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2 | School Information | |||||||||||||||||||||||||
3 | School: | Hyde Park Elementary School | ||||||||||||||||||||||||
4 | Principal: | Brian Carr | ||||||||||||||||||||||||
5 | School Year: | 2022-2023 | ||||||||||||||||||||||||
6 | ILT Membership | |||||||||||||||||||||||||
7 | Name | ILT Role | Role in School | |||||||||||||||||||||||
8 | Brian Carr | Facilitator | Principal | |||||||||||||||||||||||
9 | Melissa LaShelle | Facilitator | Assistant Principal | |||||||||||||||||||||||
10 | Kaitlin Rosinski | Active Participant | Psychologist | |||||||||||||||||||||||
11 | Kari Knight | Recorder | Instructional Coach | |||||||||||||||||||||||
12 | Jessica Boyd | Active Participant (SEL) | Social Worker | |||||||||||||||||||||||
13 | Karla Acosta | Active Participant (Dual Lang) | Teacher | |||||||||||||||||||||||
14 | Deanna Christian | Active Participant | Teacher | |||||||||||||||||||||||
15 | Irma Torres | Active Participant (Dual Lang) | Teacher | |||||||||||||||||||||||
16 | Karie Wellenbach | Active Participant | Teacher | |||||||||||||||||||||||
17 | Mark Zavala | Active Participant (Dual Lang) | Teacher | |||||||||||||||||||||||
18 | Vicky Cardenas | Active Participant (Dual Lang) | Teacher | |||||||||||||||||||||||
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20 | This year, the ILT will focus on: | Collaborative Culture | ||||||||||||||||||||||||
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22 | Introduction to your SIP/ School Profile (appoximately 100 words) | Hyde Park Elementary School is considered a small neighborhood elementary school of approximately 300 students grades K-5, which is situated in the central part of the city boundaries. The majority of our families live in the school neighborhood and families contribute to the school community by being present and visible at school activities. Hyde Park students take pride in being respectful and our student attendance rate is one of our biggest strengths compared to other WPS 60 schools. We house the districts ID Diverse Learners program (GAIN) in 2 separate classrooms. We have recently implemented a new Reading program and are in year 4 of implementation of our math curriculum. Our diverse staff continue to strive towards excellence in implementing curriulum, instructional strategies, and utilizing student data to plan engaging lessons suitable for all instructional levels while exposing all students to grade level standards. | ||||||||||||||||||||||||
23 | Equity Vision Statement (approximately 50 words) | At Hyde Park we are committed to helping our students succeed in today’s global society through academic, social, and emotional growth. Hyde Park consists of: students, families, school staff, and community members who work cohesively to educate our students. We will continue to provide a safe environment in which to inspire critical thinkers and life-long learners. | ||||||||||||||||||||||||
24 | Your School's Key Strengths (approximately 50 words) | Hyde Park School consists of a diverse staff who are focused on students meeting grade level standards and meeting yearly growth targets. Hyde Park students demonstrate excellent character in all areas inside and outside the school. Attendance rates at Hyde Park are among the highest in the district for five consecutive years. | ||||||||||||||||||||||||
25 | Progress Made During Prior Year (approximately 50 words) | By incorporating our math and reading curriculum and implementing MTSS, our core will continue to strengthen. The COVID pandemic has created challenges we could have never imagined. Our data is somewhat in flux due to students moving on to middle school and lack of data due to the testing environment the past 2 school years. Our most current data shows more students than ever not meeting grade level standards and there will be a need for additnal supports to address isgnificant gaps we have already discovered and that we have anticipated. | ||||||||||||||||||||||||
26 | Areas of Continued Growth for Upcoming Year (approximately 50 words) | Like all schools, we face the challenge of closing gaps due to multiple years of educating students during a global pandemic. We will provide access to core curriculum for all students and implement MTSS interventions to address students who are not meeting grade level standards. We will align resources at the early grades to build an acadmic foundation for early literacy and math. | ||||||||||||||||||||||||
27 | Connection Between School's Work and District's Vision for WPS60 Graduates (approximately 50 words) | By focusing on early literacy, we will reduce the amount of students who are not meeting grade level standards at the upper grades and prepare students for acadmic life beyond elementary school. We will also support students social / emotional well being by implementing PBIS building wide with a focus on Respect, Responsibility, and safety. | ||||||||||||||||||||||||
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