SY26 State of the School Deck Template Overview
This Template Is Organized Into Four Main Sections: | |||
CPS Vision, Mission �& Strategic Plan �(Our collective values �and aspirations) | Continuous Improvement �& Our Plans�(How we are doing, where we are going, and how we plan to get there) | Family & Community Partnerships�(Preparing for the next stage and how you can get involved) | Appendix�(Our other outcomes) |
Instructions & Key Details | Best Practice Recommendations |
|
|
1
Data to Consider- ES and HS
The Appendix will contain: | |
ES |
|
HS |
|
We made several updates to streamline the presentation and increase readability, as well as to align with CIDT.
2
Additional Data to Consider
The data included in these decks provides a common, high-level view of End of Year metrics. It does not attempt to tell your full story. Feel free to add data relevant to your school: where you’ve been, where you are, where you want to go.
You might include:
Bear in mind that these decks will be publicly available to anyone on the internet. To that end,
If you have any questions about student privacy or data reliability, please contact your Data Strategist.
3
Purpose/Objetivo
Support and encourage robust community conversations by sharing information with the school community around the following/Apoye y fomente conversaciones comunitarias sólidas compartiendo información con la comunidad escolar sobre lo siguiente:
4
2025
LORCA Elementary School
State of the School Address
Discurso sobre el estado de la escuela
October 27, 2025
lorca.cps.edu
Our Commitment to Every Family
Nuestro compromiso con cada familia
We know that anxiety remains high given the recent escalation of federal activity and we want to be clear: Lorca Elementary is — and will remain — a welcoming, safe space for all students regardless of immigration status.
Our District is working closely with the City of Chicago and trusted community partners to make sure families have the information, guidance, and support they need.
Sabemos que la ansiedad sigue siendo alta debido a la reciente escalada de actividad federal y queremos ser claros: la Escuela Primaria Lorca es, y seguirá siendo, un espacio acogedor y seguro para todos los estudiantes, independientemente de su estatus migratorio.
Nuestro Distrito está trabajando en estrecha colaboración con la Ciudad de Chicago y socios comunitarios de confianza para garantizar que las familias reciban la información, la orientación y el apoyo que necesitan.
6
Hope as a Form of Resistance/
La esperanza como forma de resistencia
Hope is being able to see that there is light despite all of the darkness.
La esperanza es poder ver que hay luz a pesar de toda la oscuridad.
— Desmond Tutu
7
Resources To Support Families/
Recursos para apoyar a las familias
We want families to be informed, supported, and safe. Queremos que las familias estén informadas, apoyadas y seguras.
Visit cps.edu/immigration for resources and information on/Visite cps.edu/immigration para obtener recursos e información sobre:
Other helpful resources:
8
Part 1/Parte 1
01 | CPS Vision, Mission & Strategic Plan Visión, Misión y Plan Estratégico de CPS |
02 | Continuous Improvement & Our Plans |
03 | Family & Community Partnerships |
| Appendix |
9
9
School Vision & Mission/
Visión y misión escolar
As a Personalized Learning Magnet Cluster School, the mission of Lorca Elementary is to provide an environment where all students, including Diverse and English Language Learners can be successful when taught by teachers knowledgeable of college-readiness standards and who differentiate instruction to challenge and promote critical thinking.
Como un grupo magnético de aprendizaje personalizado, la misión de la escuela primaria Lorca es proporcionar un entorno donde todos los estudiantes, incluidos los estudiantes diversos y los que aprenden inglés, puedan tener éxito cuando son enseñados por maestros conocedores de los estándares de preparación para la universidad y que diferencian la instrucción para desafiar y promover el pensamiento crítico.
10
Ethical and
Collaborative Leaders
Empowered Decision Makers
Engaged Community Members
Adaptable and Independent Thinkers
Inquisitive �Learners
We remain committed to our mission of providing a high-quality public education for every child, �in every neighborhood, that prepares each for success in college, career, and civic life.
Student Centered
Whole Child
Equity
Academic Excellence
Community Partnership
Continuous Learning
Core �Values
Graduate �Profile
Our Continued Mission to Serve Every Child
11
How We �Define Student Success
Our Approach to Accountability and How We Support Schools
How We Invest �in Schools and Communities
How We �Make Major Decisions
EVERY STUDENT has a rigorous, joyful, and equitable daily learning experience | EVERY SCHOOL creates the conditions and implements the practices to drive continuous improvement through an equity lens | EVERY COMMUNITY has inclusive and collaborative partnerships for thriving schools |
THE DISTRICT provides equitable resources and supports to each school | ||
Four Major Philosophical Shifts
Priority Areas
Embracing Targeted Universalism
to better understand what students need and co-design diverse solutions to help every student achieve universal goals
Visit cps.edu/FiveYearPlan to learn more
12
The Daily Student Experience
Rigorous
Joyful
Equitable
Daily Learning
Experiences
13
Part 2/parte 2
01 | CPS Vision, Mission & Strategic Plan |
02 | Continuous Improvement & Our Plans Mejora continua y nuestros planes |
03 | Family & Community Partnerships |
| Appendix |
14
14
Continuous Improvement & Data Transparency (CIDT) on School Profile Pages
What You’ll Find on our New School Profile Page
A more complete picture of progress and performance — not just test scores.�
NOW INCLUDING
Evidence of�Student Learning�and Wellbeing
Adult Capacity
and Continuous
Learning
Inclusive and
Collaborative School
And Community
Daily Learning
Experiences
EQUITY
TARGETED UNIVERSALISM
INCLUSIVE PARTNERSHIPS
Join us in planning the next CIWP by learning from this data with us! We make decisions based on evidence like this and your input.
See our Profile Page
→
15
CIDT | School Profile Pages/Páginas de perfil escolar
School Overview
District Investment
CIDT Components (click to expand)
16
Continuous Improvement Work Plan (CIWP)
Plan de Trabajo de Mejora Continua
Our Priorities
Nuestras prioridades
Entorno de aprendizaje inclusivo y de apoyo
Year 1: SY24 Year 2: SY25 Year 3: SY26
17
2024–2026 CIWP Priority 1 Curriculum & Instruction/Currículo e instrucción
If we … commit to teaching foundational skills, creating grade-level, higher-order thinking common assessments, reflecting on Marzano’s Rigor Walk data then we see …teachers collaborating on effective and rigorous instructional practices which leads to … all K-8th graders growing in literacy and language proficiency and meeting 3rd-8th grade-level standards on IAR.
| Goals | Progress Made Last Year |
Practice �Goal(s) |
| 1. Growth in effective instruction evidenced by Rigor Walk.. 2. On-track for 3-8 grades. |
Performance Goal(s) |
| 1, All teachers showed readiness to create Proficiency Scales. 2. New adoption of iReady Math for K-4th. |
18
SY25 Practice Data (Rigor Walk Tool)
19
SY25 Performance Data
2024–2026 CIWP Priority 2 Supportive & Inclusive Learning Environment/Entorno de aprendizaje inclusivo y de apoyo
If we ...use our daily intervention block to review multiple data (assessments, grade level, attendance) during the MTSS process with Targeted Universalism to create specific student learning plans focused on meeting specific academic, SEL, and linguistic goals. then we see...daily conferences between students and teachers with on-going partnerships between teachers, students and their parents which leads to...Diverse and English language learners who are goal-aware and consistently receive appropriate specialized support from all teachers.
| Goals | Progress Made Last Year |
Practice �Goal(s) | School teams implement an equity-based MTSS framework that includes strong teaming, systems and structures, and implementation of the problem solving process to inform student and family engagement consistent with the expectations of the MTSS Integrity Memo. | Interventionists meet with teachers to guide them through the MTSS process and follow-up with parents. |
Performance Goal(s) | 1.By the end of SY26, all teachers will collaborate on accommodations and modifications to increase the percentage of students in LRE 1. 2. By the end of SY26, all teachers will create student plans in Branching Minds to increase the percentage of Tier2 & Tier 3 sntudents receiving interventions, especially for Language Learners. | 1. LRE has increased to 71%. 2. All teachers are fully trained on creating plans in BrMinds. |
21
SY25 Practice Data - Lorca CPS MTSS Continuum
22
SY25 Performance Data: Typical Growth for DLs & ELs on IAR ELA
2024–2026 CIWP Priority 3 Connectedness & Well-being/Conectividad y bienestar
If we do...consistently message set expectations on attendance and behavior with our students and families then we see...more collaborative teams which leads to..increased student attendance, wellness, and voice with impacts a more positive school culture per students' responses on EOY Cultivate.
| Goals | Progress Made Last Year |
Practice �Goal(s) | Universal teaming structures are in place to support student connectedness and wellbeing, including a Behavioral Health Team and Climate and Culture Team. | Members of BHT and CCT coordinate quarterly PL & SEL days. PL Site Assessment shows increase in SEL growth. |
Performance Goal(s) | 1. By the end of SY26 Cultivate survey, increase by5% the overall connectedness and well-being of 5th-8th graders. 2. By the end of SY26, Lorca will increase by 5% attendance of chronically absent students and students with an IEP. | Increase in Out of School Time program metrics. |
24
SY25 Practice Data: PL Site Assessment
25
SY25 Performance Data:Out of School Time (OST)
Participation Rate | Percent of students participating in OST Programs. | ≥ 25% | 57.0% |
Priority Group Participation Rate | Percent of Priority students enrolled in OST Programs compared to the school’s total enrollment. | ≥ 25% | 57.6% |
Diverse Learner Participation Rate | Percent of Diverse Learner students enrolled in OST Programs compared to the school’s total enrollment. | ≥ 25% | 44.6% |
STLS Participation Rate | Percent of Students in Transitional Living Situations enrolled in OST Programs compared to the school’s total enrollment. | ≥ 25% | 40.0% |
ELL Participation Rate | Percent of English Language Learner students enrolled in OST Programs compared to the school’s total enrollment. | ≥ 25% | 58.4% |
Black/LatinX Male Participation Rate | Percent of Black and Latinx male students enrolled in OST Programs. | ≥ 25% | 58.0% |
Engagement Priority Student Participation Rate | Percent of Engagement Priority students enrolled in OST Programs. | ≥ 25% | 30.4% |
26
Part 3/parte 3
01 | CPS Vision, Mission & Strategic Plan |
02 | Continuous Improvement & Our Plans |
03 | Family & Community Partnerships Asociaciones familiares y comunitarias |
| Appendix |
27
27
For ES Only: Planning for KG & High School
Key details for students and families planning to start KG & HS next year
28
Family & Community Partnerships/
Asociaciones familiares y comunitarias
Join our efforts! Here are some family/community groups supporting our school and when they meet/¡Únete a nuestra iniciativa! Aquí tienes algunos grupos familiares y comunitarios que apoyan a nuestra escuela y cuándo se reúnen:
29
Resources To Support Families
We want families to be informed, supported, and safe.
Visit cps.edu/immigration for resources and information on:
Other helpful resources:
30
Thank You!
Appendix
| The following slides contain additional key outcomes from our 2024–2025 school year. If you have questions related to this data, please join an upcoming parent event such as our next Lorca ES LSC/PAC/BAC meeting. Additional data points and explanations can be found on our CPS School Profile. |
32
32
2025 Illinois Report Card
Summative Designation: Commendable
Designation Meaning & Use
33