ipa school improvement plan 2020-2021 1

IPA School Improvement Plan 2020-2021 1

Building Snapshot

School Name International Prep Academy

School Address 1605 W. Kirby Ave

Principal Name Jonathan Kosovski Members of School Improvement Leadership Team Name Role

Jonathan Kosovski Principal

Charity Nadrozny Assistant Principal

Alaina Peterson Student Learning Chair

Staci Ward Professional Development Chair

Jessica Mirowski Culture and Climate Chair

Jacqui Hoke Equity Co-chair

Kim Tate Equity Co-chair

Olga Halpern CFT Representative

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IPA - Improvement Plan 2020-2021

Viodelda Judkins Director of Multilingual Learners

Current ISBE Designation Commendable

ISBE Designated Student group(s) (choose one or more from: All Students, White, Black, Hispanic, Two or More Races, Asian, Hawaiian/Pacific Islander, Native American, English Learners (ELL), Children with Disabilities (CWD), and/or Low Income)

IPA does not have any ISBE designated student groups due to its designation.

2020-2021 SIP Dates

2020-2021 Plan Due Monitoring Date Monitoring Date Monitoring Date Current plan re-evaluation 2021-2022 Plan Due

Jan. 15, 2021 April 30, 2021 June 30, 2021 Oct. 30, 2021 Dec 1, 2021

School Improvement Plan Completed

Progress monitoring of goals



Evaluate and submit new School Improvement Plan

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Achievement Gap Analysis Examine the achievement gaps on the Illinois Report Card. https://www.illinoisreportcard.com/ (School name--Academic progress--Achievement Gap) Unit 4 Elementary Schools Achievement Gaps compared to other Unit 4 Elementary Schools. Middle Schools compared to other Unit 4 Middle Schools and Urbana, Springfield, Danville, and Decatur. High School compared to other Unit 4 High Schools and Danville, Urbana, Bloomington, and Decatur. School ELA % of Gap between Black/White MATH % of Gap between Black/White

International Prep Academy 55% 45%

Stratton Elementary School 30% 44%

Robeson Elementary School 28% 29%

Bottenfield Elementary School 47% 47%

Booker T. Washington Elementary School

81% 84%

Barkstall Elementary School 24% 45%

Carrie Busey Elementary School 46% 46%

South Side Elementary School 42% 55%

Garden Hills Elementary School 18% 28%

Westview Elementary School 13% 31%

Dr. Howard Elementary School 41% 45%

Kenwood Elementary School 34% 41%

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Identify the Black/White achievement gaps Content % of Gap between Black/White

ELA 55%

Math 45%

Identify the SPED achievement gaps

Content % of Gap between SPED

ELA 26%

Math 19%

Identify the Emerging Bilingual/White achievement gaps

Content % of Gap between Emerging Bilingual/White

ELA 39%

Math 26%

Rank your school based on the achievement gaps of other (elementary, middle, high schools) Our school has the _2nd_____ largest achievement gap between black/white students of the elementary schools in ELA Our school has the _5th_____ largest achievement gap between black/white students of the elementary schools in Math

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Data Analysis and Needs Assessment The Data analysis and needs assessment identifies the schools strengths, weaknesses, opportunities, and threats related to school improvement. An analysis of the data is conducted to identify the root cause of the weaknesses. Identification of Strengths, Weaknesses and Opportunities Rank order the identified areas of strength (3-5) from a review of your school data. What do you do well? Where are your students achieving? What factors enable your school to achieve its objectives?

Strengths Data Source

IAR growth data for emergent bilingual and white students in reading and math is higher than the district and state average. IRC Growth Data from IAR; 60% growth in ELA compared to district at 49%. 56% growth for math compared to district at 47%.

IAR data on Illinois Interactive Report Card, 2019

IPA has a 95.8% attendance rate Illinois Interactive Report Card, 2019

Climate Survey Data: Teacher Collaboration; Supportive Environment; Effective Leaders are all listed as “more implemented.” These areas were all rated as “more” for level of implementation.

5 Essential Survey on Illinois Interactive Report Card, 2019

Bridged literacy practices in Spanish and English show English literacy attainment on IAR. 24% of Hispanic students meeting standards. 55% of white students meeting standards. English assessment achievement despite 50% of literacy instruction in Spanish.

IAR data on Illinois Interactive Report Card, 2019

Rank order the identified areas of weakness (3-5) from a review of your school data What are you not doing well? Where are your students struggling the most academically? Weaknesses Data Source

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Black student achievement in reading and mathematics on IAR; foundational skills and learning gaps. Second largest reading gap for Black/white students in the district: 55%

Illinois Interactive Report Card, 2019

Bridging in dual language to support student abilities in Spanish and English for content areas only taught in one language. MLL achievement scores in math: 26% gap compared to white students.


Engaging Instruction/Curriculum according to the 5 Essentials is only average according to teachers. Ambitious Instruction ranked as “average” in comparison to other areas that ranked as “more.”

5 Essential Survey on Illinois Interactive Report Card, 2019

Special education student growth and attainment on IAR. Rate of growth for students with special education eligibilities only grew at 5% for ELA and 11% for math. The gap for IEP versus non-IEP in reading is 26% and math is 19%.


Rank order the identified areas of opportunities (3-5) from a review of your school data. What are positive external factors that can assist the school in improving or moving forward? What are eschool specific emerging trends or opportunities to improve? Opportunities Data Source

Concentrated population in Shaddowood; Recreate escuelita tutoring in community.

Eschool Addresses

Partnering with the C&I-Bilingual Education department at the University of Illinois for professional development opportunities

New professors that are focusing on Spanish literacy practices to support bilingual education

Program evaluation conducted by DL consultant through Viodelda

No DL program evaluation since the school was created

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School Improvement Plan Identify 2-3 SMART Goals and an Equity Goal for 2020-2021 school year. (**Schools identified as underperforming or lowest performing must include at least 1 goal from the IQFSR standards.

SMART GOAL #1 School SMART Goal #1 By Spring 2022, at least 42% of students in grades 3-6 will meet or exceed grade level expectations on IAR for reading. In addition, 23% of Black and 28% of MLL students will meet grade level expectations on IAR for reading.

OBJECTIVES

ADULT PERFORMANCE MEASURE (MEASURABLE ANNUAL TARGET) WHAT WILL ADULTS DO TO MEET THE OBJECTIVES?

STUDENT PERFORMANCE MEASURE HOW WILL YOU MEASURE THE PROGRESS STUDENTS ARE MAKING?

1. Teachers will utilize culturally responsive teaching and restorative discipline practices to ensure students can access and engage in literacy learning. 2. Teachers will utilize dual language, high yield teaching practices, to ensure students can transfer literacy content knowledge between Spanish and English 3. Professional development for dual language, high yield teaching practices, will be provided to teachers and staff to expand their current understandings.

1. 100% of teachers will provide a culturally responsive learning environment that supports dual language instructional practices and classroom management as evidenced by lesson plans and walkthroughs.

2. 100% of teachers will utilize sheltered instruction and bridging to support multi-lingual learners as evidenced by lesson plans and walkthroughs.

3. 100% of teachers will engage in the professional development opportunities provided throughout the year and adopt those practices into

1. 55% of students will score at or above the 40% MAP math

2. Increase the engagement of students in virtual and in-person learning through time on task analysis and attendance data.

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their classrooms as evidenced by professional development attendance records.

Actions/Activities to carry out the Objective of the SMART Goal

Indicator of Success/ Data Sources

Person(s) Responsible

Timeline (Specific dates, weeks, quarters, months, semester, year)

Indicator of Implementation (How do you know the action/activity is working?) To be completed during Progress Monitoring Meetings (April 30, 2021)

Indicator of Implementation (How do you know the action/activity is working?) To be completed during Progress Monitoring Meetings (June 30, 2021)

Indicator of Implementation (How do you know the action/activity is working?) To be completed during Progress Monitoring Meetings (October 30, 2021)

1. New teachers attend 6 hours of professional development focused on dual language instruction at IPA.

MAP, IAR,

ELA/SLA CBMs,

Lucy Rubric Scores

Coaches/PD

committee

August/September 2021; 3

two hour sessions

2. 1st Monthly staff meetings will have 30 minutes dedicated to Sheltered Instruction or Bridging

Staff meeting agendas,

Pd Committee; J.

1st Monday Meetings

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MAP scores,

IAR

Kosovski

3. Research and Implement Tier 2/3 Reading Intervention in Spanish and English for students under 20% on MAP. Students between 11% and 20% receive classroom teacher intervention. Students between 1-10% receive pull-out/push-in intervention. Black students between 21-30% will receive classroom teacher intervention. Black students at or below 20% will receive pull-out/push-in intervention.

Interventions

identified by May

2020

J. Kosovs

ki/ Interventionists/

C. Nadroz

ny/ Grade level

teachers

Fall implement

ation based on

MAP

4. PLC meetings that utilize the cycle for continuous improvement for Writer’s Workshop. Meetings will focus on co-reading lessons, data point selection, sheltered instructional strategies, unit bridging, data review and instructional next steps based on student data.

Unit on demands (pre/post)

, conferring notes,

IAR

J. Kosovs

ki, Writing

PLC leaders

Bi weekly: spring

2021, Fall 2022

5. Identify Q’anjoba’l speakers (subsection of MLL) upon entry to IPA and determine dominant language (English or Spanish, or neither) with IPT. Provide oracy groups in dominant language to support language growth to be able to participate in dual language.

IPT Scores, Oracy groupings and progress.

Interventionists/Teachers/ ESL

Beginning fall 2021

6. In collaboration with the Teaching and Learning department, review curricula options for piloting dual language literacy

Resources

identified

K-5 ELA reps,

Based on T&L

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curriculum by piloting deadline

Principal, Grade

level teachers

7. Select mentor texts and read alouds that are culturally responsive for our students to use in reading and writing.

New texts acquired

by Summer

2021

Equity Committee and

Coaches

March, April,

May, June 2021

8. Create and align Total Physical Response (TPR) for enduring literacy academic vocabulary K-8 in a school-wide document. Share TPR with families to use at home.

Document created

by August 2021

Student Learnin

g Commit

tee

Monthly document

review February, March, April, May

review

9. Utilize the Guiding Principles of DL rubric to review current level of dual language implementation for the school. Create action steps to elevate to the next levels.

Completed Rubric

J. Kosovs

ki

First Monthly

Staff Meetings

10. Conduct a K-2 literacy evaluation in consultation with Teaching and Learning Department in preparation for the development of a literacy framework.

Initial Framework Developed (Spring) and Pilot Teaching and Learning Developed

Principal and K-2 Literacy Committee Rep

Spring and Fall with Fall having monthly schoolwide data sharing

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Feedback Instrument (Fall) and data shared

11. Identify 2-3 high yield instructional strategies connected to Danielson Framework in consultation with Teaching and Learning Department.

50 walkthroughs completed and data shared

Principal

Fall semester with monthly schoolwide data sharing

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SMART GOAL #2 School SMART Goal #2 By Spring 2022, at least 40% of students in grades 3-6 will meet or exceed grade level expectations on IAR for math. In addition, 21% of Black and 31% of MLL students will meet grade level expectations on IAR for math.

OBJECTIVES

ADULT PERFORMANCE MEASURE (MEASURABLE ANNUAL TARGET) WHAT WILL ADULTS DO TO MEET THE OBJECTIVES?

STUDENT PERFORMANCE MEASURE HOW WILL YOU MEASURE THE PROGRESS STUDENTS ARE MAKING?

1. Teachers will utilize culturally responsive teaching and restorative discipline practices to ensure students can access and engage in mathematics. 2. Teachers will utilize dual language, high yield teaching practices, to ensure students can transfer math content knowledge between Spanish and English 3. Professional development for dual language, high yield teaching practices, will be provided to teachers and staff to expand their current understandings.

1. 100% of teachers will provide a culturally responsive learning environment that supports dual language instructional practices and classroom management as evidenced by lesson plans and walkthroughs.

2. 100% of teachers will utilize sheltered instruction and bridging to support multi-lingual learners as evidenced by lesson plans and walkthroughs.

3. 100% of teachers will engage in the professional development opportunities provided throughout the year and adopt those practices into their classrooms as evidenced by professional development attendance records.

1. 55% of students will score at or above the 40% MAP math

2. Increase the engagement of students in virtual and in-person learning through time on task analysis and attendance data.

Timeline

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Actions/Activities to carry out the Objective of the SMART Goal

Indicator of Success/ Data Sources

Person(s) Responsible

(Specific dates, weeks, quarters, months, semester, year)

Indicator of Implementation (How do you know the action/activity is working?) To be completed during Progress Monitoring Meetings (April 30, 2021)

Indicator of Implementation (How do you know the action/activity is working?) To be completed during Progress Monitoring Meetings (June 30, 2021)

Indicator of Implementation (How do you know the action/activity is working?) To be completed during Progress Monitoring Meetings (October 30, 2021)

1. New teachers attend 6 hours of professional development focused on dual language instruction at IPA.

MAP, IAR, Topic

Assessments and Quick

Checks

Coaches/PD

committee

August/September 2021; 3

two hour sessions

2. 1st Monthly staff meetings will have 30 minutes dedicated to Sheltered Instruction or Bridging

Staff meeting agendas,

MAP scores, IAR

Pd Committ

ee; J. Kosovski

1st Monday Meetings

3. Implement Tier 2 math intervention for students under the 20% on MAP. Students between 11% and 20% receive classroom teacher intervention. Students between 1-10% receive pull-out/push in intervention. Black students between 21-30% will receive classroom teacher intervention. Black students at or below 20% will receive pull-out/push-in intervention.

Intervention Plan

determined by May

2021 and staffing

allocated

J. Kosovski

/ Interventionists/ C. Nadrozny/ Grade

level teachers

Virtual Intervention

Options identified by March 2021;

In-person intervention

plan

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developed by May 2021

4. Identify Q’anjoba’l speakers (subsection of MLL) upon entry to IPA and determine dominant language (English or Spanish, or neither) with IPT. Provide oracy groups in dominant language to support language growth to be able to participate in dual language.

IPT Scores, Oracy

groupings and progress

Teachers/Interventi

onists/ ESL

Beginning Fall 2021

5. PLC meetings that utilize the cycle for continuous improvement for envision. Meetings will focus on co-reading lessons, data point selection, sheltered instructional strategies, unit bridging, data review and instructional next steps based on student data.

envision Quick

checks, envision

Topic Assessments

, MAP

J. Kosovski

/ C. Nadrozny/ Grade

levels

Weekly (duringCOVI

D) or biweekly beginning

January 2021

6. Create and align Total Physical Response (TPR) for critical mathematic academic vocabulary K-8. Share TPR with families to use at home.

Document created by

August 2021

Student Learning

SILT Chair and committe

e

Monthly document

review February,

March, April, May review

7. Identify 2-3 high yield instructional strategies connected to Danielson Framework in consultation with Teaching and Learning Department (Bridging and Sheltered Instruction)

50 walkthroughs completed and data shared

Principal

Fall semester with monthly school wide data sharing

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8. Utilize the Guiding Principles of dual language rubric to review current level of DL implementation. Create action steps to elevate to the next levels.

Completed Rubric

J. Kosovski

First Monthly Staff Meetings

EQUITY GOAL

Equity Goal

Action Step Details Including Specific Activities and/or Strategies

Timeline (Specific dates, weeks, quarters, months, semester, year)

Responsibility (Person, Team, Committee, or Department)

Measurements of Success and Specific Review Dates

Progress based on Timeline and/or Review Dates

1. Provide differentiated professional development through various book study opportunities that support the Board’s resolution to reduce staff implicit biases.

20-21 school year

J. Kosovski Staff Reflections Meeting Agendas Book Study Assignments/Application

Positions hired by October 16, 2020

Second monthly staff meeting dates until February 1, 2020: 10/19, 11/16, 12/12, 1/18 Rest of school year: 2/15, 3/22, 4/19

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2. Engage in Black family focus groups to better understand systems that are in place that impede our black students and families.

Quarterly Meetings

Jonathan Kosovski and Charity Nadrozny

Meeting Minutes Parent Attendance

October 31, 2020 November 30, 2020 January 29, 202

3. Begin to develop building plans to reach and engage all families.

SILT Equity Committee Meetings

SILT Equity Committee Chairs: Kim Tate and Jacqui Hoke

Equity Committee Meeting Minutes

Monthly SILT Meetings: 10/27, 11/24, 12/22, 1/26

4. In consultation with district administration, all staff will engage in 3 equity modules (along with pre/post activities) designed to address root cause, implicit bias, and equity.

January 4, March 16, May prior to May 24

Principal 100% of staff engage in Modules A, B, C

April 30, June 30

Unit 4 Strategic Plan and Board Resolution Non-Negotiables Annual Confirmation

School SIP team that promotes shared leadership in development of the SIP

SIP Plan that has 2-3 SMART goals with action steps

Fully developed Equity Goal that includes mandatory diversity and inclusion, equity, and implicit bias training

K-2 Literacy Plan incorporated in the SIP plan for elementary schools

Implementation of two elements of the Danielson Framework included in the SIP plan

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Yes Yes Yes Yes Yes BUDGET

BUDGET Timeline Source of Funds Accountability Budget

Tasks to accomplish the specific actions of the plan.

Start Date Completion Date

What funding source is

being used?

Person(s) Responsible/

Salary Stipend or Sub costs

Benefits (x

.2501_

Supplies

Other Services

Capital Outlay TOTAL

School Improvement Team Committee and Subcommittee Chair Stipends

9/1/20 12/30/21 Title II J. Kosovski 32.50x4x4x10

5200x.2501=1300.52

0 0 0 6500.52

CRE Book Study Facilitators

11/1

4/30 Title II Facilitators/J. Kosovski

32.50x6x3

585x.2501=146.31

600 0 0 $1,331.31

New Teacher DL PD 2/1/21 10/30/21 Building Funds

Coaches/PD Committee/J.

Kosovski

32.50x8x6 +32.50x12= $1950

8.13x8x6 + 8.13x12= $487.80

0 0 0 $2,437.80

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CRE Mentor texts for reading and writing provided with district funds per Deputy Superintendent CRE Mentor texts from building budget- $6,831.83

1/15/21 6/1/21 Other Mentor Text Subcommittee /C. Nadrozny

0 0 3168.17

$3,168.17 Title II and Other $6831.83 from Building Budget

SY21-22 CRE Book Study Facilitators

9/1 12/31 Title II Facilitators/J. Kosovski

32.50*4*4=520

520x.2501=130.01

600 1250.10

TOTAL

$21,519.70

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ipa school improvement plan 2020-2021 1

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