You may also contact Greg Foster-Rice (firstname.lastname@example.org) or Erica Smith (email@example.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 PlansII. 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.
Some acronyms (because this is CPS):LSC = Local School CouncilSTEAM = Science Technology Engineering, Arts and Math integrationNGSS = Next Generation Science StandardsDL = 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
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).
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 levels2. 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)
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.
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