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2025

Perkins Bass

�State of the School Address

Monday, October 27^th

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School Vision & Mission

Mission Statement

The mission of the Perkins Bass Elementary School is to create a safe place where all stakeholders are empowered, valued and respected. We are committed to developing 21st century leaders through fine arts and personalized learning.

�Vision

At Perkins Bass, Scholars will acquire skills in a rigorous STEAM learning environment that will support positive contributions to society.

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Purpose

Support and encourage robust community conversations by sharing information with the school community around the following:

CPS vision, mission & strategic plan
Our school’s progress, priorities �& collective efforts
How you can get involved

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Our Commitment to Every Family

We know that anxiety remains high given the recent escalation of federal activity and we want to be clear: Perkins Bass 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.

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Before we go further, we want every student and family to know that you are welcome here.

We know that anxiety remains high given the recent escalation of federal law enforcement activity in Chicago. For many of our Black and Brown families, and especially for our immigrant and mixed-status communities, these moments can bring real fear and uncertainty.
I want to be clear: our school will always be a welcoming, safe space for every child, no matter their background or immigration status.
We’re not in this alone. Our district is working closely with the City of Chicago and many trusted community partners to make sure families have the information, guidance, and support they need.
You’ll see several resources throughout this presentation, but before we get into those, we want to take a moment to ground ourselves in the power of hope and what that means for our community.

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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

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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

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This is year, our district is embarking on the second year of our 5-year strategic plan. The theme is “Together We Rise” towards success in 2029.
This plan is rooted in Targeted Universalism, as part of a renewed focus on equity. This is the belief that we set a high standard of universal goals for everyone, and then we provide the support that every student needs to meet that standard by co-designing diverse solutions.
We are focused on four major philosophical shifts as a District that will help us achieve greater equity for our students:

redefining student success
redesigning our accountability system and how we support schools, i will elaborate on that shortly
changing the way we support our schools and communities
using community engagement to drive decision-making

The district has three major priority areas for providing equitable resources and supports to each school:

First,seeing to it that EVERY STUDENT has a rigorous, joyful, and equitable daily learning experience
Next,working together so EVERY SCHOOL creates the conditions and implements the practices to drive continuous improvement through an equity lens
And partnering so that EVERY COMMUNITY has inclusive and collaborative partnerships for thriving schools

You can visit cps.edu/FiveRearPlan to learn more

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The Daily Student Experience

Rigorous

Joyful

Equitable

Daily Learning

Experiences

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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

Outcome Metrics: Information about how students are doing academically, socially, and emotionally
Equity Information: How the school’s results compare when we account for different student needs and opportunities
NEW THIS WINTER Practice Metrics: What the school is doing to support teaching, learning, and student well-being�

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

→

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In accordance with our Continuous Improvement and Data Transparency Policy, also known as CIDT, our school profile page were updated since our last State of the Schools Address and I want take a 2 minutes to highlight this because our updated school profile give you a more complete picture of our school’s progress and performance - not just test scores. Here you’ll see

Outcome Metrics with information about how our students are doing academically, socially, and emotionally.
Equity Information showing how our school’s results compare when we account for different student needs and opportunities.
And NEW THIS WINTER you will also see many Practice Metrics that shed light on the work we are doing to support teaching, learning, and student well-being.

Our school uses this data, and so much more to, make decisions every day. You can use this information to learn about our school’s strengths and areas for growth. We invite you to partner with us in planning conversations such as to create our goals and strategies for our upcoming Continuous Improvement Work Plans (CIWP).

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CIDT | School Profile Pages

School Overview

District Investment

CIDT Components (click to expand)

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Continuous Improvement Work Plan (CIWP)

Our Priorities

Priority 1 - Curriculum & Instruction
Priority 2 - Connectedness & Well-Being

Year 1: SY24 Year 2: SY25 Year 3: SY26

See our full CIWP

cps.edu/CIWPFinder

←

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For ES Only: Planning for KG & High School

Key details for students and families planning to start KG & HS next year

The GoCPS K–9 Application for 26–27 school year is open! Apply by 5 p.m. Friday, November 14th, 2025 at apply.cps.edu. Learn more about the K–9 application process in these tutorial videos: Elementary School, High School
Pre-K families are encouraged to apply! Starting this year, Pre-K families have a priority to stay at the school where they attend Pre-K if they apply through the GoCPS application. (Some exceptions apply; families can refer to their GoCPS application for details.)
SY26 Individualized Learning Plan Scope & Sequence for 6th–8th grade has launched and is active for student completion in SchooLinks. Tasks culminate to build a student’s postsecondary portfolio!

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2025 Illinois Report Card

Summative Designation: Exemplary

Performing in the top 10% of schools statewide
No underperforming student groups

Designation Meaning & Use

Rating to Direct Resources: Designed by Illinois to comply with federal law which requires that more state resources go to the schools with the highest need, as defined by student performance.
Not Measuring Quality: Rating system is NOT designed to measure the quality of school practice — state board of education does not consider its role to be setting standards for every Illinois district.

State designations should NOT be used to make claims about the quality of practices present in a school.

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<<INCLUDE ONLY APPLICABLE SLIDE FOR ILLINOIS REPORT CARD>>

Based on our school’s 2024-2025 performance, the Illinois State Board of Education (ISBE) has recently assigned us designation of Exemplary on the 2025 Illinois Report Card.

Exemplary means we:

are performing in the top 10% of schools statewide
have no underperforming student groups

The state designed this rating system methodology to comply with federal law which requires that more state resources go to schools with the highest need, as defined by student performance. The state system is NOT designed to measure the quality of school practice. The Illinois State Board of Education doesn’t consider its role to be setting standards for every Illinois district. As a result, state designations should NOT be used to make claims about the quality of practices present in a school.

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2025 Illinois Report Card

Summative Designation: Commendable

No underperforming student groups
A graduation rate greater than 67%
Not performing in the top 10% of schools statewide

Designation Meaning & Use

Rating to Direct Resources: Designed by Illinois to comply with federal law which requires that more state resources go to the schools with the highest need, as defined by student performance.
Not Measuring Quality: Rating system is NOT designed to measure the quality of school practice — state board of education does not consider its role to be setting standards for every Illinois district.

State designations should NOT be used to make claims about the quality of practices present in a school.

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<<INCLUDE ONLY APPLICABLE SLIDE FOR ILLINOIS REPORT CARD>>

Based on our school’s 2024-2025 performance, the Illinois State Board of Education (ISBE) has recently assigned us designation of Commendable on the 2025 Illinois Report Card.

Commendable means we:

have no underperforming student groups
a graduation rate greater than 67%
are not yet performing in the top 10% of schools statewide

The state designed this rating system methodology to comply with federal law which requires that more state resources go to schools with the highest need, as defined by student performance. The state system is NOT designed to measure the quality of school practice. The Illinois State Board of Education doesn’t consider its role to be setting standards for every Illinois district. As a result, state designations should NOT be used to make claims about the quality of practices present in a school.

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2025 Illinois Report Card

Summative Designation: Targeted

One or more student groups is performing at or below the level of “all students” group in the lowest performing 5% of schools.
Receiving additional funding from the state, and support from CPS, to work on our area(s) for improvement.

Designation Meaning & Use

Rating to Direct Resources: Designed by Illinois to comply with federal law which requires that more state resources go to the schools with the highest need, as defined by student performance.
Not Measuring Quality: Rating system is NOT designed to measure the quality of school practice — state board of education does not consider its role to be setting standards for every Illinois district.

State designations should NOT be used to make claims about the quality of practices present in a school.

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<<INCLUDE ONLY APPLICABLE SLIDE FOR ILLINOIS REPORT CARD>>

Based on our school’s 2024-2025 performance, the Illinois State Board of Education (ISBE) has recently assigned us designation of Targeted on the 2025 Illinois Report Card.

Targeted means we:

have one or more student groups is performing at or below the level of “all students” group in the lowest performing 5% of schools
are receiving additional funding from the state, and support from CPS, to work on our area(s) for improvement

The state designed this rating system methodology to comply with federal law which requires that more state resources go to schools with the highest need, as defined by student performance. The state system is NOT designed to measure the quality of school practice. The Illinois State Board of Education doesn’t consider its role to be setting standards for every Illinois district. As a result, state designations should NOT be used to make claims about the quality of practices present in a school.

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2025 Illinois Report Card

Summative Designation: Comprehensive

Lowest-performing 5% of schools in IL
High school with a graduation rate of 67% or less
Remained Targeted at the end of a full 4-year improvement cycle
Receiving additional funding from the state, and more assistance from the District, to work on our area(s) for improvement.

Designation Meaning & Use

Rating to Direct Resources: Designed by Illinois to comply with federal law which requires that more state resources go to schools with the highest need, as defined by student performance.
Not Measuring Quality: Rating system is NOT designed to measure the quality of school practice — state board of education does not consider its role to be setting standards for every Illinois district.

State designations should NOT be used to make claims about the quality of practices present in a school.

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<<INCLUDE ONLY APPLICABLE SLIDE FOR ILLINOIS REPORT CARD.>>

Based on our school’s 2024-2025 performance, the Illinois State Board of Education (ISBE) has recently assigned us designation of Comprehensive on the 2025 Illinois Report Card.

We are in the Comprehensive category because we Remove any factors that do no apply to your school

are in the lowest-performing 5% of schools in IL
have a high school graduation rate of 67% or less
have remained Targeted at the end of a full 4-year improvement cycle

As a result, we are supported with additional funding from the state, and more assistance from the District, to work on our area(s) for improvement.

The state designed this rating system methodology to comply with federal law which requires that more state resources go to schools with the highest need, as defined by student performance. The state system is NOT designed to measure the quality of school practice. The Illinois State Board of Education doesn’t consider its role to be setting standards for every Illinois district. As a result, state designations should NOT be used to make claims about the quality of practices present in a school.

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2025 Illinois Report Card

Summative Designation: Intensive

Remained in the lowest-performing 5% of schools in IL at the end of a 4-year school �improvement cycle
High school with a graduation rate of 67% or less at the end of a 4-year school improvement cycle
Receiving additional funding from the state, and support from CPS, to work on our area(s) for improvement.

Designation Meaning & Use

Rating to Direct Resources: Designed by Illinois to comply with federal law which requires that more state resources go to the schools with the highest need, as defined by student performance.
Not Measuring Quality: Rating system is NOT designed to measure the quality of school practice — state board of education does not consider its role to be setting standards for every Illinois district.

State designations should NOT be used to make claims about the quality of practices present in a school.

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<<INCLUDE ONLY APPLICABLE SLIDE FOR ILLINOIS REPORT CARD>>

Based on our school’s 2024-2025 performance, the Illinois State Board of Education (ISBE) has recently assigned us designation of Intensive on the 2025 Illinois Report Card.

We are in the Intensive category because we: Remove any factors that do no apply to your school

remained in the lowest-performing 5% of schools in IL at the end of a 4-year school improvement cycle.
are high school with a graduation rate of 67% or less at the end of a 4-year school improvement cycle.

As a result, we are supported with additional funding from the state, and more assistance from the District, to work on our area(s) for improvement.

The state designed this rating system methodology to comply with federal law which requires that more state resources go to schools with the highest need, as defined by student performance. The state system is NOT designed to measure the quality of school practice. The Illinois State Board of Education doesn’t consider its role to be setting standards for every Illinois district. As a result, state designations should NOT be used to make claims about the quality of practices present in a school.

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Part 2

01	CPS Vision, Mission & Strategic Plan
02	Continuous Improvement & Our Plans
03	Family & Community Partnerships
	Appendix

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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

Outcome Metrics: Information about how students are doing academically, socially, and emotionally
Equity Information: How the school’s results compare when we account for different student needs and opportunities
NEW THIS WINTER Practice Metrics: What the school is doing to support teaching, learning, and student well-being�

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

→

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In accordance with our Continuous Improvement and Data Transparency Policy, also known as CIDT, our school profile page were updated since our last State of the Schools Address and I want take a 2 minutes to highlight this because our updated school profile give you a more complete picture of our school’s progress and performance - not just test scores. Here you’ll see

Outcome Metrics with information about how our students are doing academically, socially, and emotionally.
Equity Information showing how our school’s results compare when we account for different student needs and opportunities.
And NEW THIS WINTER you will also see many Practice Metrics that shed light on the work we are doing to support teaching, learning, and student well-being.

Our school uses this data, and so much more to, make decisions every day. You can use this information to learn about our school’s strengths and areas for growth. We invite you to partner with us in planning conversations such as to create our goals and strategies for our upcoming Continuous Improvement Work Plans (CIWP).

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CIDT | School Profile Pages

School Overview

District Investment

CIDT Components (click to expand)

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Continuous Improvement Work Plan (CIWP)

Our Priorities

Priority 1 - Curriculum & Instruction
Priority 2 – Connectedness & Wellbeing

Year 1: SY24 Year 2: SY25 Year 3: SY26

See our full CIWP

cps.edu/CIWPFinder

←

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2024–2026 CIWP Priority 1: Curriculum & Instruction

If we...

provide intervention (using Skyline [mini-lessons], I-Ready, Freckle and Amira) lead by teachers, Amplify Tutor Core and other assigned staff that aligns with core instruction.

then we see...

teachers intentionally responding to individual student needs to fill gaps and help scholars access the Tier 1 curriculum.

which leads to...

at least 30 percent of scholars are performing at or above grade level in reading and math.

	Goals	Progress Made Last Year
Practice �Goal(s)	-All teachers, PK-12, have access to high quality curricular materials, including foundational skills materials, that are standards-aligned and culturally responsive -Students experience grade-level, standards-aligned instruction. - School teams implement balanced assessment systems	-100% of Teachers are using High Quality Skyline Curriculum with Fidelity. -Teacher use assessments that reflect the key shifts in content areas in teacher created or selected assessments.
Performance Goal(s)	-Decrease the percent of students currently 2 or more grade levels below in Measurement and Data and Geometry by 10% in math. -Decrease the percent of students currently 2 or more grade levels below in Vocabulary and Comprehension by 10% in Reading.	-The number of Tier 3 to Tier 2 Targeted students has decreased from 120+ to 71.

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2024–2026 CIWP Priority 2: Connectedness & Well Being

Theory of Action….

If we...

Continue to implement school wide support structures that monitor and track attendance regularly and provide incentives. Build and Re-Build Relationships with parents and families that can really make the difference and help solve the individual problems that keep kids out of school. Implement, with fidelity, equitable grading practices that concisely, without bias, communicates and tracks the learning progress and achievement of students.

then we see...

Students taking ownership of the school's mission and vision, climate and culture, developing self-advocacy skills, and students engaged in learning. Teachers engaged in data cycles where they analyze On-Track Data aligned to Attendance and GPA. Improved parental involvement, shared decision-making, increased student achievement, enriched communication and common expectations.

which leads to...

An increase of connectedness and academic growth and an improved On-Track percentage. An attendance improvement rate of 95%. An increase in the My Voice, My School Survey data as it relates to Supportive Environment and Involved Families.

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2024–2026 CIWP Priority 2: Connectedness & Well Being

	Goals	Progress Made Last Year
Practice �Goal(s)	-School teams create, implement, and progress monitor academic intervention plans in the Branching Minds platform consistent with the expectations of the MTSS Integrity Memo. -Universal teaming structures are in place to support student connectedness and wellbeing, including a Behavioral Health Team and Climate and Culture Team. -All students have equitable access to student-centered enrichment and out-of-school-time programs	School engages families in supporting with progress monitoring of their students. Established/Effective d Student Voice Committee High Quality and Well Publicized Family Engagement Nights.
Performance Goal(s)	-Increase on track data by 10% each year. -Reduce the number of high priority students by 50% that require touch points throughout the school year.	- School has surpassed its goal of reducing the number of High Priority students to less than 25.

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BOY I-Ready Data Reflection

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Part 3

01	CPS Vision, Mission & Strategic Plan
02	Continuous Improvement & Our Plans
03	Family & Community Partnerships
	Appendix

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Family & Community Partnerships

Join our efforts! Here are some family/community groups supporting our school:

LSC Elections April 2026 – Information forthcoming.
Teamwork Englewood Parent Workers
CPS Volunteer Program
PAC

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SY25 Practice Data

OST Highlights

Program: YMCA

Activities: Majorettes/Dance, Culinary Arts, Robotics, STEAM, Soccer, and Fall Sports.

Number of Students: 85+

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In alignment with the CIDT, we want first to share with you some of the practices we have in place at this time. This data reflects the inputs, of the work we are doing, and is a critical aspect of improvement. Practice data is important for us to pay attention to in order to achieve our performance goals.

NOTES TO THE SPEAKER

What practice data would you like to highlight about the work your school is currently doing and may want to focus on this school year? Consider the practices named here.

Curriculum

and Instruction:

Curriculum
Instruction
Inner Core/Learning Conditions
Distributed Leadership
Balanced Assessment
Assessment for Learning

Inclusive

and Supportive Learning:

MTSS Framework
MTSS Academic Interventions
Least Restrictive Environment
IEP Fidelity
Tier 1 EL Instruction
Language Objective Mastery

Connectedness

and Wellbeing:

Universal Teaming Structures
Healing Centered Supports
Enrichment and Engagement Programing
Re-Entry Planning

Postsecondary

Success:

C4 Instruction Plan
Individualized Learning Plans (ILPs) Structures
Work-Based Learning
HS: Advanced Coursework
HS: Industry Recognized Certification
HS: Postsecondary Leadership Teams
HS: Alumni Support Initiative

Partnerships

and Engagement:

School-Family Community Relationships
Two-way Communication
Student Voice Infrastructure

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Resources To Support Families

We want families to be informed, supported, and safe.

Visit cps.edu/immigration for resources and information on:

How CPS is keeping staff and students safe at school
Constitutional rights
Nonprofit organizations offering immigration assistance, including legal aid
Traveling to-and-from school and around the community
Family emergency preparedness
Workshops and trainings on Know Your Rights and family preparedness
Student mental health
Post-secondary financial aid for undocumented and mixed-status families

Other helpful resources:

Visit illinoisimmigrationinfo.org, a one-stop site with legal and social supports.
Call the ICIRR Family Support Hotline at 1-855-435-7693 for 24/7 help in English, Spanish, Polish, Arabic, and Korean.

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Thank You!