This document outlines an agenda for a meeting at John T. Pirie Elementary School. It provides introductions for the principal, assistant principal, and the Local School Council. It reviews the school's mission and strategic priorities around discipline, instruction, and multi-tiered supports. Academic data from the fall is presented on literacy assessments and NWEA exams. Expectations for remote learning are discussed and attendance rates are shared. The document concludes with definitions around attendance and strategies for families to support regular attendance.

1. S E P T E M B E R 2 2 N D
5 : 3 0 p . m .
Principal: Senalda Grady
Assistant Principal: Carlepha Kyser
PLEASE MUTE YOUR COMPUTERS AND PHONES

2. John T. Pirie
Stand Together, Build Together,
BE THE CHANGE!
“ACTIONS CHANGE THINGS!”

3. 5:30 P.M. – 6:15 P.M.
Welcome Back Pirie Parents and
Families!!
Staff/LSC Introductions
CPS & Pirie Vision & Mission
Overview of Pirie’s CIWP Strategic
Priorities
State of the School: Dibels & TRC,
NWEA MOY Data
Attendance
Remote Learning Expectations
State Funding (FIIF Document)
Technology & Support
Thank you!
6:15 P.M. – 6:45 P.M. Classroom
Meet & Greet – Pre-K-6th Grade
Teams
Pirie Open House Agenda

4. MEET PIRIE’S STAFF
• Pre-K- J. Brewton Pre-K- J. Rogers
• Kdg. J. Williams First- L. Matthews
• Second- R. Burwell Third- K. Rosa
• Fourth- C. Kile Fourth- S. Thurman-Pewett
• Fifth- M. Jones Sixth- K. Jones
• Teacher- R. Katz
• LD Resources- W. Sears LD Resources- A. Woodard
• Library- S. Bell Music- R. DaSilva
• P.E. K. Kuntu LD Resources/Case Manager- K. Robertson
• Social Worker- D. Jackson-Tyler Psychologist-K. Ellis
• Speech Pathologist- I. Howard Nurse- R. Miller
• OT- Dr. Smith S.E.C.A.- N. McGee
• S.E.C.A.- M. Moore S.E.C.A.- J. Jones
• S.E.C.A- A. Rhodes S.E.C.A.- M. Taylor
• TA.- K. Alexander TA. E. Brown
• TA- C. White Security Officer- A. Moore
• Clerk- R. Allen Lunchroom Manger- N. Jones
• Lunchroom Attendant- V. Beckon Porter- K. Johnson
• Lunchroom-Recess Monitor- J. Bolton Teacher- R. Katz
• Principal- S. Grady Assistant Principal- C. Kyser
• Counselor- A. Davis

5. MEET PIRIE’S LSC
• Chairperson- Qiana Carr
• Co-Chairperson- Jermicka Clark
• Principal- S. Grady
• Secretary-
• Teacher- Lori Matthews
• Parent- Dezria Holmes
• PSRP Rep- Natavia McGee
• Community Rep- Natalie McKnight
• Community Rep- Carmen Wilks

6. Academic Progress
Preparing our students for
success in college, career and
community requires a holistic
approach. Our curriculum must
evolve to include the courses
demanded by today’s colleges
and the skills demanded by
today’s employers. Our
educators must be supported
and empowered, and our
schools must be safe and
nurturing learning environments
for all students.
Financial Stability
Student success remains the
shared priority of the district and
the Chicago community. Despite
financial challenges that force
painful choices, protecting and
improving student achievement
comes first. We must continue to
streamline our spending, implement
best business practices and
advocate for equal treatment of our
children under Illinois law.
Integrity
Educating the next
generation is a great
responsibility, and it depends
on strong relationships
between the district, its
schools, students families
and their communities. CPS
will demonstrate integrity in
all its relationships through
clear, honest
communication; by achieving
results and by respecting the
expertise in our diverse
communities.
High Quality,
Rigorous Instruction
Setting high academic standards
for all of our students builds a
strong foundation for a holistic
education.
Talented and
Empowered Educators
Talented teachers and administrators
are a catalyst for student learning
Safety and Support
Safe and supportive schools create an
environment for successful learning.
Collective Impact
Strong partnerships with trust earned
through transparent engagement, allow
Chicago’s collective expertise to best
support student success
Financial Stability
A “student first” budget builds a stronger
financial future.

7. Our mission is to enhance the academic success of ALL students
through the integration of fine arts and data driven instruction in
order to promote college readiness at all grade levels. Our goal is
to ensure that every student is given an opportunity to learn in an
environment that is safe and provides a challenging instructional
program that is differentiated, integrated and meets the academic
and social needs of all students to promote success in future
educational and life endeavors.
Pirie’s Mission

8. Pirie CIWP Strategic Priorities
Strategic Priority 1
– Supportive and Equitable Approaches to Discipline
Strategic Priority 2
– Instruction
Strategic Priority 3
– MTSS Supports

9. Pirie CIWP Strategies
• Strategy 1
Supportive and Equitable Approaches to Discipline
If we implement a behavior intervention system, establish clear expectations,
consequences, and use the strategies with fidelity, then we will see adults modeling the clear
expectations for students and utilizing the strategies that have been established in the
behavior plan. Students will self-monitoring their behavior, showing respect towards their peers
and staff members, which will lead to adults having positive interactions with students, establishing
relational trust, a reduction in discipline referrals by 50%, a decrease in virtual or in person
classroom disruptions, increase student attendance to 95%, increase student performance school
wide by 10% as measured by meeting or exceeding attainment on all district wide
assessments, and have at least 90% of our students feeling safe in our school environment
as measured by the 5 Essentials Survey.

10. Pirie CIWP Strategies
• Strategy 2
Instruction
If we provide professional development on best practice strategies for teachers on planning,
creating and implementing lessons that include rigorous tasks, student discourse, within the
core disciplinary content areas, aligned to the CCSS and NGSS, then we will see an increase in teachers
collaborating with each other to plan and create differentiated lessons, students participating in
lessons tailored to their needs, engaging in productive struggle and developing a deeper
understanding of the content, while participating in hands-on activities, investigations, and inquiries
which leads to students improving their agency, identity, and authority. This will lead to a 7-10%
reduction in the percentage of students receiving a D or F in core subject areas, have at least 57% of 3rd-
6th grade students on track according to Dashboard Data.

11. Pirie CIWP Strategies
• Strategy 3
MTSS Multi-Tiered System of Supports
If we customize the learning environment to meet the needs and interests of the various
learning styles for all students through whole group and small group instruction, address the
pacing and approaches of teaching then we will see teachers utilizing the learner
profiles to plan activities and deepen their knowledge about students, positive rapport
between students and teachers, and we will empower students to advance their learning
through agency which leads to a 7-10% reduction in the percentage of students receiving a D or
F in the core subject areas, have at least 57% of 3rd-6th Grade students on track, teachers will
develop interventions for students and enter the progress of students in the MTSS system in
Aspen and have 80% of students master the standards as measured by the quizzes and
exams given by the classroom teachers.

12. State of The School
2019-20 Middle of the Year Data
Dibels, & TRC & NWEA Data

13. EARLY LITERACY ASSESSMENTS
WHAT IS IT?
TRC – Text, Reading & Comprehension
Identifies students instructional reading
levels to inform teacher of specific student
needs
Includes print concepts, reading behaviors
and oral comprehension
DIBELS – Dynamic Indicators of Basic Early
Brief but powerful measures of critical
skills that underlie early reading success.
TRC & DIBELS

14. PRIMARY ASSESSMENTS
TRC & DIBELS
WHO TAKES IT?
TRC – Kindergarten – 1st Grade
DIBELS – All students who receive a Red or Yellow score on
TRC
WHEN DO THEY TAKE IT?
3 times a year
Fall, Winter, and Spring
HOW ARE STUDENTS MONITORED?
Red students are monitored every 2 weeks
Yellow students monitored every 4 weeks

15. PRIMARY ASSESSMENTS
2019-2020 mCLASS NORMS

16. PRIMARY ASSESSMENTS
TRC
OUR GOALS FOR TRC 2019-2020 were:
70% at or above the Reading benchmark
EOY TRC Goals
Kindergarten – Level C-E
1st – Level I or above

17. PRIMARY ASSESSMENTS
2019-2020 MOY-TRC
Grade Levels MOY Percentage %
(Goal – 85%)
Kindergarten 10/34 29%
First Grade 10/25 40%

18. MOY TRC 2019-20 Results
Kg TRC Proficiency Levels
Kg Far Below
Proficient
Below
Proficient
Proficient Above Proficient
MOY 19/34
57%
4/34
12%
7/34
21%
3/34
9%

19. MOY TRC 2019-20 Results
First TRC Proficiency Levels
1st Far Below
Proficient
Below
Proficient
Proficient Above Proficient
MOY 13/25
52%
1/25
4%
5/25%
20%
6/25
24%

20. GRADE NUMBER OF
STUDENTS
PERCENTAGE
AT OR ABOVE
GRADE LEVEL
Kg 3/27 11%
Kg MOY DIBELS DATA

21. GRADE NUMBER OF
STUDENTS
PERCENTAGE
AT OR ABOVE
GRADE LEVEL
1st 5/15 33%
1st MOY DIBELS DATA

22. 2019-2020 MOY NWEA Results
2nd -6th Grade
#piriepanthers

23. Math Norm
Grade
Level
Mean
RIT
Count of Students
who are at or
above Norm
Grade Level Mean
RIT
% of Students who Met
or Exceeded their
Projected RIT
182 15/36 42%
2ND Grade Reading & Math MOY NWEA DATA
Reading Norm
Grade
Level
Mean RIT
Count of
Students who
are at or above
Norm Grade
Level Mean RIT
% of Students who
Met or Exceeded their
Projected RIT
179.3 16/35 46%

24. Math Norm
Grade
Level
Mean
RIT
Count of Students
who are at or
above Norm Grade
Level Mean RIT
% of Students who Met
or Exceeded their
Projected RIT
194.4 11/36 31%
3rd Grade Reading & Math MOY NWEA DATA
Reading Norm
Grade
Level
Mean RIT
Count of
Students who are
at or above Norm
Grade Level
Mean RIT
% of Students who
Met or Exceeded their
Projected RIT
192.4 12/36 33%

25. Math Norm
Grade
Level
Mean
RIT
Count of
Students who
are at or above
Norm Grade
Level Mean RIT
% of Students who
Met or Exceeded their
Projected RIT
204.5 8/31 26%
4th Grade Reading & Math MOY NWEA DATA
Reading Norm
Grade
Level
Mean
RIT
Count of
Students who
are at or above
Norm Grade
Level Mean RIT
% of Students who
Met or Exceeded
their Projected RIT
201.3 14/31 45%

26. Math Norm
Grade
Level
Mean
RIT
Count of
Students who
are at or above
Norm Grade
Level Mean RIT
% of Students who
Met or Exceeded
their Projected RIT
208.2 16/25 64%
5th Grade Reading & Math MOY NWEA DATA
Reading Norm
Grade
Level
Mean
RIT
Count of
Students who
are at or
above Norm
Grade Level
Mean RIT
% of Students who
Met or Exceeded
their Projected RIT
213.3 8/25 32%

27. Math Norm
Grade
Level
Mean
RIT
Count of
Students who
are at or above
Norm Grade
Level Mean RIT
% of Students who
Met or Exceeded their
Projected RIT
218.4 16/46 35%
6th Grade Reading & Math MOY NWEA DATA
Reading Norm
Grade
Level
Mean
RIT
Count of
Students who
are at or above
Norm Grade
Level Mean RIT
% of Students who
Met or Exceeded
their Projected RIT
213.1 23/46 50%

28. Remote Learning
Expectations
• School starts promptly at 8:30 and ends at 3:30
• Students are expected to attend school everyday.
• Students are to dress appropriately as if they were attending Pirie in
person.
• Students should follow the expectations that were shared with
students on the first day of school by their classroom teacher.
• Students should not disrupt the learning process at any time.
• Students should not be on their cell phones or playing video games
during class time.
• Students should not join any class session they aren’t assigned to
enter.
• Students are expected to be engaged in the learning process, and
complete all assigned work in their google classroom
Please see the Student Bill of Rights, and additional Remote Behavior
Guidelines on the Knowledge Center or CPS.edu

29. Parent Portal
Here are a few features of the Parent Portal:
•Assignments: View your child’s upcoming assignments as well as past assignments,
including due dates and grades received.
•Triggers: Create a customized ‘alert event’ that will prompt an email or text message
notification for attendance or grade activities. Note: Prior to configuring a cell phone text
alert, please confirm your text message plan with your provider as standard rates will apply.
•Manage multiple students: You only need one account to manage multiple students,
regardless of the school. This feature allows you to add additional students to your account.
•My settings: Manage your account, including updating passwords and email addresses.
•Grades: View a summary of student averages from each report card period for all classes.
Additionally, this screen serves as the point of entry for teacher-parent dialogue.
•Attendance: View a list of all non-present attendance events, such as absences and tardies,
recorded during the school year.
•Calendar: View non-present attendance events by date as well as a high-level description
of any campus or District events entered by the school administrator.
•Email: Your account cannot be set up without an email account on file.

30. ATTENDANCE PERCENTAGE
YEAR TO DATE
SEPTEMBER 8TH – 21ST
GRADE LEVELS ATTENDANCE RATES
PRE-K 90.42%
KG 69.10%
GRADE 1 83.04%
GRADE 2 88.81%
GRADE 3 89.19%
GRADE 4 86.85%
GRADE 5 87.06%
GRADE 6 89.42%
GRAND TOTAL ATTENDANCE RATES
85.64%- Our Goal is 95%

31. Important Attendance Definitions
An Excused Absence An Unexcused Absence
1. Student’s illness
2. Observance of a religious holiday (absence note
must be provided prior to absence)
3. Death in the immediate family
4. Family emergency
5. Circumstances which cause reasonable concern
to the parent for their child’s safety or health
(approved by the principal)
6. Other situations beyond the control of the
student (as determined by the principal)
1. A student absence that is not for one of the six
valid reasons is deemed unexcused
2. An unexcused absence for all or part of a
school day, by a student in grades K-12, is
deemed a truant absence and the student is
designated a truant student
3. A chronic truant is a K-12 student that has 9 or
more full-day truant absences for the school
year
Attendance rate = percentage of days present out of total days enrolled; attendance rate
includes both excused and unexcused absences
Truant = A student with one or more unexcused absences
Chronic absentee = A student with 18 or more excused or unexcused absences (10% or
more of days enrolled)
Chronic truant = A student with 9 or more unexcused absences for the school year (5% or
more of days enrolled)

32. Attendance Numbers
The number of days a child can miss and still get 95% attendance
Days of missed school, regardless of the reason, that labels a student as
chronically absent
Percent of kids chronically absent in K and 1st are not reading on grade
level after 3rd grade.
The number of minutes teachers reported having to spend one on one
with a student who was absent for one day to catch him or her up on
work
The school attendance percentage needed to be in the top category of
attendance achievement for Chicago Public Schools

33. What Families Can Do
• Build regular routines for bed time and the morning.
• Talk about the importance of regular attendance and how your child
feels about school.
• Don’t permit missing virtually or in person school unless your child is
truly sick. Use a thermometer to check for a fever. Remember that stomach
aches and headaches may be signs of anxiety.
• Avoid medical appointments and extended trips when school is in
session unless it’s a medical emergency.
• Keep a chart recording your child’s attendance at home. At the end of the
week, talk with your child about what you see.
• Develop back up plans for getting for getting online if the student is not
at home with you or if something comes up. Ask a family member, neighbor
or another parent for help.
• Seek support from school staff or community groups to help with remote
learning, or health problems.
• Provide accurate contact information. It is important that someone can
be reached if your child becomes ill during the school day, or something
happens where the child’s family needs to be reached.
• Provide the school with a call for “Reason for Absence Note” the first
day your child returns to virtual school from an absence.

34. Helping Pirie Achieve
• Turn in all Forms:
– Lunch Forms
– Medical, Dental, Vision, and Vaccination Forms
– Emergency Contact Information
– Parent Surveys
– Media Consent Forms
• Make sure your child logs into class, and is prepared to
learn each day.

35. Pirie Fine Arts
Fine Arts
Remote Learning Fine Arts
Pirie Drumline: We will have students participate in Pirie’s
Drumline virtually
New Program
Music First: All grades will participate in the Music First
program
Design Dance: Participating with outside organization from the
grant we won last year.

36. Connect with Pirie!
Facebook.com/PirieSchool

37. TECHNOLOGY SUPPORT
If you need help with the following Mrs. Bell will be
available to meet with you in her google meets.
• Google Classroom
• Google Meets
• Passwords/login
• Care of computers
• Anything technology

39. Meeting - Notes
THE FOLLOWING TEACHERS WISH THEY COULD BE HERE; BUT
WAS NOT ABLE TO ATTEND THE BREAKOUT SESSIONS EVENING
Ms. Rogers- Pre-K

40. Thank You
Pirie Families