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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
NEW! Select the data slides to present during State of the Schools by looking through the “Appendix” and identifying the data most relevant to each of your CIWP goals. Then, drag and drop them into the associated spot within “Part 2”. All content within this template must be included in the final slide deck. This includes data slides from the “Appendix” which are not presented. Schools may adjust the slide backgrounds, formatting, & slide sequence as preferred. Text in << >> these brackets should be replaced with your own content. See the “speaker notes” section at the bottom of various slides for suggested framing and optional speaker notes.	Add topics, data (practice and performance), and slides to meet your school’s needs Make both in-person and virtual options for community participation available Share your final presentation widely with your community (School Website & directly with your LSC, PAC, BAC, and other school leadership groups)

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Data to Consider- ES and HS

The Appendix will contain:
ES	3-8 On-Track (CIDT) Chronic Absence Added: Student Growth to Proficiency (API & Effect Size Category) IAR Proficiency (ELA and Math) Added: EL Progress to Proficiency
HS	9th Grade On-Track Chronic Absence Updated: Graduation rate (4 year) Early College and Career Credentials (ECCC) College enrollment ACT/PreACT Added: EL Progress to Proficiency

We made several updates to streamline the presentation and increase readability, as well as to align with CIDT.

Note: Every metric uses the same criteria across years. For example, 9th Grade On Track will display the CIDT version of the 9OT metric for both years.
This data will match the data on your School Profile pages because it uses the same data source.
HS Graduation Rate only includes the 4-year rate given the amount of HS data that is already included.
Schools administering iReady and STAR360 may choose to include this data.
If you would like further guidance, please contact your Network Data Strategist.

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Data to Consider- Options Schools

The Appendix will contain:
Options	Added: Growth in Attendance Added: Avg Daily Attendance Added: Grad Rate (1 year) Added: Credit Attainment Added: Stabilization Rate Added: Star360 Growth (Math and Reading) Added: Postsecondary Pathway & Transition Enrollment

In alignment with CIDT, we added Options-specific measures.
Note that this Star360 Growth metric was specifically developed for Options schools.
If you would like further guidance, please contact your Data Strategist.

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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:

Qualitative data with high-level trends from empathy interviews or focus groups
Quantitative data from other assessments, school-wide 5Essentials or other aggregate climate surveys
Teacher retention or training data, e.g # or % of teachers who obtained additional certifications

Bear in mind that these decks will be publicly available to anyone on the internet. To that end,

Ensure that no personally identifiable information is included. Do not include quotes that can be attributable to specific students. Summarize the data to protect privacy.
If you include additional quantitative data, ensure that the minimum number of students in the denominator is 10. This protects student privacy and ensures greater data reliability.

If you have any questions about student privacy or data reliability, please contact your Data Strategist.

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Alex Haley Academy

�State of the School Address

October 27, 2025

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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: Alex Haley Academy 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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Hope as a Form of Resistance

Hope is being able to see that there is light despite all of the darkness.

— Desmond Tutu

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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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We know that many families are looking for clear information and support right now. Our priority is to make sure every student and family feels informed, supported, and safe.

You can visit cps.edu/immigration to find up-to-date resources about how CPS is keeping our schools safe, understanding your rights, preparing for emergencies, and accessing legal and community support.
You’ll also find workshops and trainings on Know Your Rights and Family Preparedness, as well as guidance on mental health supports and financial aid for undocumented or mixed-status families.
This site will be continuously updated to offer the most reliable information.

We also want to highlight illinoisimmigrationinfo.org, which brings together trusted organizations from across the state to provide legal and social supports.

And if you or someone you know needs help right away, the ICIRR Family Support Hotline is available 24/7—in English, Spanish, Polish, Arabic, and Korean—to connect families with real people who can listen and help.
We stand with you and are here to support your family.

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Part 1

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

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School Vision & Mission

Vision

At Alex Haley Academy, we are committed to fostering relationships with families, community and external partners to ensure that students receive a first-class educational experience.

Mission

Our mission is to provide students with rigorous, data-driven instruction through the use of research-based best practices that focus on instructional strategies to ensure that students achieve their fullest potential. We are committed to providing students with high quality, challenging instruction that incorporates academic intervention, enrichment, visual, performing and fine arts. We implement programming that promotes the development of critical and analytical thinking. We are committed to providing an environment that is safe and peaceful which ultimately yields students that become responsible citizens with integrity. At Alex Haley Academy, preparing students for college and career allows them to soar like eagles!

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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

14

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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

Inclusive & Supportive Learning Environment
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 Inclusive & Supportive Learning Environment

If we… Build an Inclusive environment that will recognize the diversity, interests, preferences, abilities, and learning styles of all children

then we see...a sense of belonging in a school comunity that foster positive social relationships

which leads to… an increase of children's learning, development, and engagement

	Goals	Progress Made Last Year
Practice �Goal(s)	Diverse Learner Teachers will provide diverse learner students with access to Tier 1 insturction at their grade level and continue to implement resources and progress monitor students progress in and effort to decrease the amount of diverse leaner students in Tier 3 by 6% annually.	Diverse Learners and English Language Learners will have access to Tier 1 curriculum as well as additional resources in an effort to maximize access to required Tier I instructional services.
Performance Goal(s)	MTSS Team will implement problem solving protocol that will evaluate student progress every 5 weeks in an effort to place students in the appropriate Tier. Supporting an effort to decrease Tier 2 and 3 support quarterly. Decreasing Tier 2 and 3 by 7%	School teams will develop an equity-based MTSS framework that includes strong teaming, systems and structures, and implementation of the problem solving process that would ensure that students are placed in the correct tier and receving the appropriate amount support needed to be academically successful in an effort to decrease the number of students requiring Tier 2 and 3 support.

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SY25 Practice Data

English Language Learners will be exposed to curriculum in their native language in an effort to increase their access to Tier 1 insturctional resources decreasing Tier 3 by 10% annually.

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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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2024–2026 CIWP Priority 2 Connectedness & Wellbeing

If we...

strategically incorporate data systems, classroom morning meetings, protocols and menus of intervention; and build the infrastructure such as the BHT, MTSS and PBIS teams to ensure that every student has access to hiqh quality tier 1 core SEL instruction along with any needed targeted tier 2 and 3 support/interventions

then we see...

a culture and climate that supports risk takin and students engaged in interactive learning experiences

which leads to...

improved overall quality of SEL instruction and student outcomes for all learners school-wide. This will also then lead to an increase in student's since of belonging, enhanced positive student experience, safety, and academic performance. Finally, this will also lead to an increase in students at or above grade level on the i-Ready Reading and Mathematics assessments by the end of SY26.

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2024–2026 CIWP Priority 2 Connectedness & Wellbeing

	Goals	Progress Made Last Year
Practice �Goal(s)	School teams have a student voice infrastructure that builds youth-adult partnerships in decision making and centers student perspective and leadership at all levels and efforts of continuous improvement (Learning Cycles & CIWP).	At least a 50% decrease in student discipline infractions and a 5% increase in the school's overall attendance rate by providing students with emotional and social skills necessary to be actively engaged in school.
Performance Goal(s)	School will conduct outreach attempts to students with extended absences or chronic absenteeism in and effort to provide necessary support to encourage school attendace and create an intentional re-entry plan that facilitates attendance and continued enrollment.	Provided educational opportunities to enable families to be actively involved in their children’s academic and school life.

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SY25 Practice Data

Attendance Team conducts outreaches with extended and chronic absent families and assess what supports are needed for students to attend school consistently in and effort to increase school wide attendance rate.

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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. Moving forward, we will spend to spend more time looking at our practice data 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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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

Parents We Need You!!!!!!

Join our efforts! Here are some family/community groups supporting our school and when they meet:

LSC & meeting schedule>>
PAC vacancies & meeting schedule>>
BAC vacancies & meeting schedule>>
YMCA Community Schools

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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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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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Thank You!

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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 <<LSC/PAC/BAC>> meeting. Additional data points and explanations can be found on our CPS School Profile.

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