School Mission
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ABOUT WATERS' CURRICULUM & INSTRUCTION
The staff at Waters School believe in best practice. With over ten years of steady commitment, they have turned the school into an extraordinary environment for children, filled with art, books, nature, ideas, writing, music, achievements, and delight. Integrated Curriculum The Fine Arts program, technology and environmental studies are used to weave concepts and themes across all subjects for more engaging and holistic instruction. Experiential Learning Children learn through hands-on activities and interaction. Differentiated Learning Teachers create different experiences based on their students various academic levels in reading and math. FINE & PERFORMING ARTS The Fine Arts teachers at Waters use the arts to express world culture and current events. They work closely with the classroom teachers to create projects that integrate subject matter from the students’ other classes. Fine & Performing Arts integration is embraced in all curriculum areas and students perform curriculum based showcases throughout the year. |
CIWP Priorities 2024-2026
(Continuous Improvement Work Plan)
Waters Uses These Priorities as the School's Vision for the Next Three Years
Curriculum & Instruction
If ensure student understanding of the purpose of learning by providing routine, intentional structures for student discussion and reflection,
Then we see increased student capacity to understand, articulate and create learning goals,
Which leads to student growth on both quantitative and qualitative assessments.
Inclusive & Supportive Learning Environment
If we build structures for consistent, collaborative analysis of assessment data, best practices and appropriate language supports,
Then we see then we see students engaging in complex tasks with appropriate scaffolds and teachers using assessment data to guide differentiated instruction,
Which leads to structures for DLs and ELs aligned with tier 1 instruction that have clear, explicit criteria for Tier II & III interventions leading to increased inclusivity for all students.
Connectedness & Wellbeing
If If we build supportive teaming structures (BHT, grade band, content area...) and strategic professional development for all staff in tier 1 SEL,
Then we see then we see teachers engaging in peer visits, reflective dialogue and fostering a collaborative culture that promotes schoolwide continuous improvement,
Which leads to every student having access to consistent tier 1 SEL instruction enabling students to self-manage, manage relationships with others and thrive in a community.
If ensure student understanding of the purpose of learning by providing routine, intentional structures for student discussion and reflection,
Then we see increased student capacity to understand, articulate and create learning goals,
Which leads to student growth on both quantitative and qualitative assessments.
Inclusive & Supportive Learning Environment
If we build structures for consistent, collaborative analysis of assessment data, best practices and appropriate language supports,
Then we see then we see students engaging in complex tasks with appropriate scaffolds and teachers using assessment data to guide differentiated instruction,
Which leads to structures for DLs and ELs aligned with tier 1 instruction that have clear, explicit criteria for Tier II & III interventions leading to increased inclusivity for all students.
Connectedness & Wellbeing
If If we build supportive teaming structures (BHT, grade band, content area...) and strategic professional development for all staff in tier 1 SEL,
Then we see then we see teachers engaging in peer visits, reflective dialogue and fostering a collaborative culture that promotes schoolwide continuous improvement,
Which leads to every student having access to consistent tier 1 SEL instruction enabling students to self-manage, manage relationships with others and thrive in a community.
The natural path of the Chicago River once flowed through where our school currently stands. The rectangle below shows the outline of Waters' campus. The current path of the river, after being channelized, is on the left.