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EPE Town Hall

8.17.22

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Entry/dismissal procedures
Goals for EPE in 2022-23 and beyond
Student ownership of learning
EPE Vision & Yearly themes
Inclusive classrooms
Public curriculum
New staff

Agenda

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3

Door #2 (LEFT)

Bendig
Robinson
Paz

Door #1 (LEFT)

Hizel (McNally)
Cahue
Crescente
McQuade

Door #8 - GYM

NOT USED

Front of the School

Door #2 (RIGHT)

Marcheschi
Almer

Door #1 (RIGHT)

Riordan
Hadfield (Torres)
Malek
Catomer

The youngest students will enter the building first and then the next age group will enter, followed by our middle school students last

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4

Door #3

Gallo
Cahill

Back of the School

Door #3

Bridges

Door #4

Perns
Morrissey
Hernandez
Salus

The youngest students will enter the building first and then the next age group will enter, followed by our middle school students last

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School Vision

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CIWP

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Aligned Curriculum	WOLF Expectations	Grading Practices	School Vision	Student Support (MTSS & SEL)

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Unit Planning (Lead 180)	Priority Standards and Skills	Common Categories & Weights	Curriculum Scope and Sequence

Aligned Curriculum	WOLF Expectations	Grading Practices	School Vision	Student Support (MTSS & SEL)

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Unit Planning (Lead 180)	Priority Standards and Skills	Common Categories & Weights	Curriculum Scope and Sequence

Public Curriculum	Task Analysis	Peer Observations

Aligned Curriculum	WOLF Expectations	Grading Practices	School Vision	Student Support (MTSS & SEL)

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Unit Planning (Lead 180)	Priority Standards and Skills	Common Categories & Weights	Curriculum Scope and Sequence

Public Curriculum	Task Analysis	Peer Observations

Inclusive Classrooms	Engaging Tasks for Students

Student Ownership of Learning

Aligned Curriculum	WOLF Expectations	Grading Practices	School Vision	Student Support (MTSS & SEL)

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Units address grade-level standards and skills	Priority standards are covered multiple times to prepare students for the next grade and high school	Teachers use common grading categories and weightings for 1st-2nd, 3rd-5th, and 6th-8th grades	Each grade level has units planned that follow a specific scope and sequence

The school’s public curriculum shows what students are learning in each grade level	Classroom tasks are analyzed for rigor & real-world connections	Teachers learn best practices by visiting each other’s classrooms

Classrooms are safe and inclusive by learning about different cultures, races, and experiences of others	Student tasks are created to ensure access for all, engagement, and allows for differentiation

Students will take ownership of their own learning

K-8 Aligned Curriculum	WOLF Expectations Winning attitude Own your choices Leadership Focus on respect	Grading Practices Accurate, bias-resistant, and motivational	School Vision EPE is a positive, purposeful, productive community for all.	Student Support Academic and Social-Emotional Learning

Parent Friendly

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School Vision

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Yearly Themes

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2022-23 Theme

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Student Ownership of Learning

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Unit Planning (Lead 180)	Priority Standards and Skills	Common Categories & Weights	Curriculum Scope and Sequence

Public Curriculum	Task Analysis	Peer Observations

Inclusive Classrooms	Engaging Tasks for Students

Student Ownership of Learning

Aligned Curriculum	WOLF Expectations	Grading Practices	School Vision	Student Support (MTSS & SEL)

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No Place for Hate

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Diverse and Inclusive Classrooms

What is a diverse/inclusive classroom?

Why is it important?

How do we create diverse/inclusive classrooms?

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Unit Planning (Lead 180)	Priority Standards and Skills	Common Categories & Weights	Curriculum Scope and Sequence

Public Curriculum	Task Analysis	Peer Observations

Inclusive Classrooms	Engaging Tasks for Students

Student Ownership of Learning

Aligned Curriculum	WOLF Expectations	Grading Practices	School Vision	Student Support (MTSS & SEL)

NEW!

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Public Curriculum - COVER PAGE

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Public Curriculum - COVER PAGE

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Transparency into what is being taught in our classes (30,000 foot view)
Parents are informed about what their children are being exposed to in class
Provides a roadmap for DL teachers (especially those who see multiple grade levels)
Keeps all of us accountable

Reasons for Public Curriculum

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Jessie Hadfield (MS ELA)
Michelle Cahue (2nd grade)
Annie Palmerson (DL)
Amanda Cotomer (DL)
Sherri Keller (PT interventionist)
Elizabeth Arellano (SECA)
Adriana De La Fuente (SECA)
Carla Jarrin (SECA)
Ellza Mehmeti (SECA)
Linda Ward (SECA)

New Staff

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CPS is following CDC/CDPH guidance based on the level of risk in the area
Anyone can check the level of risk for each county here for the CDC and here for CDPH
8/11: CDC eased their recommendations re: exposure.

It may be a little while before CPS adapts these practices since so much planning has gone into preparing for students using the most recent guidelines.

Covid Protocols

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Positive case in a class by a student who was present at school → all students present that day in that class are considered close contacts.

VACCINATED: return if not symptomatic
UNVACCINATED: return if not symptomatic

UPDATED: Any student or staff member who is exposed to COVID-19 in school — regardless of vaccination status — will no longer be required to learn or work from home for five days, and will be strongly encouraged to test three and five days after exposure.
CPS will provide schools with rapid take-home tests to distribute to families and staff members if they are exposed, and we will strongly encourage families to use them in order to prevent spread and ensure a safe in-person learning for all students and staff.

Covid Protocols at the School

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Sensory Room
Interventionists (support and enrichment)
LSC openings

Other Updates