Stephen K Hayt Elementary School 2020-2022 plan summary Team

Name Role Email Access

ThahnNguyen teacher/scienceintermediate thnguyen@cps.edu NoAccess

CarolRowley teacher/4-8literacy cdrowley@cps.edu NoAccess

AlmaKeco teacher/bilingual akeco1@cps.edu NoAccess

MaryBethPayne teacher/MTSS mpayne@cps.edu NoAccess

CandaceLindgren counselor/climateandculture cslindgren@cps.edu NoAccess

MariaSalgado teacher/K-3literacy mgsalgado@cps.edu NoAccess

AshleyBaker teacher/diverselearners aatassell@cps.edu NoAccess

LindseyZolp teacher/math lnzolp@cps.edu NoAccess

PatriciaMeagher teacher/LSCRep pjmeagher@cps.edu NoAccess

DanielGomez Principal dagomez@cps.edu Hasaccess

ChrisTwomey AssistantPrincipal ctwomey@cps.edu Hasaccess

SaraRolen Parent sarafrolen@gmail.com NoAccess

Team Meetings

Date Participants Topic

01/13/2020 ILTmembers(minusAPandparentrepresentative) creationofCIWPteamandreviewSEF

02/10/2020 ILTMembers(includingparentCIWPrep)

SchoolExcellenceFrameworkandparentsurvey

03/02/2020 ILTMembers(includingLSCRep) DataAnalysistoidentifyareasofcriticalneed

Date Participants Topic

03/09/2020 ILTMembers(includingLSCRep) RootCauseAnalysisandstartoftheoryofaction

03/24/2020 ILTMembers(includingLSCRep) AnalyzeSEFresultsanddetermineareasoffocus

03/30/2020 ILTMembers(includingLSCRep) focusontheoryofactionstatementsandpotentialactionsteps

04/30/2020 ILTMembers(includingLSCRep) refinetheoryofactionandactionsteps

05/08/2020 ILTMemebrs(includingLSCRep) finalizeactionssteps

Framework Category scoring

• 1 NONE or FEW of the practices are CONSISTENTLY evident. • 2 FEW of the practices are CONSISTENTLY evident for FEW students and/or staff. • 3 MOST of the practices are CONSISTENTLY evident for SOME students and/or staff. • 4 Nearly ALL practices are CONSISTENTLY evident for ALL students and/or staff.

Subcategory scoring

• 1 Practice is not consistently evident for ANY students and/or staff. • 2 Practice is CONSISTENTLY evident for FEW students and/or staff. • 3 Practice is CONSISTENTLY evident for SOME students and/or staff. • 4 Practice is CONSISTENTLY evident for ALL students and/or staff. • Not scored

Leadership and Structure for Continuous Improvement

• 3 - Leadership for Continuous Improvement o 3 Set the direction and create a sense of purpose by building consensus on and

implementing a shared vision o 2 Inspire a culture of collective responsibility for ALL students to succeed and for

building a safer and more supportive environment throughout the school, not just in their own classrooms (REQUIRED: OSEL)

o 3 Empower others to make or influence significant decisions (REQUIRED: OSEL) o 3 Enable staff to focus and prioritize what matters most o 3 Employ the skills to effectively manage change o 3 Make ?safe practice? an integral part of professional learning o 3 Collaborate, value transparency, and inform and engage stakeholders o Evidence: to be added at a later date

• 2 - Structure for Continuous Improvement o 3 Engage in ongoing inquiry (e.g. continuous improvement cycles) as a basis for

improvement

o 3 Build the capacity of teacher teams to lead cycles of learning and problem solving focused on student learning data and student work

o 2 Design professional learning (PL) to achieve school-wide improvement goals o 3 Design and implement school day schedules that are responsive to student

needs o 3 Align the budget to the CIWP priorities and the mission of the school o 3 Strategically hire, assign, and retain teachers to create balanced

grade/content teams with a variety of strengths to ensure all students have equitable access to high-quality teachers

o 2 The local school council (LSC) or another community oversight committee of board is actively and productively involved in supporting SEL initiatives and improvements to school climate (REQUIRED: OSEL)

o 3 Physical surroundings convey a positive, student-centered school environment (REQUIRED: OSEL)

o Evidence: to be added at a later date

Depth and Breadth of Student Learning and Quality Teaching

• 2 - Curriculum o 2 Provide culturally relevant/sustaining curriculum that provides opportunities to

explore and celebrate student's communities, culture, history, and language o 2 Utilize the ?big ideas? that should be taught to determine whether students are

being taught the body of knowledge, the understandings, and the skills expected o 2 Curriculum connects to real world, authentic application of learning o 3 Curriculum is aligned to expectations of the standards o 3 Integrate the teaching of academics and the ISBE Social Emotional Learning

Standards (REQUIRED: OSEL) o 2 Expand access to diverse, contemporary well-stocked text collections that

provide opportunities for all students to engage with text from a wide range of genres, including text of appropriate grade level complexity

o Evidence: to be added at a later date • 3 - Instruction

o 3 Create a culture that reflects high expectations for all students and enables practice and perseverance for each individual student (REQUIRED: OSEL)

o 3 Engage students in learning and foster student ownership o 3 Use questioning and discussion as techniques to deepen student understanding o 3 Plan and assign tasks that are cognitively challenging for individual students

and require students to provide evidence of their reasoning o 3 Provide students frequent, informative feedback o 2 Persist in adjusting instruction so individual student misunderstandings or

advanced needs are successfully accommodated o 2 Engage all learners in content areas by differentiating and fully integrating

opportunities for all learners o 3 Tasks convey the key shifts and practices of the discipline. (See departmental

guidance for Arts Education, Health and Physical Education, Literacy, Math, Science, Social Science & Civic Engagement)

o Evidence: to be added at a later date • 3 - Balanced Assessment and Grading

o 3 School-based teams discuss and monitor the effect of teaching on student learning, integrate formative assessment into instruction and intervention of individual students

o 2 Use multiple measures (i.e. a range of assessment types and at multiple points in time) to supplement district-centralized assessments with other formative assessments to provide a more comprehensive picture of student learning

o 2 ILT, GLT, and interventionists use a Problem Solving Process approach to screening, diagnostic, and progress monitoring assessments to identify specific gaps and monitoring improvement for students within all tiers

o 2 Make assessments accessible to students, including diverse learners and English Learners through employing features of universal design and use of accommodations and, where needed, modifications

o 2 Utilize assessments that reflect the key shifts in content areas in teacher created or selected assessments

o 2 Utilize assessments that measure the development of academic language for English learners

o 3 Have access to and analyze school-wide, teacher team, and classroom assessment data to determine instructional effectiveness, in house criteria, and subsequent learning needs

o 2 Improve and promote assessment literacy o 2 Have a grading system that clearly, accurately, consistently, and fairly

communicates learning progress and achievement to students, families, postsecondary institutions, and prospective employers

o Evidence: to be added at a later date • 3 - MTSS

o 2 ON TRACK - Provide universal supports to prevent failing and absenteeism and targeted interventions for grades below ?C? or chronic absenteeism (REQUIRED: MTSS)

o 2 MTSS Team completes SEF ratings for MTSS subcategories (denoted as "REQUIRED MTSS") at MOY and EOY to reflect on MTSS fidelity of implementation (REQUIRED: MTSS)

o 2 MTSS Team uses MTSS Framework Implementation Guide or other resources from Central Office to align priorities to outcomes (REQUIRED: MTSS)

o 3 Administration supports MTSS Team with resources needed to make changes to framework/system (REQUIRED: MTSS)

o 3 School tracks growth of ALL students, specifically students receiving Tier 2 and Tier 3 supports based on district-wide available data to accurately assess student achievement results and school practices (REQUIRED: MTSS & OSEL)

o 3 Shared Leadership: Administration recruits a diverse MTSS core team (content areas, counselors, etc.),or identifies an existing team that is responsible for driving the school?s MTSS Framework and Implementation (REQUIRED: MTSS & OSEL)

o 3 Shared Leadership: MTSS Team uses multiple data sources to determine local Tiering Criteria For Tier 1, Tier 2, Tier 3 interventions (REQUIRED: MTSS & OSEL)

o 3 Shared Leadership: MTSS Team develops a Menu of Interventions that clearly outlines the supports, resources, system and structures for Tier 1, Tier 2, and Tier 3 (REQUIRED: MTSS & OSEL)

o 3 Shared Leadership: School Teams communicate MTSS related outcomes to all stakeholders (REQUIRED: MTSS & OSEL)

o 2 Problem Solving Process: MTSS Team, teachers, and intervention providers use the Problem Solving Process (PSP) to identify root causes and contributing factors of deficit areas (REQUIRED: MTSS & OSEL)

o 2 Problem Solving Process: MTSS Team gathers and utilizes multiple data sources to define the problems and take action for Tiers 1, 2, and 3 (REQUIRED: MTSS & OSEL)

o 2 Curriculum and Instruction: Instructional staff provides culturally relevant, high-quality, standards-aligned curriculum in which SEL instruction is embedded into core content (REQUIRED: MTSS & OSEL)

o 3 Curriculum and Instruction: Instructional staff provides differentiated instruction to meet the needs of all students (REQUIRED: MTSS)

o 3 Curriculum and Instruction: Instructional staff provides interventions that are research-based (REQUIRED: MTSS & OSEL)

o 2 Curriculum and Instruction: School Teams analyze data to prioritize opportunities to improve instruction, guide grouping, re-teaching and to identify/prioritize instructional needs (REQUIRED: MTSS)

o 3 Progress Monitoring (PM): School identifies and uses a research-based diagnostic tool and process to determine root-cause and area of need for Tier 2 and Tier 3 supports (REQUIRED: MTSS & OSEL)

o 3 Progress Monitoring (PM): School Teams progress monitor and analyze student response to intervention throughout the intervention cycle to determine and implement needed adjustments (REQUIRED: MTSS & OSEL)

o 3 Progress Monitoring (PM): MTSS Team clearly defines the method, duration, frequency, and measures for progress monitoring (REQUIRED: MTSS & OSEL)

o 2 Family & Community Engagement: School establishes regular communication with families to build their understanding of MTSS, purpose of interventions and tiered support systems, and how it will support their child (REQUIRED: MTSS & OSEL)

o 2 Family & Community Engagement: School teams develop a process of communication for formally notifying parents/families when their child is selected to receive Tier 2 or Tier 3 interventions (REQUIRED: MTSS & OSEL)

o 2 Family & Community Engagement: Administration and school teams establish and continually evaluate community partnerships to support MTSS implementation (i.e. providing Tier 2 or Tier 3 supports) (REQUIRED: MTSS & OSEL)

o 2 Family & Community Engagement: School teams ensure that feedback/input from families is taken into consideration during the PSP and intervention planning (REQUIRED: MTSS & OSEL)

o 3 Family & Community Engagement: School engages families in supporting with progress monitoring of their students (REQUIRED: MTSS & OSEL)

o 2 Fidelity of Implementation: School teams utilize the SAM at BOY, MOY and EOY to reflect on MTSS fidelity of Implementation (REQUIRED: MTSS)

o 2 Fidelity of Implementation: School teams use MTSS Framework Implementation Guide and/or other resources from Central Office to align priorities to outcomes (REQUIRED: MTSS)

o 2 Fidelity of Implementation: School teams leverage other self-reflecting processes such as the SEF or the CIWP to evaluate and improve MTSS framework and implementation (REQUIRED: MTSS)

o 3 Fidelity of Implementation: Administration supports the fidelity of MTSS practices, principles, and resources needed to make suitable changes to systems and structures (REQUIRED: MTSS)

o Evidence: to be added at a later date • 2 - Transitions, College & Career Access, & Persistence

o 2 TRANSITIONS - Have structures and processes in place to ensure successful transitions (e.g. into school, grade to grade, school to school, school to post-secondary)

o 2 AWARENESS - Expose students early to academic/professional worlds beyond K-12

o 3 READINESS ? Ensure equitable access to college preparatory curriculum

o 2 SUCCESS - Provide direct assistance to all students and families through every stage of the college selection, application, and entry process (Transition to College (HS)) including, but not limited to academic planning/advising to assist with

o Evidence: to be added at a later date

Quality and Character of School Life

• 3 - Relational Trust o 3 Foster respectful and supportive student-student interactions, with strong norms

for responsible behavior, to encourage a sense of belonging to the school and the classroom community (REQUIRED: OSEL)

o 3 Foster supportive, caring and respectful staff-student interactions, so that each student has at least one trusted adult in the school (REQUIRED: OSEL)

o 3 Adults support and respect one another, personally and professionally (Teacher-Teacher Trust, Teacher-Principal Trust) (REQUIRED: OSEL)

o Evidence: to be added at a later date • 3 - Student Voice, Engagement, and Civic Life

o 2 Study politics o 2 Become informed voters and participants in the electoral process o 2 Engage in discussions about current and controversial issues o 3 Explore their identities and beliefs (REQUIRED: OSEL) o 2 Exercise student voice (REQUIRED: OSEL) o 2 Authentically interact with community and civic leaders o 2 Engage with their community o 2 Take informed action where they work together to propose and advocate for

solutions o 2 Experience a schoolwide civics culture o Evidence: to be added at a later date

• 2 - Physical and Emotional Safety o 3 Ensure students and adults feel physically, socially, intellectually, and

emotionally safe throughout the school (REQUIRED: OSEL) o 3 Provide clear procedures for reporting and responding to concerns about

safety and well-being (REQUIRED: OSEL) o 3 Manage efficient and orderly transitions between activities (REQUIRED: OSEL) o 3 A representative team (e.g. admins, teachers, staff, families, & students)

dedicated to school climate development meets regularly to make decisions that promote SEL and create supportive, restorative, and trauma sensitive environments (REQUIRED: OSEL)

o Evidence: to be added at a later date • 3 - Supportive and Equitable Approaches to Discipline

o 3 INSTRUCTIVE - Integrate universal SEL skills instruction in disciplinary responses (REQUIRED: OSEL)

o 3 RESTORATIVE - Employ a discipline system that guides students to take ownership, resolve conflict, and learn from their actions (REQUIRED: OSEL)

o 2 SUPPORTIVE - Employ a discipline system that assesses the root causes of student behaviors and utilizes a trauma-informed, multi-tiered approach to supportive social and emotional intervention (REQUIRED: OSEL)

o 3 EQUITABLE - Employ a discipline system that ensures equity across groups of students, school-wide and district-wide (REQUIRED: OSEL)

o Evidence: to be added at a later date • 3 - Family & Community Engagement

o 3 Establish a welcoming environment for families and community members that is warm, inviting, and helpful (REQUIRED: OSEL)

o 3 Provide frequent, high quality, well publicized opportunities for families and community to participate in authentic and engaging activities in the school community (e.g. student performances/ exhibitions, literacy, or math events).

o 3 Provide multiple opportunities for parents to ask questions, raise concerns, and give feedback

o 3 Teachers and families see each other as partners in educating children, and all families are directly invited to formally contribute and participate in decision-making about their children and about the school (REQUIRED: OSEL)

o 3 Communicate with families proactively and frequently about class and individual activities and individual student?s progress (REQUIRED: OSEL)

o 3 Conduct intensive outreach to families in need of specialized support through home visits and collaboration with social service agencies (REQUIRED: OSEL)

o 3 Partner equitably with parents speaking languages other than English o 3 Partner with one or more organizations that share the values of the school and

have a complementary mission to the school?s vision (REQUIRED: OSEL) o Evidence: to be added at a later date

School Excellence Framework Priorities

Score Frameworkdimensionandcategory Areaoffocus

2 DepthandBreadthofStudentLearningandQualityTeaching:Curriculum 4

2 DepthandBreadthofStudentLearningandQualityTeaching:Transitions,College&CareerAccess,&Persistence 3

2 LeadershipandStructureforContinuousImprovement:StructureforContinuousImprovement 2

2 QualityandCharacterofSchoolLife:PhysicalandEmotionalSafety 1

3 DepthandBreadthofStudentLearningandQualityTeaching:BalancedAssessmentandGrading 0

3 DepthandBreadthofStudentLearningandQualityTeaching:Instruction 0

3 DepthandBreadthofStudentLearningandQualityTeaching:MTSS 0

3 LeadershipandStructureforContinuousImprovement:LeadershipforContinuousImprovement 5

3 QualityandCharacterofSchoolLife:Family&CommunityEngagement 0

3 QualityandCharacterofSchoolLife:RelationalTrust 0

Score Frameworkdimensionandcategory Areaoffocus

3 QualityandCharacterofSchoolLife:StudentVoice,Engagement,andCivicLife 0

3 QualityandCharacterofSchoolLife:SupportiveandEquitableApproachestoDiscipline 0

Goals Areas of critical need and root cause analysis

Area of Critical Need 1

Attendance (overall and students with IEP's)

Root Cause 1 1. Students have not been explicitly taught how to advocate for themselves and or how to take ownership over their learning 2. Students have not been explicity taught how to resolve conflicts with peers or how to interact appropriately online with social media

Area of Critical Need 2

Math Attainment overall (3rd - 8th) Students with IEP's and African American females

Root Cause 2 1.There is not a separate curriculum to address struggling students’ needs. 2. Students are not given the opportunity to work on material that is differentiated at their level in order to be independent and successful (Ex: differentiated math work) 3. Learned helplessness behaviors and not enough knowledge of information in their own IEPs. Repeated failures leads to lack of motivation/care. 4. Not enough special education teachers and issues with scheduling.

Area of Critical Need 3

Math Attainment (2nd Grade) - students with IEP's and African American females

Root Cause 3 1.Many of the students are immigrants and are new to the country. They do not speak English coming into Kindergarten. Instead of learning how to read they are learning to speak English. 2. Teachers are trying to make sure students have exposure to all the content which makes mastery difficult. 3. Time distribution only lends so much time to teaching math each day. 4. Time is limited and teachers pick the most critical area of need.

Area of Critical Need 4

Reading Growth Attainment (3rd - 8th) - Latinx and Males

Root Cause 4 1. hard to determine strategies to meet the diverse needs of these groups and fear of feeling comfortable speaking on cultures other than ones own 2. lack of time to research strategies that would best support our diverse student body

[X] By checking this box, I confirm that we have recalled previous data analysis, conducted new data analysis as needed, and indicated 3-5 areas of critical need in our school's CIWP Google sheet for the Area of Critical Need component. We will now move on to the Goals component.;

[X] By checking this box, I confirm that we have completed a root cause analysis for each area of critical need and indicated 3-5 root causes in our school's CIWP Google sheet for the Root Cause Analysis component.

Vision metrics

Metrics(select3–5)

Studentgroups(1–2foreachmetric)

SY19dataactual

(providedbyCPS)

2020–2021goal

2021–2022goal

Vision:AttendanceRate

Ourattendanceratehasbeencloseto95%consistentlyuntilthe2019-20schoolyear.Wewanttopriortizethismetricbecausethisiswhereitstarts.SpecificallytheoverallattendanceisaconcernbutourstudentswithIEP'shavethelowestrateoftheschoolandwearealsoarecipientoftheILEmpowerGrantandtheprioritygroupwasourDLpopulation.

Overall 95.50 95.90

StudentswithIEPs

95.00 95.50

SQRP:%ofStudentsMakingSufficientAnnualProgressonACCESS

NearlyhalfofourpopulationareEL.WewanttoplaceanemphasisonEnglishproficiencyandlanguageacquisition.WealsoknowthatstudentswithIEP'sstruggleinthisareaeveninourPY4-PY7's

EL 40.00 45.00

StudentswithIEPs

30.00 40.00

Vision:NWEAAttainmentG2(Math)

ThisareaisaprioritybecausethisisthefirstyearstudentstaketheNWEA.Wealsoknowthattheearlieryoucanachieveattainmentthebetteryourchancesareofmaintainingattainment.Weseeinour3rd-8thgrademetricsthatAfricanAmericanfemalesdonotperformaswellastheirotherclassmatesandstrivingforattainmentat2ndgradewillpayoffasstudentsprogressthroughthegradelevels.

Overall 68.00 70.00

AfricanAmericanFemale

50.00 60.00

StudentswithIEPs

25.00 35.00

Metrics(select3–5)

Studentgroups(1–2foreachmetric)

SY19dataactual

(providedbyCPS)

2020–2021goal

2021–2022goal

SQRP:NationalSchoolAttainmentPercentile-Math(Grades3-8)

Thisisanimportantmetric.Growthishugetoobutstudentsreachingattainmentmeanstheyarebetterpreparedforthefollowinggradesandhighschool-beyond.StudentswithIEP'shavethesupportsinplacetoachieveattainmentandourAfricanAmericanfemaleshaveunderperformedandwewanttoelevatethisgroup.

AfricanAmericanFemale

40.00 60.00

SQRP:NationalSchoolAttainmentPercentile-Reading(Grade2)

Thesetwogroupshaveunderperformedandwewouldliketoelevatethemtowheretheirpeersareperforming.

Male 70.00 72.00

Latinx 68.00 70.00

Required metrics (Elementary) (33% complete)

2018-2019Actual

2019-2020Actual

2019-2020Goal

2020-2021Goal

2021-2022Goal

MyVoice,MySchool5EssentialsSurveyAnareaofgrowthistoincreasetheeffectiveleadersportionofthesurveyaswellasthestudentsafetyresponses.

Custom metrics (0% complete)

2018-2019Actual 2019-2020Actual 2019-2020Goal 2020-2021Goal 2021-2022Goal

Strategies Strategy 1

Ifwedo...Formanattendancecommitteetoincreaseoverallattendance,focusingondataanalysisofwholeschooltrends,evaluationofstudentbeliefsabouttheimportanceofattendance,identificationofchronicallyabsentstudents

Thenwesee...

Multifacetedresponsetolowattendance,includingeffortstochangestudentbeliefsabouttheimportanceofschool,strategicincentivestocounterwholeschooltrendsandorganizedsupportsprovidedtochronicallyabsentstudentsandfamilies

whichleadsto...

Anincreaseinattendanceandimprovedstudentbeliefsabouttheimportanceofschoolandtheirpresenceatschool

BudgetDescription

Thefollowingisnecessarytoachievetheabovestatedstrategyandactionssteps:extendeddaybucketstopayforteacherstoparticipateinafterschoolcommitteeworkdirectlyrelatedtotheabovestatedstrategyandactionssteps.

TagsMTSS:FamilyandCommunityEngagement,MTSS:ProblemSolvingProcess,OSEL:SELInstruction,OSEL:SupportiveClassroomEnvironment,OSEL:SupportiveSchoolEnvironment

Actionsteps

• (Notstarted)Formanattendancecommitteeinvolvingstakeholdersthatmeetsmonthly(counselor,schoolsocialworker,principalandassistantprincipal,attendanceclerk)tomonitorattendancedata,includingchronicallyabsentstudentsandfamiliesaswellashistoricalattendancedata

Tags:MTSS:FamilyandCommunityEngagement,MTSS:ProblemSolvingProcess,ODLSS:BehaviorSupport,OSEL:SupportiveClassroomEnvironment,OSEL:SupportiveSchoolEnvironment,OSSE:StudentOutreachandRe-Engagement

• (Notstarted)Eachhomeroomteacherwilldevelopandsubmitanattendanceplanonhowtheyaremotivatingstudents

Tags:MTSS:FamilyandCommunityEngagement,OSEL:SupportiveClassroomEnvironment,OSSE:StudentOutreachandRe-Engagement

• (Notstarted)Developconsistentsystemsandinterventionstoaddresschronicallyabsentstudentsandfamiliesincludingattendancecontracts,incentives,peerand/orstaffadvocateetc.

Tags:MTSS:FamilyandCommunityEngagement,OSEL:SupportiveClassroomEnvironment,OSEL:SupportiveSchoolEnvironment,OSSE:StudentOutreachandRe-Engagement

• (Notstarted)Developawholeschoolattendanceincentiveplanincludingevents(spiritweeks,movienights,etc.)

Tags:OSEL:SupportiveClassroomEnvironment,OSEL:SupportiveSchoolEnvironment

• (Notstarted)Developastudentsurveytoassessbeliefsabouttheimportanceofschoolandreasonswhystudentsarenotattending

Tags:OSEL:SupportiveSchoolEnvironment

• (Notstarted)Continuetoimplementrestorativepracticestocreateasafeandwelcomingschoollearningenvironmentincludingthenecessarysupportandtrainingofallstaffmembers

Tags:OSEL:SupportiveandEquitableDisciplinePractices,OSEL:SupportiveClassroomEnvironment,OSEL:SupportiveSchoolEnvironment

Strategy 2

Ifwedo...Prioritizeourbilingualpopulationwithbudgetdecisions,aswellastakingintoconsiderationtheirACCESSscoresandlearnerprofilestomakeplacements,planfortheirlearningneedsandtailorstaffprofessionaldevelopment

Thenwesee...

Moreappropriateplacements,moreresponsiveinstructionandteachersutilizingBilingual/ESLbestpractices

whichleadsto...

Increasedacademicperformance(ACCESSscores,grades,NWEA),languageacquisitionandmaintenanceofnativelanguagesandimprovedsocialemotional

BudgetDescription

Thefollowingresourcesarenecessarytoexecutethestrategyandactionsteps:professionaldevelopmenttimemustbedevotedtoprovidingtrainingonbestpracticesforteachingELs.Fundingwillbenecessarytopayanycommitteeworkingextendeddayaswellasfundingforinstructionalmaterialstosupplementexistingcurriculum.

Tags LeadershipforContinuousImprovement,Equity:FairPoliciesandSystems,Equity:ResourceEquity,OLCE

Actionsteps

• (Notstarted)Ensurethatbilingualteachersareconsultedandrepresentedoncommitteestaskedwithselectingcurriculum,makinginstructionaldecisions(ILT,BalancedLiteracyCommittee,Curriculumselectioncommittees,etc.)

Tags:LeadershipforContinuousImprovement

• (Notstarted)Formacommittee(includingtheELPT)todeterminestudentplacements

Tags:LeadershipforContinuousImprovement,Equity:FairPoliciesandSystems

• (Notstarted)Supplementcurrentcurriculumwithmaterialstosupportbilingualstudentsandengagebilingualteachersintheselectionprocess

Tags:LeadershipforContinuousImprovement,CIDL:Curriculum,Equity:ResourceEquity

• (Notstarted)AddtheESLprofiletoclassroompositionsPre-k-2ndthisyear,3rd-5thnextyear

Tags:LeadershipforContinuousImprovement,Equity:FairPoliciesandSystems

• (Notstarted)SeekESLendorsementopportunities/cohortprogramatHayt

Tags:LeadershipforContinuousImprovement

• (Notstarted)Provideteachersprofessionaldevelopmentfocusingonbestpracticesforbilingualstudents

Tags:Instruction

Strategy 3

Ifwedo...

Placeafocusonreadingwithinmathandbasicfactfluencyintheearlyprimaryyearstoensurethatallstudents(bilingual,diverselearnersandgened)arepreparedtosolvetextheavymathproblemsandhavebasicskillsinplacetocontinuetogrowtheirknowledgeofgradelevelmathcontent.

Thenwesee...

Studentsbetterequippedtoapproachmathwordproblemsbyusingconsistentlyappliedstrategiesandusingtheirfactfluencyinapplicationtohigherlevelmathcontent.

whichleadsto...

IncreasedNWEAscoresin2ndgradeandbeyond,studentconfidenceandmathstamina,aswellasstudentsidentifyingthemselvesasmathematicians.

BudgetDescription

Theresourcesnecessarytoaccomplishthestrategyandactionstepsareasfollows:firstnecessaryresourceistime,extendeddaybucketstopayteacherstoworkoncommitteesthatwillcreateplansmentionedintheactionsteps,supplieswilllikelyberequiredforincentivesaswellasmathmaterialstosupportstudentsinlearning/memorizingtheirmathfacts.

Tags Math:RigorousTasks,Math:EquitableAccess

Actionsteps

• (Notstarted)Createascopeandsequenceofearlyreadingskillsforprimaryclassestofollowandtoreferencewhenstudentsarebehind

Tags:LeadershipforContinuousImprovement,Assessment:MonitoringStudentLearningtoSupportGrowth,Math:StudentDiscourse,Math:EquitableAccess

• (Notstarted)Provideprofessionaldevelopmentandsupporttoteachersaroundprimarymathinterventionsanddifferentiationstrategies

Tags:MTSS:ProblemSolvingProcess,Math:RigorousTasks,Math:EquitableAccess

• (Notstarted)Developaconsistentlyappliedmethodforintroducingmathvocabularyandstoryproblemsduringreadinginstruction

Tags:LeadershipforContinuousImprovement,Literacy:KeyPractice#2-ExtensiveDiscussiontoBuildAcademicLanguage,Math:EquitableAccess

• (Notstarted)Createincentivestoencouragestudentstomastertheirmathfactsandattainfullmathfactfluency.

Tags:Math:RigorousTasks

Strategy 4

Ifwedo...Prioritizesubgroups,specificallyIEP,AfricanAmericanfemalesandthebilingual/ELpopulationwithcurriculumandinstructionaldecisionsandpracticesformath,andlooktofindaseriesthatprovidesmultiplepracticeproblemsforeachskill

Thenwesee... Improvementinbasicmathskillsandmathconfidenceadjustmentsmadetoourteachingpracticestoaddresstheneedsofourstrugglingstudents

whichleadsto...

Improvementingradesandscores,butthiswillleadtoagrowthmindsetinmath,andstudentswillbegintoseethemselvesasmathstudents

BudgetDescription

Thefollowingresourceswillbenecessarytoachievethestrategyandactionsteps:professionaldevelopmenttime,potentiallyextendeddaybucketsforcommitteeworkandfundstopurchasesupplementalinstructionalmaterials.

TagsLeadershipforContinuousImprovement,Curriculum,Assessment:AccessingandAnalyzingAssessmentDataforInstructionalEffectiveness,MTSS:Curriculum&Instruction

Actionsteps

• (Notstarted)Usegradelevelmeetingtimetoroutinelyanalyzesubgroupandstudentleveldatatoidentifyachievementgaps

Tags:LeadershipforContinuousImprovement,Assessment:AccessingandAnalyzingAssessmentDataforInstructionalEffectiveness,Assessment:MonitoringStudentLearningtoSupportGrowth

• (Notstarted)Provideprofessionaldevelopmentaroundmathinterventionsandreteachingstrategies

Tags:Assessment:MonitoringStudentLearningtoSupportGrowth,MTSS:Curriculum&Instruction,Math:EquitableAccess

• (Notstarted)Researchandchoose/purchasesupplementalmathcurriculumtosupportinterventionsandprovidemultipleopportunitiesforpracticeandapplicationofneededskills

Tags:LeadershipforContinuousImprovement,Curriculum,Math:EquitableAccess

Strategy 5

Ifwedo...

DevelopanarticulatedvisionofK-8literacyutilizingdatadrivenanalysisofthediverseneedsofourstudentsandtherequiredprofessionaldevelopmenttoalignteachersandclassroomstofocusonlanguageusageandauthor'scraft,utilizingaschool-widecurriculumofvocabularyandgrammar

Thenwesee...

consistentpractices,meaningfulandpurposefulinstructionofauthor'scraftandlanguageusagetofosterricherliteracywithinallofourstudentswithspecificprofessionaldevelopmenttosupportteachers

whichleadsto...

Lessgapsininstruction,verticalandhorizontalalignmentamongstgradesandclassroomsandhigherstudentachievementamongstallstudentsincludingunderperformingsubgroups

BudgetDescription

Thefollowingresourcesarenecessarytoachievethestrategiesandactionsstepsoutlined:professionaldevelopmenttime(principaldirecteddaysandgradelevelmeetings),extendeddayfundstopayforafterschoolcommitteemeetings,instructionalmaterialfunds

TagsLeadershipforContinuousImprovement,Curriculum,Instruction,Literacy:Shift2-LeveragingDatatoCloseGaps,Literacy:Shift3-IncreaseAccesstoCulturallyResponsiveResources

Actionsteps

• (Notstarted)DevelopandcommunicateavisionforK-8literacyinstruction(literacycommittee)

Tags:LeadershipforContinuousImprovement,Instruction

• (Notstarted)UsePDtimetosupportthelearningneedsofteachersaroundbalancedliteracy/K-8F&Pcurriculum,teachingstrategiesforeffectiveinstructionoflanguageusageandauthor?scraft

Tags:Literacy:Shift2-LeveragingDatatoCloseGaps

• (Notstarted)Formacommitteetoselectcurriculumforgrades4-8,toincludewiderepresentationofteachersandexpertiseareasthatfocusesonstrategiesforeffectiveinstructionoflanguageusageandauthor?scraft(bilingual,SPED.primary,intermediateanduppergradeteachers)

Tags:Literacy:Shift2-LeveragingDatatoCloseGaps,Literacy:Shift3-IncreaseAccesstoCulturallyResponsiveResources

• (Notstarted)Continuetoutilizedatatoidentifyareasofneedandsubgroupsneedingintervention

Tags:Literacy:Shift2-LeveragingDatatoCloseGaps,Literacy:Shift3-IncreaseAccesstoCulturallyResponsiveResources

Action Plan Strategy 1

Form an attendance committee involving stakeholders that meets monthly (counselor, school social worker, principal and assistant principal, attendance clerk) to monitor attendance data, including chronically absent students and families as well as historical attendance data

Aug 28, 2020 to Jun 17, 2022 - Principal, assistant principal

Each homeroom teacher will develop and submit an attendance plan on how they are motivating students

Aug 28, 2020 to Jun 17, 2022 - Principal, assistant principal, classroom teachers

Develop consistent systems and interventions to address chronically absent students and families including attendance contracts, incentives, peer and/or staff advocate etc.

Aug 28, 2020 to Jun 17, 2022 - Principal, assistant principal counselor

Develop a whole school attendance incentive plan including events (spirit weeks, movie nights, etc.)

Aug 28, 2020 to Jun 17, 2022 - Principal, assistant principal, counselor, climate and culture committee

Develop a student survey to assess beliefs about the importance of school and reasons why students are not attending

Aug 28, 2020 to Jun 17, 2022 - Principal, assistant principal, climate and culture committee

Continue to implement restorative practices to create a safe and welcoming school learning environment including the necessary support and training of all staff members

Aug 28, 2020 to Jun 17, 2022 - Principal, assistant principal, climate and culture committee

Strategy 2

Ensure that bilingual teachers are consulted and represented on committees tasked with selecting curriculum, making instructional decisions (ILT, Balanced Literacy Committee, Curriculum selection committees, etc.)

Aug 28, 2020 to Jun 17, 2022 - principal, assistant principal, ELPT, bilingual teachers

Form a committee (including the ELPT) to determine student placements

Aug 28, 2020 to Jun 17, 2022 - principal, assistant principal, ELPT, school clerks

Supplement current curriculum with materials to support bilingual students and engage bilingual teachers in the selection process

Aug 28, 2020 to Jun 17, 2022 - principal, assistant principal, ELPT, bilingual teachers

Add the ESL profile to classroom positions Pre-k- 2nd this year, 3rd - 5th next year

Aug 28, 2020 to Jun 17, 2022 - principal

Seek ESL endorsement opportunities / cohort program at Hayt

Aug 28, 2020 to Jun 17, 2022 - principal

Provide teachers professional development focusing on best practices for bilingual students

Aug 28, 2020 to Jun 17, 2022 - principal, assistant principal, ELPT

Strategy 3

Create a scope and sequence of early reading skills for primary classes to follow and to reference when students are behind

Aug 28, 2020 to Dec 18, 2020 - principal, assistant principal, ILT and math committee

Provide professional development and support to teachers around primary math interventions and differentiation strategies

Aug 28, 2020 to Jun 17, 2022 - principal, assistant principal, ILT and math committee

Develop a consistently applied method for introducing math vocabulary and story problems during reading instruction

Aug 28, 2020 to Dec 18, 2020 - principal, assistant principal, ILT and math committee

Create incentives to encourage students to master their math facts and attain full math fact fluency.

Aug 28, 2020 to Jun 17, 2022 - principal, assistant principal, math committee, classroom teachers

Strategy 4

Use grade level meeting time to routinely analyze subgroup and student level data to identify achievement gaps

Oct 09, 2020 to Jun 17, 2022 - principal, assistant principal, teachers

Provide professional development around math interventions and reteaching strategies

Aug 28, 2020 to Jun 17, 2022 - principal, assistant principal, teachers

Research and choose / purchase supplemental math curriculum to support interventions and provide multiple opportunities for practice and application of needed skills

Aug 28, 2020 to May 20, 2021 - principal, assistant principal, ILT

Strategy 5

Develop and communicate a vision for K-8 literacy instruction (literacy committee)

Aug 28, 2020 to Apr 16, 2021 - Principal, assistant principal, literacy committee

Use PD time to support the learning needs of teachers around balanced literacy / K-8 F & P curriculum, teaching strategies for effective instruction of language usage and author?s craft

Aug 28, 2020 to Jun 17, 2022 - principal, assistant principal, literacy committee, teachers

Form a committee to select curriculum for grades 4-8, to include wide representation of teachers and expertise areas that focuses on strategies for effective instruction of language usage and author?s craft (bilingual, SPED. primary, intermediate and upper grade teachers)

Oct 23, 2020 to May 21, 2021 - principal, assistant principal, literacy committee, teachers

Continue to utilize data to identify areas of need and subgroups needing intervention

Aug 28, 2020 to Jun 17, 2022 - principal, assistant principal, teachers

Fund Compliance ESSA Program

[X]

ESSASchoolwideProgram

Theschoolmustannuallyreviewtheschoolwideplan/program.TheschoolwideprogramplanisavailabletoCPS,parents,andthepublic,andtheinformationintheplanisinanunderstandableanduniformformat,andtotheextentpracticableinalanguagetheparentscanunderstand.PleaselistevidencefortheESSASchoolwideProgramrequirementsoutlinedbelow.

[]

Non-titleIschoolthatdoesnotreceiveanyTitleIfunds

ESSA Schoolwide Program

Acomprehensiveneedsassessmentoftheentireschoolthatisbasedontheachievementofstudentsrelativetostatecontentandachievementstandards.

HaytSchool'sleadershipteamhasanalyzedmultiplesourcesofdatatoassesstheneeds.Thesedatapointsareasfollows;NWEAassessmentresultsfromBOY,MOY,andEOY,DIBELSTRC(earlyliteracyassessment),IAR(statestandardizedachievementtest)andtheSchoolExcellenceFrameworktodetermineneedsandnextsteps.Thislistisnotexhaustiveasthereareotherdatasourcesreviewedand

analyzed.Theanalysisofthesedatapointsisusedwhenplanningnextstepsandinitiativesthattheschoolwillembarkupon.

Schoolwidereformstrategiesthatprovideopportunitiesforallstudentstomeetproficientandadvancedlevelsofacademicachievement.

Multiplereformstrategiestoprovideopportunitiestoallstudentsarecurrentlyunderway.Theseinclude,Hayt'sprimarygradeteachershaveadoptedabalancedliteracymodelforliteracyinstruction,theMTSSsystemsupportsstrugglingstudentstocloselearninggapsandtoidentifyifthereisapotentiallearningdisability,Hayt'sBehaviorHealthTeamteamidentifiesstudentswithsocialemotionalneedsandprovidessupportstoalleviatebarrierstolearning,theuseofrestorativepracticestoencouragestudentstoattendschoolandtoresolvebehaviorsthatcreatebarrierstolearning.Thislistisnotexhaustiveofallschoolwidestrategies.

Schoolwidereformstrategiesthatusemethodsandinstructionalstrategiesbasedonscientifically-basedresearchthatstrengthensthecoreacademicprogram,increasestheamountandqualityoflearningtime,andincludesstrategiestomeettheneedsofhistoricallyunderservedpopulations.

Thereformstrategiesmentionedabovesupporttheneedsofunderservedpopulations.Thesereformsinclude,Hayt'sprimarygradeteachershaveadoptedabalancedliteracymodelforliteracyinstruction,thebalancedliteracyframeworkallowsfordifferentiationtomeettheneedsofallstudents,includingthoseunderservedpopulations.TheMTSSsystemsupportsstrugglingstudents/underservedpopulationstocloselearninggapsandtoidentifyifthereisapotentiallearningdisability,Hayt'sBehaviorHealthTeamteamidentifiesstudentswithsocialemotionalneedsandprovidessupportstoalleviatebarrierstolearning,theuseofrestorativepracticestoencouragestudentstoattendschoolandtoresolvebehaviorsthatcreatebarrierstolearning.Thislistisnotexhaustiveofallschoolwidestrategies.

Schoolwidereformstrategiesthataddresstheneedsofallstudentsintheschool,butparticularlythosestudentswhoarelowachieving,atriskofnotmeetingthestatesacademicachievementstandards,and/ormembersofthetargetpopulationofaprogramincludedintheschoolwideplan(includesstrategieslike:mentoring,counseling,pupilservices,collegecareerawareness,personalfinanceeducation,innovativeteachingmethods).

HaytSchoolhasuseddiscretionaryfundstokeepasocialworkeronstaffwhocanmeetwithandsupportstrugglingstudents.Additionallytheschool'sMTSSprogramprovidesinterventionandsupporttostrugglingstudentsinanefforttocloselearninggaps.Haythasafterschoolprogramsavailabletosupportthesocialemotionalneedsofstrugglingoratriskstudentsandahomeworkhelpprogramisfundedafterschooltosupportstudentswhoarestruggling.AdditionalprogramsofferedatHayttargetstudentsidentifiedasat-risk.Theseprogramsinclude"BrothertoHermano"and"Trailblazers"-bothuppergradeboysandgirlsmentoringgroups.ArtExpressprovidesstudentsasafeplacetospeaktoschoolsocialworkerandcounselorduringlunchandrecess.Themainofficehasa"PeaceRoom"forusebystudentswhostruggletomanagetheiremotionsandmultipleotherclubsprovideoutletsforstudentcreativitynottappedduringtheinstructionalday.

Pleasedescribethestrategiesusedatyourschooltoattracthigh-quality,highly-qualifiedteachers.

HaytSchoolutilizesavarietyofpracticestoattractandretainhigh-qualitycandidates.HaytSchoolpoststeachingpositionsassoonaspossibletoincreasetheamountoftimeavailabletointerviewandvetcandidates.HaytadministrationseekcandidatesnotjustfromtheCPShiring/candidateportalbutthroughconsultingwithlocaluniversitiesincludingLoyolaUniversityaswellasconsultingHaytteachers.Additionally,Haytusesaninterviewcommitteeandprocessthatseeksinputfromotherstakeholdersand

usesaconsistentinterviewprocesstoeffectivelycomparecandidates.Lastly,Haytadministrationconsistentlycheckreferences.Haythasaverylowteacherturnover.

High-qualityandongoingprofessionaldevelopmentbasedonscientificallybasedresearchforteachers,principals,paraprofessionals,andifappropriate,pupilservicepersonnel,parentsandotherstafftoensurestudentsmeetstatestandards.

HaytSchoolconsultswithCPSdepartmentstoseekprofessionaldevelopmentopportunitieswhenrelevant.HaytSchooladditionallydevotesfundingtoteachersandSECA'sseekingprofessionaldevelopmentopportunities.Inhouseprofessionaldevelopmentisplannedinconsultationwithmembersoftheleadershipteamtoensurethatlearningopportunitiesaddresscurrentneedsofstaffandstudents.

Strategiestoincreaseparentinvolvement,suchasfamilyliteracyservices.

Haythasusedthefollowingstrategiestoincreaseparentinvolvement;schoolwebsite,collectionofparentemailsthroughacollectiveeffortwithteachersandofficestaff,restructuringofparentmeetingstoinvolvefoodandgiveawaystoenticeparents,ParentTeacherAssociationhasalsohelpedwiththiseffortwithincreasedadvertisementofevents,includingseveralthemedeventsthatbroughtparentsandstudentstogether,theHolidayBaazar,STEAMNight,MovieNight,SafeInternetGooglepresentationwithgiveaways,etc.

PlansforassistingpreschoolchildreninthetransitionfromearlychildhoodprogramssuchasHeadStart,EvenStart,EarlyReadingFirst,orastate-runpreschoolprogram,tothelocalelementaryprogram.**Notapplicabletomiddleorhighschoolbuildings.

HaytSchool'spre-KteachersworkwithKindergartenteacherstodiscussimportantmilestonesforpre-Kstudentstoachievepriortothestartofkindergarten.Studentstourthebuildingtobecomefamiliarwiththeschoolenvironment.ThetoursarenotexclusivetoHaytpre-kstudentsbutalsoincludeneighborhoodpre-schoolprograms.Overthesummerankindergartenparentorientationisheldbytheadminandplaydatesarearrangedsokindergartenstudentscanmeettheirclassmates.Additionally,pre-kteachersmeetwithkindergartenteacherstodiscusstheneedsoftheincomingkindergartners.

Measurestoincludeteachersindecisionsregardingtheuseofacademicassessmentsinordertoimprovetheachievementofindividualstudentsandtheoverallinstructionalprogram.

Haytadministrationmeetsannuallywithteacherrepresentativestodeterminetheassessmentcalendarfortheupcomingschoolyear.Teacherrepresentativesandadministrationcreateaplanandthisplanisinturnsharedwiththefaculty.Suggestionsarenoted,adjustmentsaremadeandavoteisheldtodeterminetheassessmentcalendar.

Activitiestoensurethatstudentswhoexperiencedifficultymasteringtheproficientoradvancedlevelsofacademicachievementstandardsshallbeprovidedwitheffective,timelyadditionalassistance,whichshallincludemeasurestoensurestudents'difficultiesareidentifiedonatimelybasisandtoprovidesufficientinformationonwhichtobaseeffectiveassistance.

HaytschoolhasadefinedMultiTieredSystemofSupport(MTSS)processthatissharedwithteachersannually.Identificationofstrugglingstudentsisdefinedwithcriteriaanduniforminterventionsareprovidedforstudentsidentifiedasstruggling.Studentprogressismonitoredandifastudentcontinuestostruggleareferralismadeforevaluation.Additionally,afterschoolhomeworkhelpprogramsareavailableandstrugglingstudentsareprioritized.

Coordinationandintegrationoffederal,state,andlocalservicesandprogramsincludingprogramssupportedunderNoChildLeftBehind,violencepreventionprograms,nutritionprograms,housingprograms,HeadStart,adulteducation,vocationalandtechnicaleducation,andjobtraining.Pleasedescribehowthiswillbeaccomplished.

Hayt'sleadershipteaminconsultationwiththeLSCandallstakeholdersworktogethertoensurethatallprogramsarethoughtfullyimplementedandalldecisionsarebasedonefficientandcompliantuseofresourcesinanefforttomeetasmanyneedsaspossible.

ESSA Targeted Assistance Program

Parent Involvement and Schoolwide Programs

[X]Iverifythatthestatementbelowiscorrect

EveryStudentSucceedsAct(ESSA),thereauthorizationoftheElementaryandSecondaryActof1965continuesalegislativecommitmenttoparentalinvolvement.Centralfeaturesofpriorreauthorizations,suchasschool-parentcompacts,parentinvolvementpolicies,andtheparentinvolvementfundingformularemainunaltered.However,theESSAreauthorizationrepresentsanotableshiftintheroleofparentalinvolvementintheschools.Itincludesnewprovisionsincreasingparentalnotificationrequirements,parentalselectionofeducationaloptions,andparentalinvolvementingovernance.Itenvisionsparentsasinformedandempowereddecisionmakersintheirchildren'seducation.

Parent and Family Plan Parent and Family Engagement Policy (Complete)

SchoolsmustinvolveparentsandfamilyinthejointdevelopmentandperiodicreviewandrevisionoftheESSA,TitleIschoolparentalandfamilyengagementplanandpolicy,andintheprocessofschoolreviewandimprovement.Pleasedescribehowthiswillbeaccomplished.

HaytSchoolwillinvolveparentsinthejointdevelopmentandperiodicreviewoftheESSA,TitleIplanbyorganizingtheparentESSA-PACandfacilitatingmonthlymeetings.Atthesemeetings,parentswillbesolicitedforinputonhowtheschoolcanbestassisttheparentsinsupportingtheirchildren.Inaddition,thereisanon-goingreviewoftheESSAplan,whichallocatesteachersandresourcesthatareused.Theseallocationsarereviewedandrevisedwithparentinputontheidentifiedprioritiesandactionplantoincreasestudentachievement.Weinvolveparentsbyorganizingeventstoprovideaforumforcommunicatingcurriculumandinstructiongoals(i.e.FamilyNights)andadvisingparentsoftheirchild'sprogressatReportCardPickupDays.PACwillreviewthispolicyattheorganizationalmeeting

Theschoolwillholdanannualmeetingatatimeconvenienttoparentsandfamiliesduringthefirstmonthofschooltoinformthemoftheschool'sparticipationinESSA,TitleIprogramsandtoexplaintheTitleIrequirementsandtheirrighttobeinvolvedintheTitleIprograms.Theschool

willalsoofferanumberofadditionalparentalandfamilyengagementmeetings,includingschoolPACmeetings,atdifferenttimesandwillinviteallparentsandkeyfamilymembersofchildrenparticipatingintheESSA,TitleIprogramtothesemeetings,andencouragethemtoattend.Pleasedescribehowthiswillbeaccomplished.PleaselisttheprojecteddateofyourTitleIAnnualMeetingandyourTitleIPACOrganizationalMeeting

TheTitle1AnnualParentmeetingwillbeheldSeptember30,2019.TheESSA-PACTitle1OrganizationalMeetingwillbeheldonOctober3,2019.TheESSA-PACmeetingswillbeheldonamonthlybasis.Atthebeginningoftheyear,allparentsreceiveamasterscheduleofallLSC,ESSA-PACandBACmeetings.Themeetingscheduleisalsoplacedonourschoolcalendar,whichisavailableforviewingontheschool'swebsitepubliccalendar.Allmeetingsarealsomentioned(withday,date,andtime)inthemonthlyparentnewsletter.Inaddition,onamonthlybasis,ourschoolinvitesallparentstoattendtheESSA-PACmeetingsbypostingtheagendaonapublicoutdoorbulletinboardandwealsosendoutnoticestoparentsatleast72hourspriortothemeeting.

Attherequestofparentsandfamilymembers,schoolswillprovideopportunitiesforregularmeetings,includingtheSchoolParentAdvisoryCouncilmeetings,forparentsandfamilymemberstoformulatesuggestionsandtoparticipate,asappropriate,indecisionsabouttheeducationoftheirchildren.Pleasedescribehowtheschoolwillimmediatelyrespondtoanysuchsuggestions.

Parentsareencouragedtoexpresstheirsuggestionsandconcernsatallmeetings.Afterwhich,theseideasarethoroughlyexploredatleadershipteammeetingsandgradelevelmeetings.Theprincipalhasanopendoorpolicytomeetwithparentsregardinganyconcernsandsuggestionsparentsmayhaveontheirchild'seducation.Wegiveparentalinputeveryconsiderationasweworkcollaborativelytobuildeffectiveinstructionalprogramsanddevelopourschoolimprovementplan.ParentsareencouragedtocompletetheMyVoice,MySchoolsurveyeachyearabouttheirperceptionsoftheschool.

Schoolswillprovideparentsareportoftheirchild'sperformanceontheStateassessmentinatleastmath,languageartsandreading.Pleasedescribehowthiswillbeaccomplished.

HaythostsanOpenHouseatthebeginningofeachschoolyearinordertointroducetheparentsandstudentstothecurriculumandschool-basedassessments.Everyfiveweeks,parentsreceiveanacademicprogressreportthatindicatesclassroomassignments,homework,assessmentsandstudentparticipation.Thesereportsalsoincludetheproficiencylevelsthestudentsareexpectedtomeet.Inaddition,everytenweeks,allstudentsreceiveaquarterlyreportcard.Forthefirstandthirdquarters,theschoolconductsparent/teacherconferences.Lettersthatdetailstudents?performanceonstateanddistrictassessmentsaresenthomeassoonastheybecomeavailable.Teachersmakethemselvesavailablebyappointmentfor10minutes.

Schoolswillprovideparentstimelynoticewhentheirchildhasbeenassignedto,ortaughtby,ateacherwhoisnot"highlyqualified,"asdefinedintheTitleIFinalRegulations,foratleastfour(4)consecutiveweeks.Pleasedescribehowthiswillbeaccomplished.

Eachyear,theparentsareaskediftheywouldliketobenotifiedinregardstothe?highlyqualified?statusofteacher(s).Ifso,parentsarenotifiedbyletterofthequalificationsofteachers.Pleaseaddthedefinitionof?highlyqualified?,pertheTitle1Guidelines.

SchoolswillassistparentsofparticipatingESSATitleIchildreninunderstanding:thestate'sacademiccontentstandards;thestate'sstudentacademicachievementstandards;thestateandlocalacademicassessmentsincludingalternateassessments;therequirementsofTitleI,PartA;howtomonitortheirchild'sprogress;andhowtoworkwitheducators.Pleasedescribehowthiswillbeaccomplished.

Theschoolconveysinformationtoparentsviatheschoolwebsite,ALLstateassessmentsandacademicachievements,alistofallexamsandmonthsitwillbetaken.Parentsneedtobenotifiedthatteachersneedtobecontactedtodeterminetimestomeet.Duringparent-teacherconferences,parentsareinformedofhowtheirchildisprogressinginmeetingacademicachievementstandards.Inaddition.ParentsreceiveinformationandassistanceinregisteringwiththedistrictsParentPortalapplicationwhichhelpsparentsaccessacademicinformationonadailybasis.Theschool'swebsitewillhaveupdatedinformation.

Schoolswillprovideinformation,resources,materialsandtraining,includingliteracytrainingandtechnology,asappropriate,toassistparentsandfamilymembersinworkingwiththeirchildrentoimprovetheiracademicachievement,andtoencourageincreasedparentalinvolvement.Pleasedescribehowthiswillbeaccomplished.

Avarietyofparentworkshopsarescheduledduringtheschoolyear.Parentsaregiveninstructionalmaterialtotakehometosupportstudentlearningathome.Parentsareencouragedtoattendthesetrainingsessionsasneeded.Theworkshopschedulesarepostedontheschool?scalendarandnoticesaresenthomewithstudents.

Schoolswilleducateallstaffinthevalueandutilityofcontributionsbyparentsandfamilyandinhowtoreachoutto,communicateandworkwith,parentsandfamilyasequalpartnersintheeducationoftheirchildrenandinhowtoimplementandcoordinateparentandfamilyprogramsandbuildtieswithparentsandfamilymembers.Pleasedescribehowthiswillbeaccomplished.

TheHaytstaffisroutinelyencouragedtoutilizeparentalinvolvementasaneffectivetoolforimprovingstudentachievement.Thus,ourclassroomteacherscommunicateconsistentlywithparentsbypersonalnotes,classroomorgradelevelnewsletters,email,phonecalls,and/orparentconferences.Teachersreceivedtrainingonhowplanningagendascanbeusedasacommunicationtoolforstudents,teachers,andparents.Theteachersarealsoavailabletomeetwithparentsbeforeschool,aswellastousetheirdailyprepperiodstocommunicatewithparentsviaemail,telephoneandinpersonduringtheschoolday.Inadditiontotheabovemethodsofcommunication,theschoolhasprovidedtrainingtoteachersonhowtocreateandutilizeaclassroomwebsite.

Schoolswill,totheextentfeasibleandappropriate,coordinateandintegrateparentandfamilyprogramsandactivitieswithHeadStart,ReadingFirst,EarlyReadingFirstinvolvement,EvenStart,HomeInstructionProgramsforPreschoolYoungsters,theParentsasTeachersProgram,publicpreschool,andotherprograms,tofurtherencourageandsupportparentsandfamiliesinmorefullyparticipatingintheirchildren'seducation.Pleasedescribehowthiswillbeaccomplished.

OurPre-Kteachersorganizeactivitiestopromoteparentalinvolvementsuchas,artandvirtualPre-Kactivitiesthatparentsenjoywiththeirentirefamily.PreKteachershostparentmeetingstoshareinformationonthetransitiontokindergartenaswellasonPre-Kstandardsandrubrics.ThePre-Kteamencouragesparentstoattendallfieldtrips.

Schoolswillensurethatinformationrelatedtotheschoolandparentandfamilyprograms,meetings,andotheractivitiesissenttoparentsinunderstandableanduniformformats,includinglanguage.Pleasedescribehowthiswillbeaccomplished.

Ourschoolpostsmonthlymeetingsandsendshomeinformativeremindersinatleast2languages:EnglishandSpanish.SomearealsoinArabicandUrdu.Ourschoolwebsitehasafeaturethattranslatesallinformationinnumerouslanguages.

Policy Implementation Activities

[X]TheLSCwillapprovetheschoolimprovementplanandmonitortheCIWP.

[X]<p>IntheCIWP,theschoolidentifiescurrentparentalandfamilyengagementpracticesandoutlinesactivitiesrelatedtoexpandingparentandfamilypartnershipprograms.</p>

[X]<p>TheschoolwillcoordinatetheparentandfamilyengagementprogramsidentifiedintheCIWP.</p>

[X]<p>TheschoolwillevaluatetheParentandFamilyEngagementPolicyforeffectivenessandmakeimprovementsasnecessary.</p>

Explainwhyanyoftheboxesaboveareunchecked:(type"n/a"ifallarechecked)

n/a

School-Parent Compact (Complete)

Theschoolwillprovidehigh-qualitycurriculumandinstructioninasupportiveandeffectivelearningenvironmentthatenablestheparticipatingstudenttomeettheState'sstudentacademicachievementstandards.Describehowtheschoolwillprovidehigh-qualitycurriculumandinstructioninasupportiveenvironment.(Restatetheschoolmission.)

Weexpectourstudentstograduatefullypreparedtosucceedinhighschool,college,andcareers.Inourclassrooms,allstudentswillengageinmeaningful,enjoyableexperiencesthatwillteachthemhowtothinkcriticallyandinteractsocially.Thekeytofuturesuccessisliteracy,soallsubjectareaswillbeenrichedwithanalyticalthinking,reading,writing,anddebating.Technologyisanintegralpartofthecurriculum,whichenablesstudentstomeetthedemandsofarapidlychangingsociety.AtHayt,allstudents,staff,andfamilieswillbeencouragedtosharetheirdiverseideas,sowemaycontinuetogrowaslife-longlearners.

Theschoolwillholdparent-teacherconferences.Describethekindsofparent-teacherconferencesthatwillbeheldandthedatesonwhichtheyarescheduled.

Parentsareaskedtopickupreportcardafterthefirstandthirdquarters:November18th,2020andApril21st,2021.Individualconferencesbetweenparentandteacherswillbescheduledonthosedaysin10-minuteincrementsbetween11:30amto6:30pm.Teacherslunchisfrom3:00pm-3:45pm.

Theschoolwillprovideparentswithfrequentreportsontheirchildren'sprogress.Describewhenandhowtheschoolwillprovidereportstoparents.

ProgressreportswillbedistributedonOctober9th,2020,December18th,2020,March12th,2021andMay21st,2021.Thereportswillbesenthomewiththestudents.Priortoeachdate,parentswillbenotifiedviathePrincipal?smonthlynewsletterandwebsitewhentheprogressreportsarebeingdistributed.

Theschoolwillprovideparentsaccesstostaff.Describewhen,whereandhowstaffwillbeavailableforconsultationswithparents.

Allteachersareavailabletomeetwithparentsbeforeschoolandwellasduringtheirdailypreparationperiodstocommunicatewithparentsviaemail,telephone,andinperson.

Theschoolwillprovideparentsopportunitiestovolunteerandparticipateintheirchildren'sclasses.Describehowandwhenparentsandfamilymembersmayvolunteer,participate,andobserveclassroomactivities.

Allparentsareinvitedtovolunteer.Thereisaparentvolunteerpacketavailableintheofficeforparentstocomplete.Teachersandadministratorsinviteparentstoassistintheclassroom,onfieldtrips,andforspecialevents.Parentsarealsoinformedthattheymayviewtheteachingandlearningintheirchild?sclassroomsuponrequest.Wehaveinformationsheetsforparentvolunteers.

Theparentswillsupporttheirchildren'slearning.Describehowtheparentswillassistlearning(i.e.monitoringattendance,homeworkcompletion).

Allparentsaregiventhedistrictpolicyonattendanceandhomeworkatthebeginningoftheschoolyear.Ifastudent?sattendance,behavior,oracademicperformancebecomesproblematic,theteacherand/oradministratorschedulesaparentconferencetodiscusstheproblemandoffersolutions.Theappropriatestaffmemberassistsparentswheneverneeded.

Theparentswillparticipateindecisionsrelatingtotheeducationoftheirchildren.Describewhen,whereandhowparentswillconsultwiththeschool.

Meetingsoccurthroughouttheyearthatinvolvesparentsintheeducationaldecision-makingofourstudents.Parentsreceivewrittennoticeofallmeetings.ParentsareencouragedtoconferwithteachersandadministratorswhenevernecessarytodiscusstheeducationoftheirchildrenandparticipateintheLSCandNCLB-PACmonthlymeetings.

Thestudentswillsharetheresponsibilityforimprovedstudentacademicachievement.Describehowthestudentswillassureacademicachievement(i.e.goodattendance,positiveattitude,classpreparation).

ThroughPBIS,weofferincentivesthatencouragepositivebehavior/attitudeandacademicachievement.Withtheuseofagendasandotherorganizationalstrategies,studentsareexplicitlytaughthowtomanagetheirtimeandorganizetheirmaterialsandideastoensuresuccess.Inmiddleschool,studentslearnhowtosetgoalsandself-monitortheirprogress,sotheymaytakeownershipoftheirlearning.

Parent Budget (Complete)

Goals:Indicategoals,timelineofactivitiesandtrainingtopicsthataredesignedtoassistparentsandfamilieswithincreasingtheirstudents'academicachievement.Theoverarchinggoalistoincreasestudentacademicachievementthroughparentalandfamilyengagementinvolvement;specifyyourgoals.

Goals:toincreaseparentinvolvement,toprovideresourcestosupportparentsinsupportingtheirchild,toprovideprofessionallearningtosupportparentsinsupportingtheirchild'seducation.

Allocate your Mandated Title 1 Parent and Family Engagement Funds to support your Parent and Family Engagement Program.

Account(s)

Description

Allocation

51130,52130

TeacherPresenter/ESPExtendedDayForTeacherpresenter,ESPExtendedDay,pleaseremembertoputmoneyonthebenefitsline.Non-Instructionalpayrateapplies.

$0.00

53405

SuppliesInadditiontosuppliesforparentprogram,pleaseusethisaccounttoalsopurchasebooksforparentsonly.Usethisaccountforequipmentwithaperunitcostoflessthan$500.

$1200.00

53205RefreshmentsAllocationCANNOTEXCEED25%oftheParentBudget.RefreshmentsmustbeusedforTitle1PACmeetings,trainingsandworkshops.

$350.00

54125ConsultantsForParentTrainingOnly.ConsultantmusthaveaCPSvendornumberandpaidwithaPurchaseOrderafterserviceisrendered(NOCHECKSAREALLOWED)

$2250.00

54505 AdmissionandRegistrationFees,SubscriptionsandmembershipsForParentsuseonly. $0.00

54205

TravelBusesforParentsuse.OvernightConferencetravel-schoolsmustfollowtheCPSTravelPolicy.TheCPSParentOvernightTravelApprovalFormandConferenceTravelFormmustbecompleted.

$0.00

54565

ReimbursementsAllocationCANNOTEXCEED25%OFTHEParentBudget.AllParentReimbursementsrelatedtoTitle1parentandfamilyengagementmustbepaidfromthisaccount.Receiptsmustbeclearunalteredanditemized.Schoolmustkeepallreceipts.

$250.00

53510 PostageMustbeusedforparentandfamilyengagementprogramsonly. $350.00

53306 SoftwareMustbeeducationalandforparentuseonly. $378.00

55005

FurnitureandEquipmentMusthaveaparentroomorasecureplacetokeepfurniture/equipment.Cannotbeplacedinthemainofficeorwherestaffandstudentshaveaccesstoo.Tobyusedonlybyparents.

$0.00

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