william bishop owen scholastic academy es - cps ciwp...feb 14, 2017 · vfkrro...

William Bishop Owen Scholastic Academy ES / Plan summary

2020-2022 plan summaryTeam

Name Role Email Access

Sheila Morris Principal [email protected] Has access

Kimberly Owens Assistant Principal [email protected] Has access

Tina Bailey 1st grade teacher [email protected] Has access

Anisha Blackmon 6th grade teacher [email protected] Has access

Jodi Bonadurer DL Teacher (intermediate) [email protected] Has access

Charolette Smarte DL Teacher (upper) [email protected] Has access

Makeva Watson Counselor [email protected] Has access

Cynthia Cannon PAC member [email protected] No Access

Jerbri Crawford PAC membere [email protected] No Access

Nicola Fullman PAC member [email protected] No Access

Shelia Williams LSC member [email protected] No Access

Carolyn Bedolla LSC member [email protected] No Access

Takara Hammond LSC member [email protected] No Access

https://ciwp.cps.edu/

https://ciwp.cps.edu/school/dashboard?schoolId=337

Self-assessmentKimberly Owens (Jan 29, 2020) Overall assessment: 4 (nearly all/all practices evident)

A community representative is not currently a member.

Yes The CIWP team has 8-12 members. Sound rationale is provided if team size is smaller or larger.

Yes The CIWP team includes people who are responsible for implementing, those with institutional memory, and those most impacted.

YesThe CIWP team includes staff reflecting the diversity of student demographics and school programs. The CIWP team should include contentleads, program coordinators, staff serving student groups who are historically disadvantaged, etc.

Somewhat The CIWP team includes parents, community members and LSC members.

YesAll CIWP team members are meaningfully involved in the planning process for CIWP components as it relates to the CPS Spectrum of inclusivePartnerships and as appropriate for each stakeholders role. (Resource: CPS Spectrum of Inclusive Partnerships)

Team meetings

School Excellence Framework

Leadership and Structure for Continuous Improvement Expand all

3

Leadership for Continuous Improvement

4 Set the direction and create a sense of purpose by building consensus on and implementing a shared vision

3 Inspire a culture of collective responsibility for ALL students to succeed and for building a safer and more supportive environment throughout the

Date Participants Topic

01/15/2020 Morris, Blackmon, Bonadurer, Dr. Smarte SEF assessment

01/29/2020 Morris, Owens, Bailey, Blackmon, Bonadurer, Dr. Smarte, Watson SEF and self assessment

02/19/2020 Morris, Owens, Bailey, Blackmon, Bonadurer, Dr. Smarte, Watson Framework priorities

03/04/2020 Morris, Owens, Bailey, Blackmon, Bonadurer, Dr. Smarte, Watson, Ms. CynthiaCannon, Mrs. Crawford

Review of framework priorities and goals

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

https://ciwp.cps.edu/plan/pdfContent/3019?id=3019&actionPlanOnly=False&accessKey=hca339838bs46#


school, not just in their own classrooms (REQUIRED: OSEL)

4 Empower others to make or influence significant decisions (REQUIRED: OSEL)

3 Enable staff to focus and prioritize what matters most

3 Employ the skills to effectively manage change

2 Make ‘safe practice’ an integral part of professional learning

3 Collaborate, value transparency, and inform and engage stakeholders

Evidence

Staff and parents are included in OSA's visions and mission. 1. Assigned a more seasoned teacher 2 . Peer observations of new staff 3. Teacher- ledteacher meetings 4. Grade- band team leaders 5. Staff chose most important SEF components and five essentials 6. Staff decides the grade bandcategory of grades and curriculum 7. Teacher newsletters, principal reports, state of the school night. DDI sessions are teacher led and give feedbackto improve instruction and student learning. 8. Teachers and staff are monitored before and after school 9. Mentor program 10. All staff address allstudents

4

Structure for Continuous Improvement

4 Engage in ongoing inquiry (e.g. continuous improvement cycles) as a basis for improvement

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

4 Design professional learning (PL) to achieve school-wide improvement goals

4 Design and implement school day schedules that are responsive to student needs

4 Align the budget to the CIWP priorities and the mission of the school

4 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

4 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)

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

Evidence

DDI sessions (teacher led and admin -led); data carousels, goal setting (teacher/student, teacher/admin.) data wall in every classroom math targetposters dibels/trc PQS observations teacher presenters for summits during grade level team meetings and professional developments Ms. Watson(counselor) provides SEL presentations regular instructional planning time new teachers paired up with mentor teachers trauma sensitivity trainingand SEL during school improvement Ms. Watson conducts group sessions with students (anger management, self coping...) circles of supportrestorative practice and conversations beginning AIMS in grade-level team meetings receive knowledge through attending summits, true mathworkshops, and balanced literacy workshops staff is engaged in self-reflection through reach and post-observation conferences hiring team consistsof LSC members, content area teachers, and leed teachers pool of potential staff members include teacher assistants, parents, and retired teachersPTO supports school SEL climate: PTO froyo, nacho party day, student appreciation day, Father Daughter dance, Mother Son dance, field day, backto school raly, provide refreshments during annual family nights (STEM night, family reading night, report card pick up) parents come in to read withstudents (baggy books)

Depth and Breadth of Student Learning and Quality Teaching Expand all

3

Curriculum

3 Provide culturally relevant/sustaining curriculum that provides opportunities to explore and celebrate student's communities, culture, history, and

language

3 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

2 Curriculum connects to real world, authentic application of learning

4 Curriculum is aligned to expectations of the standards

4 Integrate the teaching of academics and the ISBE Social Emotional Learning Standards (REQUIRED: OSEL)

4 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

Evidence

Teachers are differentiating instruction based on student needs. Science classes are implementing project based learning to connect to real life.Grade band has common planning meeting to review data weekly. Lesson plans include standards and are aligned. Teachers create scope andsequence 4-5 weeks with standards. School wide social/emotional (PATHS announcement daily and implementation in some primary grades. Schoolwide social/emotional behavior of Wings and feathers are given to students to encourage positive social/emotional behaviors. All classrooms haveclassroom libraries with different leveled books and topics that students can choose from. Primary utilize Kids A-Z e-books.




3

Instruction

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

OSEL)

4 Engage students in learning and foster student ownership

2 Use questioning and discussion as techniques to deepen student understanding

3 Plan and assign tasks that are cognitively challenging for individual students and require students to provide evidence of their reasoning

3 Provide students frequent, informative feedback

3 Persist in adjusting instruction so individual student misunderstandings or advanced needs are successfully accommodated

2 Engage all learners in content areas by differentiating and fully integrating opportunities for all learners

4 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)

Evidence

Each quarter students who have perfect attendance, honor roll, or excellent behavior are rewarded with a yogurt social. Regularly monitor students'academic progress, incorporate multi-modal learning activities that support equitable access to content, and use progress monitoring data to traceeffectiveness of interventions so all students can actively participate Attendance percentages are announced daily. Goal setting conferences witheach student are done each benchmark. Scaffold instruction is done in each lesson plan, so by the end of the week students are taking ownership oftheir learning. Use techniques such as DOK levels of questions that enable students to formulate their own questions, engage each other in authenticdiscussions about content, and respectfully challenge one another using viable arguments based on evidence. Encourage student responsibility forensuring all voices are heard in the discourse and that all students are listening and responding to questions and answers from their teacher andpeers. Require students to cite textual evidence to support/develop a claim DOK level questions are evident in some lesson plans and in someclassrooms.

3

Balanced Assessment and Grading

4 School-based teams discuss and monitor the effect of teaching on student learning, integrate formative assessment into instruction and

intervention of individual students

4 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

3 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

3 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

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

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

4 Have access to and analyze school-wide, teacher team, and classroom assessment data to determine instructional effectiveness, in house

criteria, and subsequent learning needs

3 Improve and promote assessment literacy

4 Have a grading system that clearly, accurately, consistently, and fairly communicates learning progress and achievement to students, families,

postsecondary institutions, and prospective employers

Evidence

Monitor progress and check for understanding for individual students. Measure, report, and document student progress and proficiency. Asessmentsthat reflect the key shifts in content areas in teacher created or selected assessments. These assessments are NWEA, DIBELS, formativeassessment, and summative assessment.

3

MTSS

3 ON TRACK - Provide universal supports to prevent failing and absenteeism and targeted interventions for grades below “C” or chronic

absenteeism (REQUIRED: MTSS)

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)

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

MTSS)

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

2 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)




2 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)

2 Shared Leadership: MTSS Team uses multiple data sources to determine local Tiering Criteria For Tier 1, Tier 2, Tier 3 interventions

(REQUIRED: MTSS & OSEL)

2 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)

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

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)

3 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)

3 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)

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

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

4 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)

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)

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)

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

MTSS & OSEL)

4 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)

4 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)

3 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)

3 Family & Community Engagement: School teams ensure that feedback/input from families is taken into consideration during the PSP and

intervention planning (REQUIRED: MTSS & OSEL)

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

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

3 Fidelity of Implementation: School teams use MTSS Framework Implementation Guide and/or other resources from Central Office to align

priorities to outcomes (REQUIRED: MTSS)

3 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)

4 Fidelity of Implementation: Administration supports the fidelity of MTSS practices, principles, and resources needed to make suitable changes to

systems and structures (REQUIRED: MTSS)

Evidence

Provide universal supports to prevent failing and absenteeism and targeted interventions for grades below “C” or chronic absenteeism, this is done byyogurt socials, daily attendance updates at the end of the day, student of the month. School Teams progress monitor and analyze student responseto intervention throughout the intervention cycle to determine and implement needed adjustments. Teachers use teacher created assessments weeklyand at the end of each quarter. School engages families in supporting with progress monitoring of their students, this is done via home connect letterswhich are sent home during each benchmark period for reading assesments, as well as conferencing with individual students. This information is senthome to parents. Administration supports the fidelity of MTSS practices, principles, and resources needed to make suitable changes to systems andstructures by having DDI (Data Driven Instruction) sessions.

3

Transitions, College & Career Access, & Persistence

3 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)

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

4 READINESS – Ensure equitable access to college preparatory curriculum

3 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

Evidence

Owen provides some students with algebra instruction Monday through Friday for one hour after school, as well as all students algebra instruction


during the school day which is built into daily 8th grade curriculum. Owen participates each year in a career fair. In our STEM classes, students areexposed to various science and engineering careers and colleges that offer them. Foundational skills are taught in grades K through 8th through outbalanced literacy program that covers writing, guided reading, and vocabulary workshop. The school counselor covers and enters all information inNaviance with the students. Each teacher has 1:1 conferences with students regarding their NWEA scores and goals to improve. Attendanceannouncements are made daily to encourage attendance. The attendance trophy is passed to the room with the best attendance for the month. Acelebration is given each quarter to the students with perfect attendance.

Quality and Character of School Life Expand all

2

Relational Trust

2 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)

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

OSEL)

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

Evidence

Cheer leading, basketball, male and female mentoring, principal advisory team, behavior feathers, Providing Alternative Thinking Strategies,PATHS ,school social activities sponsored by 8th grade,field trips Beta club, principal ice cream social for excellent attendance, teacher-to student mentoring,related service collaboration with the school nurse, social worker, psychologist, speech and occupational therapists, School Christmas party. Schoolbreakfasts and luncheon, grandparent breakfast. Instructional Leadership Team (ILT) peer-to-peer classroom observations. PPLC committee.Teacher-led grade level meetings.

2

Student Voice, Engagement, and Civic Life

2 Study politics

2 Become informed voters and participants in the electoral process

2 Engage in discussions about current and controversial issues

2 Explore their identities and beliefs (REQUIRED: OSEL)

2 Exercise student voice (REQUIRED: OSEL)

3 Authentically interact with community and civic leaders

2 Engage with their community

2 Take informed action where they work together to propose and advocate for solutions

2 Experience a schoolwide civics culture

Evidence

The school sponsors Career Day when leaders from the community engage in informational/civic career activities with students. The BETA club is acommunity service group that participates in community service activities throughout the school year. The school sponsors a school high school fairfor upper grade students to visit with prospective high schools.

2

Physical and Emotional Safety

3 Ensure students and adults feel physically, socially, intellectually, and emotionally safe throughout the school (REQUIRED: OSEL)

4 Provide clear procedures for reporting and responding to concerns about safety and well-being (REQUIRED: OSEL)

2 Manage efficient and orderly transitions between activities (REQUIRED: OSEL)

1 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)

Evidence

Best of the best daily pledge. Schoolwide rules,behavior, arrival, transition, dismissal. Anti-bullying assembly/Discipline Assembly. Heart Program.Schoolwide discipline refferal form. Restorative practices (Circle of support, SEL activities, counseling services). PAC led relational trust workshops.Teacher and staff led supervision for students.

2

Supportive and Equitable Approaches to Discipline

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






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

OSEL)

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)

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

Evidence

PATHS daily lesson, School- wide rules, PATHS student of the week. Staff Compliment Board. HEART program. Restorative conversations afterdisciplinary actions. Circles of Support for Tier 3 students involving parents, student, staff other family and community partners. SEL training for staffconducted by counselor. Student of the Month. SEL .lesson by grade levels. Individual and small group counseling, anger management, selfmanagement skills. Incident and discipline reports completed for record and informing parents. Discipline assemblies to promote school wide rulesand expectations, student handbooks. Discipline is not only punitive but restorative and preventative measures are in place. Students have conductfolders that go home weekly to inform parents of student behavior on a consistent basis. Suspension are given as a last result. Students are givenseveral preventative strategies to avoid suspensions.

3

Family & Community Engagement

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

4 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).

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

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)

4 Communicate with families proactively and frequently about class and individual activities and individual student’s progress (REQUIRED: OSEL)

4 Conduct intensive outreach to families in need of specialized support through home visits and collaboration with social service agencies

(REQUIRED: OSEL)

4 Partner equitably with parents speaking languages other than English

2 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)

Evidence

Welcome Back Rally on the first Day, OSA website, Open House, STEM Night, Reading Night, Welcome Bulletin Boards, Happy Cafe, GrandparentsDay, Kindergarten Orientation, Father Daughter Dance, Mother Son Dance, Male and Female Mentoring. All- Calls, Open door policy for parents andstudents, Letters sent home for special events, Baggie Books, PAC Meetings, PTO, 5 Essentials Survey, Parent Patrol that assist students duringentry and dismissal. Parents are encouraged to utilize Parent Portal with training available as needed. Parents are made aware of attendancepolicies,etc. Teachers communicate, via phone, class dojo, email, website, conferences, teacher newsletters. Home visits are made to students withchronic absences. Students needing Tier 3 supports are referred to social services agencies. Interpreters are used for person to person meetings.Communication, report cards and progress reports are sent home in students' native languages. We make referrals to community agencies but thereis not an agency that we specifically partner with. Field Day and Student Appreciation Day held with support of families.

Self-assessmentKimberly Owens (Feb 5, 2020) Overall assessment: 3 (most practices evident)

Yes Ratings are provided for all SEF categories and sub-categories.

Yes Ratings can be supported by available evidence.

Not yet Students are consulted for determining SEF ratings.

School Excellence Framework Priorities

Score Framework dimension and category Area of focus = Not of focus

2 Quality and Character of School Life: Physical and Emotional Safety

2 Quality and Character of School Life: Relational Trust


Self-assessmentKimberly Owens (Feb 20, 2020) Overall assessment: 2 (some practices evident)

The choice of 2 was chosen because some components are present for all priorities chosen.

Yes Root causes are used to identify 3 to 5 SEF categories are selected as priority areas.

Yes Selected priority areas reflect capacity of the staff to achieve progress in each area within two years.

Goals

Areas of critical need and root cause analysis 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.;

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 CIWPGoogle sheet for the Root Cause Analysis component.

Vision metrics

Metrics (select 3–5) Student groups (1–2 for each metric)

SY19 dataactual

(provided byCPS) 2020–2021 goal 2021–2022 goal

Vision: NWEA Growth G3-8 (Reading)

Academic growth to be demonstrated for Gr.3-8 students in Reading

Overall61.80 66.80

Students with IEPs52.60 57.60

2 Quality and Character of School Life: Student Voice, Engagement, and Civic Life

2 Quality and Character of School Life: Supportive and Equitable Approaches to Discipline

3 Depth and Breadth of Student Learning and Quality Teaching: Balanced Assessment and Grading

3 Depth and Breadth of Student Learning and Quality Teaching: Curriculum

3 Depth and Breadth of Student Learning and Quality Teaching: Instruction

3 Depth and Breadth of Student Learning and Quality Teaching: MTSS

3 Depth and Breadth of Student Learning and Quality Teaching: Transitions, College & Career Access, &Persistence

3 Leadership and Structure for Continuous Improvement: Leadership for Continuous Improvement

3 Quality and Character of School Life: Family & Community Engagement

4 Leadership and Structure for Continuous Improvement: Structure for Continuous Improvement

2

3

1

Metrics (select 3–5) Student groups (1–2 for each metric)

SY19 dataactual

(provided byCPS) 2020–2021 goal 2021–2022 goal

0% complete

0% complete

SQRP: National School Growth Percentile -Reading (Grades 3-8)

Academic growth for Gr. 3-8 students forreading

African American59.00 64.00

Students with IEPs(Blank) (Blank)

Vision: NWEA Growth G3-8 (Math)

Academic growth to be demonstrated for Gr.3-8 students in Math

Overall60.40 65.40

Students with IEPs57.40 62.40

SQRP: National School Growth Percentile -Math (Grades 3-8)

Academic growth for Gr. 3-8 students forMath


Students with IEPs(Blank) (Blank)

Vision: NWEA Attainment G2 (Reading)

Reading is an emphasized as thefoundational aspect for all content areas oflearning. Increased reading attainment willpositively impact other areas.


(Blank) (Blank)

Required metrics (Elementary)

Custom metrics

Strategies

Strategy 1

Notes on Resource Needed to inform Scheduling and Budget Planning: What new investments in time, material, or human resources are necessary toimplement this strategy and achieve the associated CIWP goals? Include as much information as possible such as anticipated funding sources or budgetcategories to fund.

2018-2019Actual

2020-2021Actual

2020-2021SQRPGoal

2021-2022SQRPGoal

My Voice, My School 5 Essentials Survey

(Blank) (Blank) (Blank) (Blank) (Blank)

2018-2019Actual

2020-2021Actual

2020-2021SQRPGoal

2021-2022SQRPGoal

If we do...

Develop a Tiering Criteria that follows the 80/15/5 model in the MTSS Framework and develop a Menu of interventions aligned to the needs of students in their respective tiers.

...then we see...

Teachers identifying student needs and aligning appropriate tiers of high-quality interventions.

...which leads to...

Fully implemented standardized systems and structures that support students which in turn leads to an increase in overall NWEA Growth in Reading and Math as reported on SQRP.

https://docs.google.com/document/d/17eqe9rWfMOOwbJLw12e7hXBteKzgm5PeSAbN0g00IA8/edit?usp=sharing

Funding sources from 115 and 332 will be used to cover the cost of substitute coverage during professional development and Extended Day Buckets which would allow the MTSS team time to monitor the MTSS tracker in Aspen. Funds will also cover the purchasing of additional programs, supplies, materials (both instructional and software). These resources will assist teachers during their small group tiered instruction.

Strategy 2


Tags:MTSS, MTSS: Curriculum & Instruction

Area(s) of focus:1

Action step Responsible Timeframe Status

Choose a team of no more than 6 staff including administration thatrepresents grade level bands, diverse learners, and social-emotionalneeds and 1 parent from the LSC or PAC team.

Administration andStaff

Jun 10, 2020 toJun 10, 2020 Not started

MTSS, MTSS: Curriculum & Instruction, MTSS: Family and Community Engagement, MTSS:Fidelity of Implementation, MTSS: Problem Solving Process, MTSS: Progress Monitoring,MTSS: Shared Leadership

Provide professional development for teachers in the ASPEN/MTSStracking tool that includes progress monitoring and intervention cycles.

SEL specialist,Administration

Jun 10, 2020 toOct 7, 2020 Not started

MTSS, MTSS: Curriculum & Instruction, MTSS: Family and Community Engagement, MTSS:Fidelity of Implementation, MTSS: Progress Monitoring

Provide professional development to the MTSS team which would includedifferentiation, analyzing data, and the problem-solving process.

Administration,Network Support,and DistrictProfessionalDevelopment.

Jun 19, 2020 toSep 4, 2020 Not started

MTSS, MTSS: Curriculum & Instruction, MTSS: Family and Community Engagement, MTSS:Problem Solving Process, MTSS: Shared Leadership

Schedule a whole school or grade band common period for providingMTSS services.

MTSS TeamJul 6, 2020 toAug 6, 2020 Not started

MTSS, MTSS: Fidelity of Implementation

MTSS progress monitoring will occur biweekly for tier 3 students, andevery three weeks for tier 2 students. During the progress monitoring theadministrative and MTSS team members will be assigned teachers ( ingrade band) to observe appropriate interventions, progress, and whetherthe interventions and strategies are successful. A protocol will be agreedupon for interventions, strategies, and additional support for students.

MTSS TeamJul 27, 2020 toJul 9, 2021 Not started

MTSS, MTSS: Curriculum & Instruction, MTSS: Family and Community Engagement, MTSS:Fidelity of Implementation, MTSS: Problem Solving Process, MTSS: Progress Monitoring,MTSS: Shared Leadership

If we do...

If we provide ongoing professional development for all staff and teachers with additional support and PD for novice teachers that emphasizes approaches to equitable discipline and restorative measures that address the needs of diverse learner students and tiers 2 and 3 social-emotional students

...then we see...

then we would see a decrease in misconduct reports that primarily include diverse learner students and those who have social-emotional needs.


a supportive and equitable environment for all student-staff and student-student relationships as well as an increase in students' voice,


Funds from 115 and 332 will be used to cover substitute coverage for teacher training and professional development. Supplies and materials will be purchased for student incentives and resources for staff such as books for professional reads and studies. Additional programs and materials will be purchased such as PATHS (Promoting Alternative Thinking Strategies)as well as buckets created for Afterschool programs (Female and Male Mentoring).

Strategy 3


Tags:Student Voice, Engagement, and Civic Life, Supportive and Equitable Approaches to Discipline, CBE: SELIntegration, FACE2: Community Partnerships, ODLSS: Behavior Support, ODLSS: Related ServiceProviders

Area(s) of focus:2


Develop a discipline team that will modify the current system to includeapproaches and strategies that are restorative and proactive for allstudents with an emphasis on tier 2 and tier 3 social-emotional learners.

Discipline TeamJun 23, 2020 toJul 10, 2020 Not started

CBE: SEL Integration, Equity: Fair Policie sand Systems, Equity: Targeted Universalism, MTSS:Problem Solving Process, ODLSS: Behavior Support, ODLSS: Procedures and Standards,ODLSS: Related Service Providers, OSCPA: Social/Emotional Support

The discipline team will develop a system and process for monitoringtrends and patterns of behavior among grade bands (PK-2), (3-5), (6-8)in Aspen. This will assist the team as they problem-solve and identify rootcauses.

Discipline TeamJun 23, 2020 toJun 18, 2021 Not started

MTSS, CBE: SEL Integration, MTSS: Problem Solving Process, MTSS: Progress Monitoring,ODLSS: Behavior Support, ODLSS: Related Service Providers

Develop a system using surveys and teacher collaboration during grade-level meetings that will provide all staff with an equitable contribution andvoice in the new discipline system.

Discipline TeamJun 1, 2020 toJun 8, 2020 Not started

Equity: Fair Policie sand Systems, MTSS: Shared Leadership, OSEL: Supportive and EquitableDiscipline Practices

The discipline team will monitor misconduct reports every five weeks tonote trends and progress. Some members of the SEL team (Counselor, Social Worker, andPsychologist) S will provide supports to tier 2 and tier 3 students weekly Discipline/SEL team will track progress interventions and notes in Aspenbiweekly (Data will be collected to see how interventions may have to beadjusted) The team will collaborate with teachers and other staff to adjustinterventions if needed. Students will be recognized for positive improvement in behavior andchoices monthly.

Discipline Team SEL Team

Sep 8, 2020 toJun 11, 2021 Not started

Supportive and Equitable Approaches to Discipline, OSEL: SEL Instruction, OSEL: Supportiveand Equitable Discipline Practices, OSEL: Supportive Classroom Environment, OSEL:Supportive School Environment, OSEL: Tier 2 and 3 Interventions

If we do...

Decrease whole group instruction and replace it with an increase of data-informed instruction which would include the use of technology, project-based learning, and opportunities for collaborative discourse,

...then we see...

students engaged in rigorous tasks and activities, students collaborating and demonstrating agency, teachers as the facilitators, and students debating and defending their learning amongst each other.


an increase in growth for 3rd-8th NWEA math and reading scores as well as an increase in attainment for reading and math in grades 2-8, and an increase of students at and above benchmark by70% for students in grades K-2 using DIBELS/TRC and PreK (TS Gold Strategies).


Funds from 115 and 332 will be used to provide substitute coverage for teachers attending professional development, buckets for extended day instructional planning, technology purchases for increase students learning engagement, buckets for after school and Saturday school for extended learning, resources and purchases for online learning to support differentiated instruction.

Action Plan

Strategy 1

Tags:Assessment: Accessing and Analyzing Assessment Data for Instructional Effectiveness, Assessment:Balanced Assessment and Grading, Assessment: Checkpoint Student Assessment System, Assessment:Improving Assessment Literacy, Assessment: Monitoring Student Learning to Support Growth,Assessment: PreK-3 Assessment, CBE: Extended Learning, CIDL: Digital Learning

Area(s) of focus:3


Partner with neighboring schools that are effectively implementingdifferentiated instruction and arrange for peer observations for teachersat each grade level.

Administration andTeaching Staff

Sep 21, 2020 toSep 28, 2020 Not started

Assessment: PreK-3 Assessment, CBE: Acceleration, CBE: Adaptive Pacing, CIDL: Curriculum,Literacy: Key Practice #1-Abundant Reading of Diverse Texts, Literacy: Shift 2-Leveraging Datato Close Gaps, MGIB: Gifted Programs, Math: Rigorous Tasks

Schedule peer observations with feedback from cooperative teachers ofthe neighboring schools that we have obtained a partnership.

Administration,Teachers andPartnering Schools

Oct 5, 2020 toOct 19, 2020 Not started

Assessment: Improving Assessment Literacy, CBE: Adaptive Pacing, CIDL: Curriculum, CIDL:Digital Learning, Equity: Inclusive Partnerships, FACE2: Community Partnerships, Math:Rigorous Tasks

Provide DDI sessions for all teaching staff to examine student work,assessments, differentiated instruction, and student discourse.

Administration,Teachers,


Curriculum, Instruction, Equity: Resource Equity, Literacy: Shift 2-Leveraging Data to CloseGaps, ODLSS: Early Childhood, OSEL: Tier 2 and 3 Interventions, Math: Rigorous Tasks

PQS(Praises, Questions, and Suggestions will occur weekly to examineteachers' practices that will address rigorous task, assessments, DI, andcollaborative discussions Grade Level meetings and extended day sessions will include datadiscussions, examining student work, and critiquing self video of theteacher providing instruction and support to their students.

Administration ILT Team Teachers


Instruction, Assessment: Accessing and Analyzing Assessment Data for InstructionalEffectiveness, Literacy: Shift 1-Increase access to effective and rigorous literacy intruction,ODLSS: Instructional Quality, Personalized Learning: Tailored Learning/Differentiation,Science: Rigorous Tasks, Science: Student Discourse, STE(A)M Schools: InstructionalApproach (SSS4), Math: Rigorous Tasks, Math: Student Discourse

Provide ELL students with a bilingual TA/SECA that will serve as the liaisonbetween ELL students' non-English speaking parents and assist ELLstudents with assignments and instruction.

Bilingual TA/SECASep 8, 2020 toJun 18, 2021 Not started

Instruction, Assessment: Curriculum Equity Initiative, ODLSS: Related Service Providers,OLCE

Choose a team of no more than 6 staff including administration that represents grade level bands, diverse learners, and social-emotional needs and 1parent from the LSC or PAC team.


Strategy 2

Jun 10, 2020 to Jun 10, 2020 - Administration and Staff

Status history

Provide professional development for teachers in the ASPEN/MTSS tracking tool that includes progress monitoring and intervention cycles.

Jun 10, 2020 to Oct 07, 2020 - SEL specialist, Administration

Status history

Provide professional development to the MTSS team which would include differentiation, analyzing data, and the problem-solving process.

Jun 19, 2020 to Sep 04, 2020 - Administration, Network Support, and District Professional Development.

Status history

Schedule a whole school or grade band common period for providing MTSS services.

Jul 06, 2020 to Aug 06, 2020 - MTSS Team

Status history

MTSS progress monitoring will occur biweekly for tier 3 students, and every three weeks for tier 2 students. During the progress monitoring theadministrative and MTSS team members will be assigned teachers ( in grade band) to observe appropriate interventions, progress, and whether theinterventions and strategies are successful. A protocol will be agreed upon for interventions, strategies, and additional support for students.

Jul 27, 2020 to Jul 09, 2021 - MTSS Team

Status history

Develop a discipline team that will modify the current system to include approaches and strategies that are restorative and proactive for all students with anemphasis on tier 2 and tier 3 social-emotional learners.

Jun 23, 2020 to Jul 10, 2020 - Discipline Team

Status history

The discipline team will develop a system and process for monitoring trends and patterns of behavior among grade bands (PK-2), (3-5), (6-8) in Aspen.This will assist the team as they problem-solve and identify root causes.

Jun 23, 2020 to Jun 18, 2021 - Discipline Team

Status history







Strategy 3

Develop a system using surveys and teacher collaboration during grade-level meetings that will provide all staff with an equitable contribution and voice inthe new discipline system.

Jun 01, 2020 to Jun 08, 2020 - Discipline Team

Status history

The discipline team will monitor misconduct reports every five weeks to note trends and progress. Some members of the SEL team (Counselor, SocialWorker, and Psychologist) S will provide supports to tier 2 and tier 3 students weekly Discipline/SEL team will track progress interventions and notes in Aspenbiweekly (Data will be collected to see how interventions may have to be adjusted) The team will collaborate with teachers and other staff to adjustinterventions if needed. Students will be recognized for positive improvement in behavior and choices monthly.

Sep 08, 2020 to Jun 11, 2021 - Discipline Team SEL Team

Status history

Partner with neighboring schools that are effectively implementing differentiated instruction and arrange for peer observations for teachers at each gradelevel.

Sep 21, 2020 to Sep 28, 2020 - Administration and Teaching Staff

Status history

Schedule peer observations with feedback from cooperative teachers of the neighboring schools that we have obtained a partnership.

Oct 05, 2020 to Oct 19, 2020 - Administration, Teachers and Partnering Schools

Status history

Provide DDI sessions for all teaching staff to examine student work, assessments, differentiated instruction, and student discourse.

Sep 28, 2020 to Jun 07, 2021 - Administration, Teachers,

Status history

PQS(Praises, Questions, and Suggestions will occur weekly to examine teachers' practices that will address rigorous task, assessments, DI, andcollaborative discussions Grade Level meetings and extended day sessions will include data discussions, examining student work, and critiquing self video ofthe teacher providing instruction and support to their students.

Sep 08, 2020 to Jun 11, 2021 - Administration ILT Team Teachers

Status history







Complete

Fund Compliance

ESSA Program

Parent Involvement and Schoolwide Programs

Parent and Family Plan

Parent and Family Engagement Policy

Provide ELL students with a bilingual TA/SECA that will serve as the liaison between ELL students' non-English speaking parents and assist ELL studentswith assignments and instruction.

Sep 08, 2020 to Jun 18, 2021 - Bilingual TA/SECA

Status history

ESSA Schoolwide Program

The school must annually review the schoolwide plan/program. The schoolwide program plan is available to CPS, parents, and the public, and the information inthe plan is in an understandable and uniform format, and to the extent practicable in a language the parents can understand. Please list evidence for the ESSASchoolwide Program requirements outlined below.

Non-title I school that does not receive any Title I funds

I verify that the statement below is correct

Every Student Succeeds Act (ESSA), the reauthorization of the Elementary and Secondary Act of 1965 continues a legislative commitment to parentalinvolvement. Central features of prior reauthorizations, such as school-parent compacts, parent involvement policies, and the parent involvement fundingformula remain unaltered. However, the ESSA reauthorization represents a notable shift in the role of parental involvement in the schools. It includes newprovisions increasing parental notification requirements, parental selection of educational options, and parental involvement in governance. It envisions parentsas informed and empowered decision makers in their children's education.

Schools must involve parents and family in the joint development and periodic review and revision of the ESSA, Title I school parental and family engagementplan and policy, and in the process of school review and improvement. Please describe how this will be accomplished.

During PAC meetings discussion of methods

The school will hold an annual meeting at a time convenient to parents and families during the first month of school to inform them of the school's participation inESSA, Title I programs and to explain the Title I requirements and their right to be involved in the Title I programs. The school will also offer a number ofadditional parental and family engagement meetings, including school PAC meetings, at different times and will invite all parents and key family members ofchildren participating in the ESSA, Title I program to these meetings, and encourage them to attend. Please describe how this will be accomplished. Please listthe projected date of your Title I Annual Meeting and your Title I PAC Organizational Meeting

Yes, the meeting will occur in Sept 2021 during the PAC meeting.

At the request of parents and family members, schools will provide opportunities for regular meetings, including the School Parent Advisory Council meetings, forparents and family members to formulate suggestions and to participate, as appropriate, in decisions about the education of their children. Please describe howthe school will immediately respond to any such suggestions.

Monthly meeting every 2nd Monday

Schools will provide parents a report of their child's performance on the State assessment in at least math, language arts and reading. Please describe how thiswill be accomplished.

NWEA reports will be sent 3x's per year (BOY, MOY, & EOY)

Schools will provide parents timely notice when their child has been assigned to, or taught by, a teacher who is not "highly qualified," as defined in the Title IFinal Regulations, for at least four (4) consecutive weeks. Please describe how this will be accomplished.


Complete

Policy Implementation Activities

School-Parent Compact

Communications sent directly to parents for teachers not HQ

Schools will assist parents of participating ESSA Title I children in understanding: the state's academic content standards; the state's student academicachievement standards; the state and local academic assessments including alternate assessments; the requirements of Title I, Part A; how to monitor theirchild's progress; and how to work with educators. Please describe how this will be accomplished.

State of the School Address; Data Informational meeting for Parents; Ongoing Parent-Teacher conferences; Goal Setting Meeting for students

Schools will provide information, resources, materials and training, including literacy training and technology, as appropriate, to assist parents and familymembers in working with their children to improve their academic achievement, and to encourage increased parental involvement. Please describe how this willbe accomplished.

Family Reading Night; Ongoing Parent-Teacher conferences; Goal Setting Meeting for students

Schools will educate all staff in the value and utility of contributions by parents and family and in how to reach out to, communicate and work with, parents andfamily as equal partners in the education of their children and in how to implement and coordinate parent and family programs and build ties with parents andfamily members. Please describe how this will be accomplished.

Professional Development sessions, New Teacher Orientations, Teacher Goal setting meetings, Weekly Grade Level Team meetings, and InstructionalLeadership Team (ILT) meetings

Schools will, to the extent feasible and appropriate, coordinate and integrate parent and family programs and activities with Head Start, Reading First, EarlyReading First involvement, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, public preschool, and otherprograms, to further encourage and support parents and families in more fully participating in their children's education. Please describe how this will beaccomplished.

Chicago Early Learning PreK program; Vertical planning and team collaboration with teachers of PreK- Gr. 2 during weekly grade-level team meetings.Meetings will also include primary DL teachers.

Schools will ensure that information related to the school and parent and family programs, meetings, and other activities is sent to parents in understandableand uniform formats, including language. Please describe how this will be accomplished.

Owen website to include a calendar of weekly and monthly events;

The LSC will approve the school improvement plan and monitor the CIWP.

In the CIWP, the school identifies current parental and family engagement practices and outlines activities related to expanding parent and family partnershipprograms.

The school will coordinate the parent and family engagement programs identified in the CIWP.

The school will evaluate the Parent and Family Engagement Policy for effectiveness and make improvements as necessary.

Explain why any of the boxes above are unchecked: (type "n/a" if all are checked)

n/a

The school will provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating student to meetthe State's student academic achievement standards. Describe how the school will provide high-quality curriculum and instruction in a supportive environment.(Restate the school mission.)

Our mission is to empower our students by providing rigorous, data-driven instruction that develops each child's academic and social-emotional skills. Ourschool will engage students, teachers, parents, and community members by building collaborative relationships in a respectful, positive, and safe learningenvironment to ensure each child reaches their maximum potential.

CompleteParent Budget

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

The school will hold parent-teacher conferences. Describe the kinds of parent-teacher conferences that will be held and the dates on which they are scheduled.

1. (September 10, 2020)The school will hold our annual Back to School Night which involves an overview of expectations and programs for the new schoolyear. There are break-out sessions for parents to visit their child's class to receive a syllabus and overview of the curriculum and requirements for the year. 2. (October 29, 2020) Family Read-In Night-Parents meet with their child's teachers to engage in fun-filled and hands-on activities that are aligned tocommon core standards. Parents also receive resources to enhance their child's literacy skills. 3. (November 11, 2020) Parent/Teacher Conferences are held to discuss the students' progress. 4. December (STEM) NIght-Parents, Teachers, Students engage in a variety of fun-filled, hands-on rigorous tasks, and experiments. 5. (January) Goal Setting Meetings to discuss specific goals for students and what process will be used to commit parents, students, and teachers to reachthe goals of each individual student. 6. (March) Progress Monitoring Meetings with Parents to discuss the progress of students 7. (April) Parent/Teacher meetings to discuss the quarter grades (Report Card Pick-Up)

The school will provide parents with frequent reports on their children's progress. Describe when and how the school will provide reports to parents.

Parents will receive progress reports every five weeks and after each NWEA/TRC/DIBEL testing period (September, January, May). Parents will also receiveconduct/Infraction folders weekly to describe behavior. Parents will also receive graded assignments weekly to help parents gauge how their child isprogressing.

The school will provide parents access to staff. Describe when, where and how staff will be available for consultations with parents.

Teachers and Staff have office hours during their Prep period, Parents also have access to teachers and staff through email and phone. Teachers and staffhave a 24-48 hour turn-around time with responding to parents' emails and 24 hours turn around with returning parents' calls.

The school will provide parents opportunities to volunteer and participate in their children's classes. Describe how and when parents and family members mayvolunteer, participate, and observe classroom activities.

Parents are invited to participate and observe literacy, math, and science skills during Family Reading Night, STEM Night, and Math night. We also havevarious opportunities to volunteer during these nights as well as for our annual book fairs, Reading Extravaganza, STEM night, Teacher/Staff AppreciationDay, Field Day, and Student Appreciation Day. This year we will add a Walk in the Life of my Child. This will afford parents the opportunity to follow theirchild's schedule and engage in their daily routines and assignments.

The parents will support their children's learning. Describe how the parents will assist learning (i.e. monitoring attendance, homework completion).

All parents are given a workshop on assessing Aspen. They will also receive a tutorial on how to navigate through gradebook to check for missingassignments, grades, and upcoming assignments. They will also review how work is graded and the various categories.

The parents will participate in decisions relating to the education of their children. Describe when, where and how parents will consult with the school.

Parents are invited to PAC, PTO, and LSC meetings. There is a time during the meeting (open forum) to ask questions and to give suggestions as it relate toour curriculum and the overall culture and climate of the school. Surveys are also sent out to gauge parents' opinions about each program and the activitieswe offer.

The students will share the responsibility for improved student academic achievement. Describe how the students will assure academic achievement (i.e. goodattendance, positive attitude, class preparation).

Students are recognized quarterly for their academic achievement during an Ice Cream Social with the Principal and Assistant Principal. (Students on HonorRoll, or who have Perfect Attendance and or who has No Infractions. Classes with perfect attendance are recognized daily as well as students with the mostminutes read for the month are recognized with an out-of-uniform day. Two students in each classroom is recognized as the students of the month.

Goals: Indicate goals, timeline of activities and training topics that are designed to assist parents and families with increasing their students' academicachievement. The overarching goal is to increase student academic achievement through parental and family engagement involvement; specify your goals.

The PAC team will provide professional development for parents to align with the priorities of our academic and social needs of our students. Each PACmeeting beginning in October will consist of an informational session that will discuss how parents can assist their children as it relates to Rigorous Task,Collaborative Conversations, MTSS interventions, Discipline, and Social-Emotional Needs,

Account(s) Description Allocation

51130,52130

Teacher Presenter/ESP Extended DayFor Teacher presenter, ESP Extended Day, please remember to put money on the benefits line. Non-Instructional pay rate applies.

$ .00Amount

© 2020 - CPS CIWP

53405 SuppliesIn addition to supplies for parent program, please use this account to also purchase books for parentsonly. Use this account for equipment with a per unit cost of less than $500.

$ .00

53205 RefreshmentsAllocation CAN NOT EXCEED 25% of the Parent Budget. Refreshments must be used for Title 1 PACmeetings, trainings and workshops.

$ .00

54125 ConsultantsFor Parent Training Only. Consultant must have a CPS vendor number and paid with a Purchase Orderafter service is rendered (NO CHECKS ARE ALLOWED)

$ .00

54505 Admission and Registration Fees, Subscriptions and membershipsFor Parents use only.

$ .00

54205 TravelBuses for Parents use. Overnight Conference travel- schools must follow the CPS Travel Policy. TheCPS Parent Overnight Travel Approval Form and Conference Travel Form must be completed.

$ .00

54565 ReimbursementsAllocation CAN NOT EXCEED 25% OF THE Parent Budget. All Parent Reimbursements related to Title 1parent and family engagement must be paid from this account. Receipts must be clear unaltered anditemized. School must keep all receipts.

$ .00

53510 PostageMust be used for parent and family engagement programs only.

$ .00

53306 SoftwareMust be educational and for parent use only.

$ .00

55005 Furniture and EquipmentMust have a parent room or a secure place to keep furniture/equipment. Cannot be placed in the mainoffice or where staff and students have access too. To by used only by parents.

$ .00

Amount

166

Amount

196

300

Amount

Amount

Amount

Amount

william bishop owen scholastic academy es - cps ciwp...feb 14, 2017 · vfkrro...

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