School Mission
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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.
