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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

<<Image from School>>

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<<Image from School>>

2025

<<School Name>>

�State of the School Address

<<Month XX>>,<<Link>>

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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: << School Name>>, 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.

<<Image from School>>

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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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<<Image from School>>

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School Vision & Mission

<<School’s Mission and Vision here>>

<<Image from School>>

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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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<<Image from School>>

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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

<<CIWP Priority 1>>
<<CIWP Priority 2>>
<<CIWP Priority 3, if applicable>>

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

<<Theory of Action>>

	Goals	Progress Made Last Year
Practice �Goal(s)	<<SY25 Practice Goal(s)>>	<<numerical/descriptive statement>>
Performance Goal(s)	<<SY25 Performance Goal(s)>>	<<numerical/descriptive statement>>

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SY25 Practice Data

<<Highlight practice data available at your school relevant to CIWP Priority 1. Practice data can include anything from the grade levels and content areas served with high-quality curriculum to the grade levels and number of student participating in OST.>>

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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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Replace this slide with 1 or more slides from the Appendix. Choose any and all slides relevant to CIWP Priority 1

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SY25 Performance Data

<< OPTIONAL: Add any other performance data that is highly relevant to CIWP Priority 1 and available at your school. This may include data such as Star360 or iReady which are not included in the appendix.>>

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iReady (if applicable)

iReady (K-2) assessments for math and Spanish and English literacy help us understand the following:

students’ general academic skill and ability levels
whether students are meeting established academic benchmarks
which students may need additional supports, interventions, or enrichment in academic areas

Results are shared with parents/caregivers at the student level.
An important things to consider about this assessments is that…
first, this is no-stakes assessments. This means that they are not used by the district for public accountability purposes and instead only for academic planning purposes.
however we are regularly sharing individualized student-level results with you, as parents/caregivers as we work together with you on academic plans for your children.

Star360 (if applicable)

Star360 is key assessmens used in our school for math and literacy. It helps us deliver on our recommitment to high-quality rigorous instruction by helping understand:

students’ general academic skill and performance levels
whether students are meeting established academic benchmarks
which students may need additional supports, interventions, or enrichment in academic areas
STAR360 is a no-stakes screening/benchmark assessment. This means that they are not used by the district for public accountability purposes and instead only for academic planning purposes.
however we are regularly sharing individualized student-level results with you, as parents/caregivers as we work together with you on academic plans for your children.

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2024–2026 CIWP Priority 2

<<Theory of Action>>

	Goals	Progress Made Last Year
Practice �Goal(s)	<<SY25 Practice Goal(s)>>	<<numerical/descriptive statement>>
Performance Goal(s)	<<SY25 Performance Goal(s)>>	<<numerical/descriptive statement>>

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SY25 Practice Data

<<Highlight practice data available at your school relevant to CIWP Priority 2. Practice data can include anything from the grade levels and content areas served with high-quality curriculum to the grade levels and number of student participating in OST.>>

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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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Replace this slide with 1 or more slides from the Appendix. Choose any and all slides relevant to CIWP Priority 2

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SY25 Performance Data

<< OPTIONAL: Add any other performance data that is highly relevant to CIWP Priority 2 and available at your school. This may include data such as Star360 or iReady which are not included in the appendix.>>

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iReady (if applicable)

iReady (K-2) assessments for math and Spanish and English literacy help us understand the following:

students’ general academic skill and ability levels
whether students are meeting established academic benchmarks
which students may need additional supports, interventions, or enrichment in academic areas

Results are shared with parents/caregivers at the student level.
An important things to consider about this assessments is that…
first, this is no-stakes assessments. This means that they are not used by the district for public accountability purposes and instead only for academic planning purposes.
however we are regularly sharing individualized student-level results with you, as parents/caregivers as we work together with you on academic plans for your children.

Star360 (if applicable)

Star360 is key assessmens used in our school for math and literacy. It helps us deliver on our recommitment to high-quality rigorous instruction by helping understand:

students’ general academic skill and performance levels
whether students are meeting established academic benchmarks
which students may need additional supports, interventions, or enrichment in academic areas
STAR360 is a no-stakes screening/benchmark assessment. This means that they are not used by the district for public accountability purposes and instead only for academic planning purposes.
however we are regularly sharing individualized student-level results with you, as parents/caregivers as we work together with you on academic plans for your children.

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2024–2026 CIWP Priority 3

<<Theory of Action>>

	Goals	Progress Made Last Year
Practice �Goal(s)	<<SY25 Practice Goal(s)>>	<<numerical/descriptive statement>>
Performance Goal(s)	<<SY25 Performance Goal(s)>>	<<numerical/descriptive statement>>

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SY25 Practice Data

<<Highlight practice data available at your school relevant to CIWP Priority 3. Practice data can include anything from the grade levels and content areas served with high-quality curriculum to the grade levels and number of student participating in OST.>>

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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. 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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Replace this slide with 1 or more slides from the Appendix. Choose any and all slides relevant to CIWP Priority 1

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SY25 Performance Data

<< OPTIONAL: Add any other performance data that is highly relevant to CIWP Priority 3 and available at your school. This may include data such as Star360 or iReady which are not included in the appendix.>>

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iReady (if applicable)

iReady (K-2) assessments for math and Spanish and English literacy help us understand the following:

students’ general academic skill and ability levels
whether students are meeting established academic benchmarks
which students may need additional supports, interventions, or enrichment in academic areas

Results are shared with parents/caregivers at the student level.
An important things to consider about this assessments is that…
first, this is no-stakes assessments. This means that they are not used by the district for public accountability purposes and instead only for academic planning purposes.
however we are regularly sharing individualized student-level results with you, as parents/caregivers as we work together with you on academic plans for your children.

Star360 (if applicable)

Star360 is key assessmens used in our school for math and literacy. It helps us deliver on our recommitment to high-quality rigorous instruction by helping understand:

students’ general academic skill and performance levels
whether students are meeting established academic benchmarks
which students may need additional supports, interventions, or enrichment in academic areas
STAR360 is a no-stakes screening/benchmark assessment. This means that they are not used by the district for public accountability purposes and instead only for academic planning purposes.
however we are regularly sharing individualized student-level results with you, as parents/caregivers as we work together with you on academic plans for your children.

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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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<<Image from School>>

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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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For HS Only: Postsecondary Planning

Postsecondary initiatives

SY26 Individualized Learning Plan Scope & Sequence for 9th–12th grade has launched and is active for student completion in SchooLinks. Tasks culminate to build a student’s postsecondary portfolio and include career exploration, college applications, scholarship applications, FAFSA, and Learn.Plan.Succeed.
Early College dual enrollment opportunities let qualified high school students take college coursework through CPS partner institutions, primarily City Colleges of Chicago (CCC). At CCC, qualified students can take one free course every summer, fall, and spring beginning when they are 16 years old, typically the summer before their junior year. These courses can be taken in person at the college or online. Students may earn a full semester of college credit, which translates to saving approximately $3,000 on tuition and $1,000 in textbooks. And, students may earn up to an associate degree before high school graduation.

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Family & Community Partnerships

<<School specific messaging to parents and community>>

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

<<LSC vacancies & meeting schedule>>
<<PAC vacancies & meeting schedule>>
<<BAC vacancies & meeting schedule>>
<<PTA meeting schedule>>
<<Friends of… vacancies & meeting schedule>>

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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. 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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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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Additional Data for

Elementary Schools

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iReady: Reading

<<ES enter available iReady Reading data if you choose.>>

<< Go to CPS Dashboard and choose the Assessments top tab. Then choose iReady. Update the school year if needed to view relevant data. >>

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iReady: Math

<<ES enter available iReady Math data if you choose.>>

<< Go to CPS Dashboard and choose the Assessments top tab. Then choose iReady. Update the school year if needed to view relevant data. >>

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Star360: Reading

<<ES enter available Star360 Reading data if you choose.>>

<< Go to CPS Dashboard and choose the Assessments top tab. Then choose K12 and scroll down to Star 360. Update the school year if needed to view relevant data. SY26 data will be available EOD 10/17.>>

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Star360: Math

<<ES enter available Star360 Math data if you choose.>>

<< Go to CPS Dashboard and choose the Assessments top tab. Then choose K12 and scroll down to Star 360. Update the school year if needed to view relevant data. SY26 Data will be available EOD 10/17.>>

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