learning needso 2 Improve and promote assessment literacyo 1 Have a grading system that clearly, accurately, consistently, and fairlycommunicates learning progress and achievement to students, families,postsecondary institutions, and prospective employerso Evidence:2 - MTSSo 1 ON TRACK - Provide universal supports to prevent failing and absenteeism andtargeted interventions for grades below ?C? or chronic absenteeism (REQUIRED:MTSS)oo
ooooooooooooooooooo3 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 fromCentral Office to align priorities to outcomes (REQUIRED: MTSS)3 Administration supports MTSS Team with resources needed to make changes toframework/system (REQUIRED: MTSS)1 School tracks growth of ALL students, specifically students receiving Tier 2 andTier 3 supports based on district-wide available data to accurately assess studentachievement results and school practices (REQUIRED: MTSS & OSEL)2 Shared Leadership: Administration recruits a diverse MTSS core team (contentareas, counselors, etc.),or identifies an existing team that is responsible for drivingthe school?s MTSS Framework and Implementation (REQUIRED: MTSS & OSEL)2 Shared Leadership: MTSS Team uses multiple data sources to determine localTiering Criteria For Tier 1, Tier 2, Tier 3 interventions (REQUIRED: MTSS & OSEL)3 Shared Leadership: MTSS Team develops a Menu of Interventions that clearlyoutlines the supports, resources, system and structures for Tier 1, Tier 2, and Tier 3(REQUIRED: MTSS & OSEL)1 Shared Leadership: School Teams communicate MTSS related outcomes to allstakeholders (REQUIRED: MTSS & OSEL)2 Problem Solving Process: MTSS Team, teachers, and intervention providers usethe Problem Solving Process (PSP) to identify root causes and contributing factorsof deficit areas (REQUIRED: MTSS & OSEL)2 Problem Solving Process: MTSS Team gathers and utilizes multiple data sourcesto define the problems and take action for Tiers 1, 2, and 3 (REQUIRED: MTSS &OSEL)2 Curriculum and Instruction: Instructional staff provides culturally relevant, highquality, standards-aligned curriculum in which SEL instruction is embedded intocore content (REQUIRED: MTSS & OSEL)3 Curriculum and Instruction: Instructional staff provides differentiated instructionto meet the needs of all students (REQUIRED: MTSS)1 Curriculum and Instruction: Instructional staff provides interventions that areresearch-based (REQUIRED: MTSS & OSEL)1 Curriculum and Instruction: School Teams analyze data to prioritize opportunitiesto improve instruction, guide grouping, re-teaching and to identify/prioritizeinstructional needs (REQUIRED: MTSS)2 Progress Monitoring (PM): School identifies and uses a research-baseddiagnostic tool and process to determine root-cause and area of need for Tier 2and Tier 3 supports (REQUIRED: MTSS & OSEL)1 Progress Monitoring (PM): School Teams progress monitor and analyze studentresponse to intervention throughout the intervention cycle to determine andimplement needed adjustments (REQUIRED: MTSS & OSEL)1 Progress Monitoring (PM): MTSS Team clearly defines the method, duration,frequency, and measures for progress monitoring (REQUIRED: MTSS & OSEL)3 Family & Community Engagement: School establishes regular communicationwith families to build their understanding of MTSS, purpose of interventions andtiered support systems, and how it will support their child (REQUIRED: MTSS & OSEL)4 Family & Community Engagement: School teams develop a process ofcommunication for formally notifying parents/families when their child is selectedto receive Tier 2 or Tier 3 interventions (REQUIRED: MTSS & OSEL)
4 Family & Community Engagement: Administration and school teams establishand continually evaluate community partnerships to support MTSSimplementation (i.e. providing Tier 2 or Tier 3 supports) (REQUIRED: MTSS & OSEL)o 4 Family & Community Engagement: School teams ensure that feedback/inputfrom families is taken into consideration during the PSP and intervention planning(REQUIRED: MTSS & OSEL)o 3 Family & Community Engagement: School engages families in supporting withprogress monitoring of their students (REQUIRED: MTSS & OSEL)o 2 Fidelity of Implementation: School teams utilize the SAM at BOY, MOY and EOYto reflect on MTSS fidelity of Implementation (REQUIRED: MTSS)o 2 Fidelity of Implementation: School teams use MTSS Framework ImplementationGuide and/or other resources from Central Office to align priorities to outcomes(REQUIRED: MTSS)o 3 Fidelity of Implementation: School teams leverage other self-reflectingprocesses such as the SEF or the CIWP to evaluate and improve MTSS frameworkand implementation (REQUIRED: MTSS)o 3 Fidelity of Implementation: Administration supports the fidelity of MTSS practices,principles, and resources needed to make suitable changes to systems andstructures (REQUIRED: MTSS)o Evidence:3 - Transitions, College & Career Access, & Persistenceo 2 TRANSITIONS - Have structures and processes in place to ensure successfultransitions (e.g. into school, grade to grade, school to school, school to postsecondary)o 3 AWARENESS - Expose students early to academic/professional worlds beyond K12o 3 READINESS ? Ensure equitable access to college preparatory curriculumo 4 SUCCESS - Provide direct assistance to all students and families through everystage of the college selection, application, and entry process (Transition toCollege (HS)) including, but not limited to academic planning/advising to assistwitho Evidence:o Quality and Character of School Life 3 - Relational Trusto 2 Foster respectful and supportive student-student interactions, with strong normsfor responsible behavior, to encourage a sense of belonging to the school andthe classroom community (REQUIRED: OSEL)o 3 Foster supportive, caring and respectful staff-student interactions, so that eachstudent has at least one trusted adult in the school (REQUIRED: OSEL)o 3 Adults support and respect one another, personally and professionally(Teacher-Teacher Trust, Teacher-Principal Trust) (REQUIRED: OSEL)o Evidence:4 - Student Voice, Engagement, and Civic Lifeo 4 Study politicso 4 Become informed voters and participants in the electoral processo 4 Engage in discussions about current and controversial issueso 3 Explore their identities and beliefs (REQUIRED: OSEL)o 3 Exercise student voice (REQUIRED: OSEL)o 4 Authentically interact with community and civic leaderso 3 Engage with their community
3 Take informed action where they work together to propose and advocate forsolutionso 4 Experience a schoolwide civics cultureo Evidence:3 - Physical and Emotional Safetyo 3 Ensure students and adults feel physically, socially, intellectually, andemotionally safe throughout the school (REQUIRED: OSEL)o 4 Provide clear procedures for reporting and responding to concerns aboutsafety and well-being (REQUIRED: OSEL)o 3 Manage efficient and orderly transitions between activities (REQUIRED: OSEL)o 2 A representative team (e.g. admins, teachers, staff, families, & students)dedicated to school climate development meets regularly to make decisionsthat promote SEL and create supportive, restorative, and trauma sensitiveenvironments (REQUIRED: OSEL)o Evidence:3 - Supportive and Equitable Approaches to Disciplineo 2 INSTRUCTIVE - Integrate universal SEL skills instruction in disciplinary responses(REQUIRED: OSEL)o 3 RESTORATIVE - Employ a discipline system that guides students to takeownership, resolve conflict, and learn from their actions (REQUIRED: OSEL)o 3 SUPPORTIVE - Employ a discipline system that assesses the root causes of studentbehaviors and utilizes a trauma-informed, multi-tiered approach to supportivesocial and emotional intervention (REQUIRED: OSEL)o 4 EQUITABLE - Employ a discipline system that ensures equity across groups ofstudents, school-wide and district-wide (REQUIRED: OSEL)o Evidence:4 - Family & Community Engagemento 3 Establish a welcoming environment for families and community members that iswarm, inviting, and helpful (REQUIRED: OSEL)o 4 Provide frequent, high quality, well publicized opportunities for families andcommunity to participate in authentic and engaging activities in the schoolcommunity (e.g. student performances/ exhibitions, literacy, or math events).o 4 Provide multiple opportunities for parents to ask questions, raise concerns, andgive feedbacko 3 Teachers and families see each other as partners in educating children, and allfamilies are directly invited to formally contribute and participate in decisionmaking about their children and about the school (REQUIRED: OSEL)o 3 Communicate with families proactively and frequently about class andindividual activities and individual student?s progress (REQUIRED: OSEL)o 2 Conduct intensive outreach to families in need of specialized support throughhome visits and collaboration with social service agencies (REQUIRED: OSEL)o 4 Partner equitably with parents speaking languages other than Englisho 4 Partner with one or more organizations that share the values of the school andhave a complementary mission to the school?s vision (REQUIRED: OSEL)o Evidence:o School Excellence Framework Priorities
ScoreArea offocusFramework dimension and category2Depth and Breadth of Student Learning and Quality Teaching: Balanced Assessmentand Grading32Depth and Breadth of Student Learning and Quality Teaching: Curriculum22Depth and Breadth of Student Learning and Quality Teaching: Instruction12Depth and Breadth of Student Learning and Quality Teaching: MTSS02Leadership and Structure for Continuous Improvement: Leadership for ContinuousImprovement02Leadership and Structure for Continuous Improvement: Structure for ContinuousImprovement03Depth and Breadth of Student Learning and Quality Teaching: Transitions, College& Career Access, & Persistence03Quality and Character of School Life: Physical and Emotional Safety03Quality and Character of School Life: Relational Trust03Quality and Character of School Life: Supportive and Equitable Approaches toDiscipline04Quality and Character of School Life: Family & Community Engagement04Quality and Character of School Life: Student Voice, Engagement, and Civic Life0GoalsAreas of critical need and root cause analysis[X] By checking this box, I confirm that we have recalled previous data analysis, conducted newdata analysis as needed, and indicated 3-5 areas of critical need in our school's CIWP Googlesheet for the Area of Critical Need component. We will now move on to the Goals component.;[X] By checking this box, I confirm that we have completed a root cause analysis for each areaof critical need and indicated 3-5 root causes in our school's CIWP Google sheet for the RootCause Analysis component.Area of Critical Need 1Root Cause 1Area of Critical Need 2Freshman On TrackInconsistent Teacher/Team grading policies.Improper use of ASPEN grading procedureSAT Annual Growth Percentile- Reading
Root Cause 2Area of Critical Need 3Root Cause 3Lack of rigor and complexity within theliteracy curriculumEarly College and Career CredentialTeacher hesitation to change the curriculumVision metricsMetrics (select 3–5)Studentgroups (1–2 for eachmetric)SY19 dataactual(providedby CPS)2020–2021goal2021–2022goalVision: Freshman On-TrackOverall85.0090.00Freshman On-Track is an important metric used indetermining student success at the high school level.When students are considered off track Freshmanyear, there is a high probability they will remain offtrack for the remainder of their high school career.Hubbard wants to ensure all students are on trackfor graduation from their very first year.EL78.0080.00SQRP: SAT Annual Growth Percentile-ReadingOverall21.0024.00Vision: Early College & Career CredentialMale42.0045.00Hubbard offers many classes that provide studentswith the opportunity to earn post secondary credits.International Baccalaureate, Advanced Placement,and Dual Credit are all different classes students areable to enroll in, in order to receive credit. Hubbardwould like to engage more Latino and AfricanAmerican Males into these classes.AfricanAmericanFemale37.0040.00Hubbard students are enrolled in two literacyclasses. Students are enrolled in both English and aSeminar class. Each grade level of Seminar teachershave vertically aligned their curriculum around CCSSAND SAT Domains to ensure student growth on theSAT. Hubbard has also created Co-taught sections ofSeminar classes to better meet the needs of DiverseLearners.(Blank)(Blank)Required metrics (Highschool) (0% complete)
21Goal2021-2022GoalMy Voice, My School 5Essentials Survey(Blank)Custom metrics (0% complete)2018-2019 Actual2019-2020 Actual2019-2020 Goal2020-2021 Goal2021-2022 GoalStrategiesStrategy 1If we do.continue to develop and support robust year-round professional development created andled by teacher leaders, administration, and network supports with a focus on instruction(3b and 3c) and student educational needs based on data from teacher PD survey andstandardized assessments data.Then wesee.increased fidelity in aligning instruction to CCSS, NGSS, PSAT/SAT Skills, authenticimplementation of high and low questioning techniques, and student-centered teachingand learning in all classes.which leadsto.improved mastery of CCSS, NGSS, and PSAT/SAT skills, improves scores on standardizedassessments, and increase in core pass rates, higher GPA average, increased enrollment ofmales overall and AA females in college-level courses, increased EL and DL attainment andgrowth, and improved teacher instruction in domain 3.BudgetDescriptionSelected staff 2-3 hours in the summer to create PDs for the initial week of the school year.1-2 outside entities to present PD during the school year. Funding: Local, Budget Category:PD, Materials (instr. and software), conferences.TagsInstruction (Not started) Establish and support a culture of public practice which results inpeer observations with feedback, grade-level instructional rounds, literacy teamwalks, and cycles of Administration-led informal (non-REACH) observations withfeedback.Tags:InstructionAction steps (Not started) Continue to develop our partnerships with Network 16 specialists(literacy, math, science, and social science) to build professional learning plansthat support instruction.
Tags:Instruction (Not started) Increase professional development on Instruction for EL and DLstudents that is standards-based (WIDA ELD aligned with CCSS) anddifferentiated by proficiency level in all content areasTags:Instruction, Equity: Fair Policie sand Systems, Equity: Liberatory Thinking,ODLSS: Instructional Quality, OLCE (Not started) Identify specific professional learning topics aligned to components3b and 3c based on data identified in teacher areas for growth and planprofessional learning during in-house PD sessionsTags:Instruction (Not started) Build a master schedule that provides common planning periods foreither grade level, course team, or academic department.Tags:Instruction (Not started) Increase opportunities for teachers to attend district-wideprofessional development on instruction including instructional rounds at otherNetwork 16 high schools.Tags:Strategy 2If we do.continue to develop and support opportunities for department, course and grade levelteams to meet and reflect with network supports and a focus on curriculum (1b and 1c)and student educational needs based on data from GAB Reports and standardizedassessments data.Then wesee.increased fidelity in aligning curriculum to CCSS, NGSS, PSAT/SAT Standards, authenticimplementation of rigorous mentor texts, and student-centered teaching and learning inall classeswhich leadsto.improved mastery of CCSS, NGSS, and PSAT/SAT skills, improves scores on standardizedassessments, and increase in core pass rates, higher GPA average, increased pass rate ofmales overall and AA Females in college-level courses, increased EL and DL attainmentand growth, and improved teacher curriculum development in domain 1 and instruction indomain 3.BudgetDescriptionAll course teams to meet during summer, 2-4 hours to realigning, enhance, update coursecurriculum. Continue work with network specialists. Funding: Local, Budget Category:Professional Development.TagsCurriculum
(Not started) Continue to develop our partnerships with Network 16 specialists(literacy, math, science, and social science) to build professional learning plansthat support curriculum development.Tags:Curriculum (Not started) Build a schedule with common planning times for course teams,department teams and grade levels.Tags:CurriculumAction steps (Not started) Create a school wide curriculum review protocol with a metric onstudent equitable access.Tags:Curriculum, Equity: Fair Policie sand Systems (Not started) Develop a mentorship program with intentional supports fortargeted cohorts of students that may require extra assistance with college-levelcurriculum.Tags:Curriculum, Equity: Fair Policie sand Systems, Equity: Resource EquityStrategy 3If we do.A system of balanced assessments will include multiple measures, including formative,interim and summative assessments that are responsive to the needs of all students,including diverse learners and English learnersThen wesee.actionable data to inform planning for instruction, academic supports and resourceallocationwhich leadsto.increased numbers of students who are well-prepared for college and careers.BudgetDescriptionTime, materials, and human resources the same as last year. Funding: Local, BudgetCategories: Materials, PD.TagsBalanced Assessment and Grading, Assessment: Accessing and Analyzing Assessment Datafor Instructional Effectiveness, Assessment: Balanced Assessment and Grading,Assessment: Fair, Accurate and Consistent Grading Systems, Assessment: MonitoringStudent Learning to Support Growth, Assessment: Multiple Measures to Provide Evidenceof Student Learning Action steps(Not started) The assessment protocol of prediction, student reflection, andanalysis of data, teacher team discussion and development of reteaching plan thatincludes differentiation for all students including ELL and diverse learners, will beimplemented.
Tags:Assessment: Balanced Assessment and Grading (Not started) Unit assessments will include constructed responses, short essayswith evidence based writing, argumentative writing. Students will be required toback up their claims with evidence. Teachers will use Academic ApproachAssessment Builder to include SAT style questions as part of the exam.Tags:Assessment: Balanced Assessment and Grading (Not started) All assessments will be standard based and connected to method ofassessment. Students will understand what standards are to be evaluated andhow they will be evaluated prior to the assessment. Assessments will be gradedwith a rubric when appropriate.Tags:Assessment: Balanced Assessment and Grading (Not started) School wide grading policy: 60% formative, 40% summative (finalno more than 15%) Diverse Learners: 70% formative, 30% summativeTags:Assessment: Fair, Accurate and Consistent Grading SystemsStrategy 4If we do.A system of balanced assessments will include multiple measures, including formative,interim and summative assessments that are responsive to the needs of all students,including diverse learners and English learnersThen we see.actionable data to inform planning for instruction, academic supports and resourceallocationwhich leadsto.increased percentage of students that are college and career ready.BudgetDescriptionTagsAction stepsAction PlanStrategy 1Establish and support a culture of public practice which results in peer observations withfeedback, grade-level instructional rounds, literacy team walks, and cycles of Administration-ledinformal (non-REACH) observations with feedback.
May 01, 2020 to Jul 30, 2022 - Administration, Department Chairs, Team Leads, Literacy Coach,ILTContinue to develop our partnerships with Network 16 specialists (literacy, math, science, andsocial science) to build professional learning plans that support instruction.May 01, 2020 to Jun 30, 2022 - Administration, ILT, Team LeadsIncrease professional development on Instruction for EL and DL students that is standards-based(WIDA ELD aligned with CCSS) and differentiated by proficiency level in all content areasMay 01, 2020 to Jun 30, 2022 - Case Managers, ILT, Administration, ELPTIdentify specific professional learning topics aligned to components 3b and 3c based on dataidentified in teacher areas for growth and plan professional learning during in-house PD sessionsMay 01, 2020 to Jun 30, 2022 - Administration, ILT, Department ChairsBuild a master schedule that provides common planning periods for either grade level, courseteam, or academic department.May 01, 2020 to Jun 30, 2022 - Administration, SchedulerIncrease opportunities for teachers to attend district-wide professional development oninstruction including instructional rounds at other Network 16 high schools.May 01, 2020 to Jun 30, 2022 - Administration, ILTStrategy 2Continue to develop our partnerships with Network 16 specialists (literacy, math, science, andsocial science) to build professional learning plans that support curriculum development.Aug 30, 2020 to Jun 30, 2021 - Administration ILTBuild a schedule with common planning times for course teams, department teams and gradelevels.Aug 30, 2020 to Jul 01, 2021 - AdministrationCreate a school wide curriculum review protocol with a metric on student equitable access.Aug 30, 2020 to Jul 01, 2021 - Administration, ILTDevelop a mentorship program with intentional supports for targeted cohorts of students thatmay require extra assistance with college-level curriculum.Aug 30, 2020 to Jul 01, 2021 - Administration, Counseling, Teachers
Strategy 3The assessment protocol of prediction, student reflection, and analysis of data, teacher teamdiscussion and development of reteaching plan that includes differentiation for all studentsincluding ELL and diverse learners, will be implemented.Aug 30, 2020 to Sep 05, 2020 - Administration, ILT, Course TeamsUnit assessments will include constructed responses, short essays with evidence based writing,argumentative writing. Students will be required to back up their claims with evidence. Teacherswill use Academic Approach Assessment Builder to include SAT style questions as part of theexam.- Course Teams, ILT, Department ChairsAll assessments will be standard based and connected to method of assessment. Students willunderstand what standards are to be evaluated and how they will be evaluated prior to theassessment. Assessments will be graded with a rubric when appropriate.Aug 30, 2020 to Jun 30, 2021 - ILT, AdministrationSchool wide grading policy: 60% formative, 40% summative (final no more than 15%) DiverseLearners: 70% formative, 30% summativeAug 30, 2020 to Jun 30, 2021 - ILT, AdministrationStrategy 4Fund ComplianceESSA Program[X]ESSA Schoolwide ProgramThe school must annually review the schoolwide plan/program. The schoolwide program plan is availableto CPS, parents, and the public, and the information in the plan is in an understandable and uniformformat, and to the extent practicable in a language the parents can understand. Please list evidence for theESSA Schoolwide Program requirements outlined below.[]Non-title I school that does not receive any Title I fundsESSA Schoolwide Program
A comprehensive needs assessment of the entire school that is based on the achievement ofstudents relative to state
Alma Vargas Parent [email protected] No Access Jacqueline Di Lorenzo Teacher [email protected] Has access Team Meetings No meetings saved for this plan. Framework Category scoring 1 NONE or FEW of the practices are CONSISTENTLY evident. 2 FEW of the practice
