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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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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

Vision and Mission

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Where Every Child is a Star

2025

Blair ECC

�State of the School Address

October 27, 2025

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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: Blair, 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.

We are committed to our students and their families!

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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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We use the “whole child” approach while enhancing academics and social emotional programs

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School Vision & Mission

We at Blair Early Childhood Center are committed to setting instructional goals that encourage our students to maximize their abilities and ensure the “whole child” develops physically, cognitively, and medically. Our mission is to support the unique learning needs of all of our students to maximize independence and build a solid foundation on which to go out into the community/world and be productive members of society. We will achieve this by creating a positive learning climate and educational environment that promotes the “child first” theory by providing all necessary services, a rigorous Common Core and Early Learning Standards curriculum, data driven improvement, unlimited opportunities, guidance and support by all who are involved with the children, both in a professional capacity and through family and community involvement and partnerships.

Whole Child Approach

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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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CIWP

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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

Foster respectful and supportive interactions and relationships

with students to encourage a sense of belonging

to the school and classroom community.

Students will be actively engaged in literacy interventions and mathematical strategies through differentiating and fully integrating opportunities that are cognitively challenging and individualized.

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

If we foster a sense of belonging and increase engagement, identify barriers to attendance, and develop systems of support to attend to the varied needs of students and families then we see average daily attendance stabilizes and/or increase and rates of chronic absence decrease which leads to student engagement, social-emotional learning, and academic success.

	Goals	Progress Made Last Year
Practice �Goal(s)	I&S:4 Staff ensures students are receiving timely, high-quality IEPs, which are developed by the team and implemented with fidelity.	To ensure that all students with IEPs receive timely, high quality IEPs developed collaboratively by the team and are implemented with fidelity throughout the academic year.
Performance Goal(s)	Over the course of the academic year, demonstrate measurable improvements in the academic, social emotional, and behavioral development of early childhood students, with a focus on individualized support and tailored interventions.	% of Students receiving Tier 2/3 interventions meeting targets

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2024–2026 CIWP Priority 2

If we deepen our understanding of early literacy and math foundational skills by adopting well-designed programs and provide ongoing professional development and support for teachers and paraprofessionals in learning the tools and instructional strategies, then we see changes in our instruction consistent with our aspirations for greater student engagement/learning and increases in higher math and literacy skills for students which leads to future academic success in literacy and math.

	Goals	Progress Made Last Year
Practice �Goal(s)	C&I:3 Schools and classrooms are focused on the Inner Core (identity, community, and relationships) and leverage research-based, culturally responsive powerful practices to ensure the learning environment meets the conditions that are needed for students to learn	Cultivate a strong sense of identity by promoting self-awareness and self-esteem. Foster a sense of belonging and support identity through reflection. Assess the progress of identity development through surveys, self-reflection assignments, and observations of students' engagement in discussions about identity.
Performance Goal(s)	Increase the % of students with IEPs meeting their literacy and math benchmarks by 2%	% of Students receiving Tier 2/3 interventions meeting targets

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ChiME provides access to evidence-based therapy and engagement-based music programs that develop critical skills and foster self and social growth.

Tuesdays & Thursdays

In-Person

30-minute

session

in the

Multipurpose Room

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Wellness for All

Yoga for the Special Child (30 minute sessions for ALL students on Wednesdays & Fridays)

Instructors: Miss Caitlyn & Ms. Rita

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Mindfulness is a foundational skill that can help students and teachers reduce stress and anxiety, increase mental and emotional well-being, and engage more fully in the learning environment. Mindfulness is our ability to pay attention to our present moment thoughts, feelings, physical sensations, and surrounding environment with a kind and open attitude.

The Discovery Room is NOT to be used for recess and rooms will not be signing up for times to utilize. Discovery will be used as a room to provide support for our students with behavioral and emotional challenges—the focus to have a place to de-escalate behaviors. This room is not about removing children from their current stressors or isolating them, but taking the opportunity to teach them how to react and provide sensory input should they benefit. The goal is to de-escalate and re-engage in the learning experience as soon as they are ready. Sometimes our students just need a break!

No more than 2 or 3 students should be in Discovery with an adult. If equipment is used, please wipe down as best you can. Lysol wipes will be on the counter.

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What is Snoezelen^®

Snoezelen Multi-Sensory Environments are relaxing spaces that help reduce agitation and anxiety, but they can also engage and delight the user, stimulate reactions and encourage communication.

For our Blair Stars, this special environment:

· can be used to calm and reduce agitation through the use of gentle light, soothing sound, relaxing smells and textures

· can be used as a learning and developmental tool, it can be used for color matching, understanding of cause and effect

· can be used to stimulate students by providing exciting visuals, music and sounds, and textures to explore

Expectations for Snoezelen:

· no more than 4 students at a time

· not to be used for recess

· no food or drink

· no adult chairs

· wipe down what was used with Lysol wipes after use

· put all remote controls back where they belong

· what you turn on, you will turn off

· if we find Snoezelen is not clean and organized at the end of each day, we will limit to an as needed basis for one adult and one student

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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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Parent Support Groups, Guest Readers, Quarterly Parent Events, Wellness Wednesdays

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For ES Only: Planning for KG

Key details for students and families planning to start KG 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.)

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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!

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Appendix

	The following slides contain additional key outcomes from our 2024–2025 school year. Additional data points and explanations can be found on our CPS School Profile.

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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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