CIWP Parent and Community Survey -- DUE by Monday June 6, midnight
We want your feedback on the Waters Elementary CIWP (Continuous Improvement Work Plan), our school's two-year strategic plan. Although much of the necessary info is in the survey below, we encourage you to read the 2016-18 CIWP Overview, if possible. It is available here: http://www.waterselementary.org/ciwp-news.html

You may also contact Greg Foster-Rice (gregwaterslsc@gmail.com) or Erica Smith (ericasmithwaterslsc@gmail.com) if you have questions before or after completing the survey. All feedback is anonymous and will only be read by the CIWP Team (See PDF for list of teachers, parents, and administrators on the Team)

The survey is broken into three parts to receive feedback on the three main components of the CIWP. Because we need the most feedback on Section III, they are presented in REVERSE ORDER ON THIS SURVEY:

III. Strategic Priorities and Action Plans
II. Goals
I. School Excellence Framework

You do not have to answer each question if you don't feel qualified or do not have feedback.

Positive feedback is just as useful as suggestions, so let us know if you support something!

Suggestions for further additions/edits are also welcome, but not all suggestions may make it into the final draft, especially if they are not related to the existing strategies, specific, measurable, assignable, realistic, time-bound, financially feasible, aligned with curriculum, or safe, among other considerations.

Remember that the CIWP is not comprehensive of every activity at the school, but it should reflect specific areas of focus for assessment and improvement in the coming years.

All feedback will be reviewed by the CIWP team and amendments will be noted in the final draft, which will be up for approval by the LSC at their June 14th Public Meeting.

Have you read the PDF of the CIWP overview?
Have you attended one of the public meetings on the CIWP or an LSC meeting at which we discussed the CIWP?
III. Strategic Priorities and Action Steps: an explanation
A strategy is a specific initiative that, once implemented, will achieve transformative change in the way a school operates and/or on student, teacher, or school administration behavior. Per CPS guidelines, Strategies have to be written in the format of "If we...then we see... which leads to..." Per CPS guidelines, Action Steps are tasks that are SMART (Specific, Measurable, Assignable, Realistic and Time-Related) by which we can achieve our strategic priorities.

Some acronyms (because this is CPS):
LSC = Local School Council
STEAM = Science Technology Engineering, Arts and Math integration
NGSS = Next Generation Science Standards
DL = Diverse Learner (formerly special education)
EL = English Language Learner (student whose primary language is not English)
MTSS = Multi-Tiered System of Support (a prevention-based method for supporting students experiencing difficulty in the classroom)
IEP = Individualized Education Program (document outlining supports for students eligible for special education)
PBIS = Positive Behavior Intervention Supports

III. Strategic Priority 1: Rigorous Student Tasks
If we examine student texts and tasks regularly,

Then we see a gaining of the necessary insight to gauge rigor and illuminate how the standards are actualized,

Which leads to a better educational outcome for the students, such as students engaged and appropriately challenged and increased measurable achievement in regards to college and career readiness.

ACTION STEPS:
1. We will meet monthly in grade level teams to examine texts and student work.
2. Develop and implement a system for quarterly peer visits.
3. Design reading and writing tasks across the curriculum for students to create authentic work that they can connect to the world around them (per common core standards).
4. Increase collaboration amongst all teachers (Gen Ed teachers, Diverse Learner teachers and ancillary staff) to develop tasks for diverse learner students.
5. Include appropriate language and content objectives for English Learners that are aligned with WIDA standards when designing ALL tasks for students.
6. Students will engage in hands-on, authentic ecological tasks in grades K-8.
7. Engage in ongoing professional development related to rigorous student tasks (STEAM, inclusive practices for EL and DL learners, developing authentic student work, ecology, NGSS implementation for science, modifying accommodations for students, etc.)
8. Enhance arts integration model by developing and implementing STEAM curriculum including having a maker faire, developing STEAM lesson plans across the curriculum, and showcasing authentic student STEAM related tasks.
9. Design science and math tasks across the curriculum for students to create authentic work (i.e., hands-on math, science fair, etc…) that they can connect to the world around them.
10. Design visual art, drama and music tasks for students to create authentic work that engages real audiences (i.e., showcase events, etc…) and that relates to the rest of the curriculum.
11. Increase collaboration amongst all teachers (Gen Ed, Diverse Learner, ESL and bilingual teachers and ancillary staff) to develop tasks for English Learner students.
12. Continue to implement MTSS to support academic progress for ALL students (Tier 1), as well as students identified as needing additional support (Tier 2 and 3).

Please provide positive feedback, comments, or suggestions for Strategic Priority 1 (Rigorous Tasks) and its associated Action Steps. Be as specific as possible and address your feedback to this Priority and Action Steps only.
Your answer
III. Strategic Priority 2: Balanced Assessment & Grading
If we establish a balanced assessment system

Then we see effective measures of the depth and breadth of student learning

Which leads to an accurate reflection and documentation of students abilities and academic progress while monitoring student growth toward college and career readiness and development of the whole child.

ACTION STEPS:
1. Establish common grading categories and weights across all grade levels
2. Teacher/Student conferences at least once a quarter (progress reporting period) to communicate and reflect on their learning progress.
3. Continue improving differentiated and varied assessments to meet the needs of EL and DL learners as needed.
4. Continue to analyze school wide classroom assessment data and rubrics to improve instructional effectiveness.
5. Engage in ongoing professional development related to balanced assessment and grading (including modifications and/or accommodations for DL and EL students, student-led parent/teacher conferences, etc)

Please provide positive feedback, comments, or suggestions for Strategic Priority 2 (Balanced Assessment & Grading) and its associated Action Steps. Be as specific as possible and address your feedback to this Priority and Action Steps only.
Your answer
III. Strategic Priority 3: Culture for Learning
If we establish a school atmosphere that reflects the educational importance of the work undertaken by both students and staff, including PBIS

Then we see a classroom characterized by high cognitive energy, student ownership, and high expectations for all

Which leads to a supportive environment that fosters a shared belief in the importance of learning, high quality work, and perseverance.

ACTION STEPS:
1. Work with students to help them set specific learning goals based on self-reflection checklists about their learning during student/teacher conferences.
2. Continue to grow middle school Leadership Team experiences and opportunities.
3. Establish and grow a variety of after school clubs, activities, and fine-arts experiences to connect academic and interpersonal skills to celebrate the whole child (For example: Maker Faire, Fine-Arts exhibits, Pi Night, Literacy Night, Rock Band, Science Club, etc)
4. Create template for parent/teacher/student conferences at report card pickup (twice yearly) to encourage student reflection in conversations about academic expectations and social-emotional development. Track student participation in conferences with an eye towards increasing overall student participation in conferences at the school.
5. When organizing school and community events, incorporate diverse stakeholders and create new opportunities for inclusive cultural experiences.
6. Engage in ongoing professional development related to our culture for learning (PBIS, Multicultural inclusion, student-centered conferences, etc)
7. Fully implement components PBIS (Positive Behavior Intervention Supports) in K-8, tailored to our school's climate and culture. We will develop and define a list of school-wide common expectations and behaviors that encourage academic and personal success. They will be displayed throughout the building and classrooms and we will hold school-wide assemblies at the start of each school year to establish these expectations and behaviors with students.
8. create additional opportunities for parent and community workshops including, but not limited to, workshops such as: What is an IEP/504 and how to navigate the process, Ecology 101: History of the program, How parents can reinforce the learning at home, FAQ's of Standardized Testing, STEAM, and activities that promote a diversity and multiculturalism.

Please provide positive feedback, comments, or suggestions for Strategic Priority 3 (Culture of Learning) and its associated Action Steps. Be as specific as possible and address your feedback to this Priority and Action Steps only.
Your answer
II. Goals (test data and projected goals)
This section includes historic and projected Test Scores based on the Board approved School Quality Rating Policy (SQRP). The CIWP is pre-loaded with the past two years of test scores for our school and we have to establish our goals for the next two years of test scores. Please see the CIWP PDF for summary graphs of our test scores.
Do you have any feedback, comments or questions about the test data or test goals in the CIWP PDF?
Your answer
I. School Excellence Framework (SEF)
The School Excellence Framework is our self-assessment. It is a compilation of District guidance and best practices for all schools, organized into 4 dimensions and 18 categories which will assist schools with their initial reflection upon our current state. It is scored on a 4 point scale for the presence of these best practices (1=none, 2=few, 3=most, 4=nearly all). This is a brief synopsis of the SEF.

A. Culture of & Structure for Continuous Improvement
1. Leadership & Collective Responsibility. Score: 4
2. Instructional Leadership Team. Score: 3
3. Professional Learning. Score: 3
4. Aligned Resources. Score: 3

B. Expectations for depth & breadth of Student Learning
5. Curriculum. Score: 3
6. Instructional Materials. Score: 3
7. Professional Learning. Score: 3
8. Rigorous Student Tasks. Score: 3
9. Transitions, College & Career Access & Persistence. Score: 3

C. Expectations for depth & breadth of Quality Teaching
10. Instruction. Score: 4
11. Multi-Tiered System of Support. Score: 3
12. Balanced Assessment & Grading. Score: 3

D. Expectations for Quality & Character of School Life
13. Culture for Learning. Score: 3
14. Relational Trust. Score: 4
15. Student Voice, Engagement, & Civic Life. Score: 3
16. Safety & Order. Score: 3
17. Restorative Approaches to Discipline. Score: 3
18. Parent Partnership. Score: 3

Do you have any feedback, comments or questions about the SEF?
Your answer
End of Survey
Thanks for completing the survey. Let us know if you have any additional feedback, comments or questions in this final section.
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