Part 6b: Selection of Improvement Model - Plannlng Year -SY 2016-2017

Instructions: ALL models must complete the planning year table below. While completing this table, schools must address the required elements and develop SY16-17 action steps. Schools might not complete all rows in this section and may add more rows if needed. (200 word maximum for each action step)

Please reference the IDOE SIG website: www.doe.in.gov/sig and utilize the document: 1003g SIG Models Part 6 SY 2016-2017, to help complete the Required Elements column that aligns with your model selection.

25

Required Elements Action Steps ;ind Person(s) Responsible Timeline Budgeted Me;isur;ible Outcomes lt~rm

Replacement of the Mariama Carson appointed Principal for Phase One NA Global Preparatory Academy will take over new leadership of Riverside 44, thus Principal Riverside 44 following SY 2015-16 (First breathing new life into the school and community it is serving .

Person Responsible: The school leader Quarter) and founder, Maria ma Carson, has been Success will be determined through innovation in decreasing students' time in education for the past 18 years. Carson out of the classroom due to behavior issues, and increasing in student is an award-winning bilingual educator proficiency in reading and math, as well as an increase in student attendance. from the Metropoli tan School District of Pike Township in Indianapolis, Indiana.

Redesign of the current Global Preparatory Academy created Multiple $250,480 Riverside 44 will track student success based on the influence of having leadership structure in several new positions on the leadership Phases Academic Interventionists at each grade level. Metrics for assessment will the building team including: Academic Interventionists (Multiple include evaluation from WIDA's Do Descriptors.

for each grade level, Director of Special Quarters) Education, Instructional Coach and Additionally teacher leadership incentives used to build capacity throughout Behavior Coach. the school building.

Use of teacher The principal, assistant principal, and Multiple $150,000 Evaluation models will be introduced and piloted with teachers and leadership evaluation system Team Leaders at each grade level will be Phases team. which takes into responsible for overseeing Professional (Multiple account as a significant development for teachers through the Quarters) factor introduction of the TAP e·valuation (and

Turnaround Principles for the evaluation of the leadership team).

Providing staff with The principal, assistant principal, and Multiple $29,000 Global Prep and Riverside will develop and implement appropriate financial incentives & Team Leaders at each grade level will be Phases compensation for teachers and leadership based on their work above and opportunities for responsible for overseeing processes (Multiple beyond the regular school day and school year (i.e. tutoring, mentoring, leadership leading to financial incentives will be put Quarters) professional development, etc.) The financial incentives will be stipend pay for development in place for teachers who engage in tutoring, mentoring, Professional Development and training above and beyond

activities above beyond their regular the school day and calendar. contract requirements.

Every grade level has a team leader who works to lead data analysis and planning for their grade level. They also lead and plan PLCs that t ake place each week. They are paid of this as an incentive for the additional work they do to lead their team.

26

Increased learning time for students and staff

Increased teacher and school leader effectiveness

Comprehensive instructional reform strategies

The Global Preparatory Academy school day concludes with students transitioning to "Success Period" at 3 p.m. During Success Period, the last 45 minutes of the school day, students will work in differentiated small groups with all on staff, community partners and university and high school students. Students may also work on specific skills through approved technology. Students will work in small groups and possess the ability to track their progress and goals along with their small group teacher. School will dismiss at 3:50.

Recruiting Spanish instructors for the upper levels.

Implementation of curriculum as presented in section 5 of this grant application.

Multiple Phases (Multiple Quarters)

Multiple Phases {Multiple Quarters)

Multiple Phases (Multiple Quarters)

$7000 After five to seven years of dual language instruction, our students are positioned to graduate from the 8th grade performing above their monolingual peers in other schools and programs. In addition to the school performance metrics included in the Mayor's Performance Framework, we will measure our program implementation success using a school-wide planning tool; Guiding Principles for Dual Language Instruction (Lindholm-Leary, 2008). The tool is divided into seven strands that reflect the major dimensions of dual immersion program and planning. Each strand is divided into guiding principles, which are deemed effective in achieving successful student outcomes in dual language programs. The Guiding Principles for Dual Language is a guide that our school community, staff and families, will use to create school -wide measurable goals annually and track our progress as we implement and develop our program in the years to come.

An identified academic performance goal is: Annually, 90% of students will demonstrate at least one year's reading growth in both their native language (Ll) and in the second language {L2).

Funding will support Extended Learning Coordinator Stipend. $100,000 Global Preparatory Academy developed a rigorous process for selection of the

right teachers and staff into the leadership of the school. Success of this process will be determined through teacher retention rates.

Funding will support active recruitment of teachers and appropriate training to ensure that teachers have all of the required certifications and credentials to teach in Riverside School 44.

$75,000 Completion of Project GLAD training- For our initial training, teachers will attend the Project GLAD training held several times throughout the year in Chicago through the Illinois Resource Center. Project GLAD training will help teachers develop multiple strategies to teach dual language learners. The interdisciplinary units teachers develop through the training will be further enhanced by cultural responsive teaching practices supported by IUPUI.

27

Creating community ­ • Increased Parent Involvement and Multiple NA As identified in their Innovation School application, an operational oriented schools advocacy through various outreach Phases performance goal for Global Preparatory Academy is to demonstrate a 95%

and engagement efforts. (Multiple overall satisfaction rating in our annual survey administered to parents or Quarters)• After-school Discovery Clubs w ill be designated legal guardians of students attending the school.

available from 4 - 4:45 p.m., Tuesdays - Thursdays for 2nd grade students Costs for these programs are included in other areas (i.e. stipend for Extended and older. By working with Learning opportunities). community partners, the Discovery Clubs will be provided free-of-charge to allow students the opportunity to participate in a wide array of opportunities with our local community organizations.

Providing operational IPS supports Principal Mariama Carson Multiple NA Ms. Carson will continue to serve as the principal for Global Preparatory fl exibility and sustained and allows her autonomy in recruiting Phases Academy at Riverside School 44 and will be authorized by IPS to maintain support staff and in her leadership. (Multiple autonomy in her recruiting and training her staff and managing the operational

Quarters) budget of the school. A required year of pre- Principal, Mariama Carson was part of a Multiple NA This pre-implementation planning began In SY 2015-16 and culminated with implementation and Fellowship funded by the Mind Trust Phases the Charter School application that has resulted in the launch of Global planning in which allowing her to spend two years gathering (Multiple Preparatory Academy at Riverside 44. Under the plan that has been put in principal effectiveness information and engaging with the Quarters) place, Global Preparatory Academy will transition to full leadership, student will be reviewed prior community to educate and advocate for population and administration of Riverside 44 over the next five years. to full implementation implementation of the charter school. in year 2 and every year of the SIG grant. Providing the principal Mariama Carson will work closely with a Multiple $10,000 Mariama and Alan will establish a regular schedule for meetings including with a mentor. mentor, like Alan Beech to help her set Phases monthly phone calls and quarterly face to face meetings. Together they will

goa ls and provide insights and strategies (Multiple also establish goals for the mentoring relationship. for success. Quarters)

Scope of work. Strategic planning through weekly calls, monthly join walk through, goal setting. Each year, the cost would likely decrease slightly.

LEA must provide the IPS supports Global Preparatory Academy Multiple NA Each year during the transition, IPS will transition more leadership and control principal control over as an innovation school partner, and wi ll Phases to Global Preparatory Academy. Upon complet ion of the grant cycle, Global people, time, program transition control to Global Preparatory (Multiple Preparatory Academy will be in control of all of the teachers and students. and dollars. Academy. Mariama Carson, as principal of Quarters)

the school will have complete autonomy over hiring, curriculum and budgets related to the school.

28

LEA must provide the Ms. Mariama Carson, principal at Multiple NA Ms. Maria ma Carson, principal at Global Preparatory Academy at Riverside 44 principal an Riverside 44, will present at 2 school Phases will present at 2 school board meetings in SY 2016-217. opportunity to present board meetings in SY 2016-217. (Multiple updates and progress Quarters) to the local school board at least twice a year in a pre and post manner.

Defined district role in As an innovation school partner IPS Multiple NA Each year during the transition, IPS will transition more leadership and control the school SIG Planning supports the transition of Riverside 44 Phases to Global Preparatory Academy. Upon completion of the grant cycle, Global Process into a charter school. As the transition (Multiple Preparatory Academy will be in control of all of the teachers and students.

occurs IPS will slowly pass along all Quarters) administrative duties.

Designated Central IPS has designated a full-time, paid staff Multiple NA Keeping these benchmarks in mind, the transformation to autonomy will begin Office staff member to member to oversee the work of all Phases during the 2016-2017 school year. The framework will be piloted and then be part of the SIG Innovation Schools including Global (Multiple phased In over time w ith guidance and support to the district and to schools application process Preparatory Academy at Riverside 44. Quarters) from field experts, based upon Board-approved parameters. IPS will remain

transparent and open to community feedback throughout this process. Principals will be urged to engage In conversation with their school communities discuss what this means for their school and how it can improve educationa l experiences for all students.

Written support and Global Preparatory Academy at Riverside Multiple NA Principal Mariama Carson will schedule quarterly meetings with the Local commitment from Local 44 will receive support from the Local Phases Teacher's Association. Teacher's Association Teacher's Association. (Multiple regarding flexibility for Quarters) SIG implementation Monthly monitoring of Ms. Aleesla Johnson, IPS Innovation Multiple NA Principal Marlama Carson will schedule monthly meetings with Ms. Aleesia SIG Programming and Officer, will meet with Ms. Mariama Phases Johnson to monitor program implementation. Additionally, Ms. Carson will Implementation. Carson each month to monitor progress (Multiple schedule quarterly meetings (at a minimum) to meet with Ms. Bridgette

on SIG programming and implementation. Quarters) Robinson to monitor t he financial status of the goal. Evaluation System for Riverside will continue to utilize ISTEP and Multiple NA Evaluation System for the lifetime of this grant will be in place and accessible. Programming and IREAD for summative assessment at the Phases Implementation of SIG end of each year for students in grades 3­ (Multiple

6. Additionally, to allow for summative Quarters) assessment and adjustments throughout the year, we will utilize NWEA, ORA (Independent Reading Level Assessment), Teacher created assessments.

29

Data Review Plan Each year the leadership team at Multiple NA Data Review system for the lifespan of this grant will be in place. Riverside 44 will review ISTEP and IREAD Phases test scores in addition to reviewing (Multiple School leadership and staff meet every Thursday during our early dismissal formative assessments each quarter to Quarters) time to review student work and data in order to make real time adjustments ensure that students are progressing to instruction for students. Team leaders at each grade level help to facilitate through and understanding the course these weekly meetings. content as a reasonable level.

Special Populations Global Prep will educate students with Multiple NA Global Preparatory Academy has hired a Director of Special Education and Review Plan disabilities in the least restrictive Phases Inclusion - She works directly In classrooms helping teachers scaffold

environment, with their non-disabled (Multiple instruction and meet the needs of the students with IEPs and those that are peers, to the extent appropriate and Quarters) st ruggling to meet the grade level standards. Her role keeps students from allowed by each student's individualized being evaluated and moved to testing by empowering teachers with the tools education plan (IEP). they need to support the students in the general education classroom.

Fiscal Monitoring Plan Fiscal Monitoring for this grant will be Multiple NA Successful completion of this program will result in Global Preparatory administered through the IPS Director of Phases Academy being able to successfully enroll all students in the neighborhood in Federal and State Grants. (Multiple the dual-language charter school.

Quarters) Timeline and IPSand Global Preparatory Academy have Multiple NA IPSand Riverside Prep will be in continual conversations to ensure that these responsible parties for developed a transition timeline of Global Phases benchmarks are made that an additional grade transitions from the IPS to the all above plans Preparatory Academy to gain leadership (Multiple Global Prep LEA each year through the completion of this grant.

over a new grade each year. Over a five Quarters) year period, Global Preparatory Academy will completely transition Riverside students into Global Preparatory students: Year 1: K-2 Year 2: K-3 Year 3: K-4 Year 4: K-5 Year 5: K-6

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Part 6c: Selection of Improvement Model - Implementation Years - SY 2017-2018, SY 2018-2019, and SY 2019-2020

Instructions: Complete the table below detailing the three-year implementation plan, if selected improvement model is: Transformation, Turnaround, Early Learning or Whole School

Reform. Restart and Closure models do not need to complete. RURAL schools (as defined under subpart 1 or 2 of part Bof Title VI of the ESEA Rural Education Assistance Program)

may elect to modify ONE principle for Turnaround or Transformation. (200 word maximum for each action step)

Please reference the IDOE SIG website: www.doe.in.gov/slg and utilize the document: 1003g SIG Models Part 6 SY 2016-2017, to help complete the Required Elements column that aligns with your model selection.

31

Required Elements Person(s) Re,ponsible SY 2017 -2018

Action Steps

SY 2018-2019 SY 2019-2020 Budgeted Items

Replacement of the Mariama Carson Completed in 2016 Completed in 2016 Completed in 2016 $0 Principal

Redesign of the Mariama Carson and Completed in 2016 Completed in 2016 Completed in 2016 $0 current leadership Global Preparatory structure in the Academy Leadership building

Use of teacher The Principal and Asst. Full implementation of TAP. Full implementation of TAP. Full implementation ofTAP. $150,000/ year. eva luation system Principal will work Total for 3 years= which takes into together with the Team $450,000. account as a significant Leaders to fully implement factor the TAP teacher

assessment model.

Providing staff with The principal, assistant Incentive process fully in place. Incentive process fully in place. Incentive process fully in place. $29,000/year financial incentives & principal, and Team Total for 3 years = opportunities for Leaders at each grade $87,000 leadership level will be responsible development for overseeing processes

leading to financial incentives which will be put in place for teachers who engage in activities above and beyond their regular contract requirements.

Increased learning Assistant Principal - Will Implementation of success Implementation of success Implementation of success Extended Learning time for students and specifically support grades period, SPARK. period, SPARK. period, SPARK. Coordinator. staff 3-6 in the area of $7000/year for years 2

academic interventions, and 3; $3500 for year supports, and 4. remediation. She is the coordinator for SPARK our Total for 3 years= daily tutoring hour $17,500. embedding into the school day.

Increased teacher and Principal and Asst. Recruiting Spanish instructors Continuing Professional Continuing Professional $100,000 per year to school leader Principal will work for the upper levels. Development Development allow all teachers to effectiveness together to recruit and be appropriately

hire teachers Professional Development certified to teach. Strategies Total for 3 years =

$300,000

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Comprehensive instructional reform strat egies Creating community-oriented schools

Providing operational flexibi lity and sustained support

A required year of pre­implementation and planning in which principal effectiveness will be reviewed prior to full implementation in year 2 and every year of the SIG grant.

Providing the principal with a mentor.

Principal and Asst. Principal will oversee this.

Principal and Asst. Principal will oversee this.

IPS Innovation Officer, Aleesia Johnson

Mariama Carson

JPS

Implementation of curricu lum as presented in section 5 of th is grant application.

• Increased Parent Involvement and advocacy through various outreach and engagement efforts.

• After-school Discovery Clubs will be available from 4 - 4:45 p.m., Tuesdays ­Thursdays for 2nd grade students and older. By working with community partners, the Discovery Clubs will be provided free­of-charge to allow students the opportunity to participate in a wide array of opportunities with our local community organizations.

IPS supports Principal Mariama Carson and allows her autonomy in recruiting staff and in her leadership.

Principal, Mariama Carson was part of a Fellowship funded by the Mind Trust allowing her to spend two years gathering information and engaging with the community to educate and advocate for Implementation of the charter school. Mariama Carson will work closely with a mentor, like Alan Veach to help her set goals and provide insights and strat egies for success.

Implementation of curriculum as presented in section 5 of this grant application.

• Increased Parent Involvement and advocacy through various outreach and engagement efforts.

• After-school Discovery Clubs will be available from 4 - 4:45 p.m., Tuesdays - Thursdays for 2nd grade students and older. By working with commu nity partners, the Discovery Clubs will be provided free-of-charge to allow students the opportunity to participate in a wide array of opportunitieswith our local community organizations.

IPS supports Principal Maria ma Carson and allows her autonomy in recruiting st aff and in her leadership.

n/a

Mariama Carson will work closely with a mentor, like Alan Veach to help her set goals and provide insights and strategies for success.

Implementation of curriculum as presented in section 5 of this grant aoplication.

• Increased Parent Involvement and advocacy through various outreach and engagement efforts .

• After-school Discovery Clubs will be avai lable from 4- 4:45 p.m., Tuesdays ­Thursdays for 2nd grade students and older. By

working with community partners, the Discovery Clubs will be provided free­of-charge to allow students the opportunity to participate in a wide array of opportunities with our local community organizations.

IPS supports Principal Mariama Carson and allows her autonomy in recruiting staff and in her leadership.

n/a

Mariama Carson will work closely with a mentor, like Alan Veach t o help her set goals and provide insights and strategies for success.

$50,000/year Total for 3 years = $150,000

Expenses covered through other areas.

NA

NA

$10,000/year Total for 4 years = $40,000

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LEA must provide the principal control over people, time, program and dollars.

IPS IPS supports Global Preparatory Academy as an innovation school partner, and will transition control to Global

IPS supports Global Preparatory Academy as an innovation school partner, and will transition control to Global

IPS supports Global Preparatory Academy as an innovation school partner, and will transition control to Global

NA

LEA must provide the principal an opportunity to present updates and progress

IPSand Global Preparatory Academy Board of Directors

Preparatory Academy. Ms. Mariama Carson, principal at Riverside 44, will present at 2 school board meetings in SY 2017-2018.

Preparatory Academy. Ms. Mariama Carson, principal at Riverside 44, will present at 2 school board meetings In SY 2018-2019.

Preparatory Academy. Ms. Mariama Carson, principal at Riverside 44, will present at 2 school board meetings in SY 2019-2020.

NA

to the local school board at least twice a year in a pre and post manner. Defined district role in IPS As an innovation school partner As an innovation school As an innovation school NA

the school SIG IPS supports the transition of partner IPS supports the partner IPS supports the

Planning Process Riverside 44 Into a charter school. As the transition occurs

transition of Riverside 44 into a charter school. As the

transition of Riverside 44 into a charter school. As the

IPS will slowly pass along all transition occu rs IPS will slowly transition occurs IPS will slowly

administrative duties. pass along all administrative pass along all administrative duties. duties.

Designated Central Office staff member to

Innovation Officer, Ms. Aleesia Johnson

IPS has designated a full-time, paid staff member to oversee

IPS has designated a full-time, paid staff member to oversee

IPS has designated a full-time, paid sta ff member to oversee

NA

be part of the SIG application process

the work of all Innovation Schools including Global Preparatory Academy at

the work of all Innovation Schools including Global Preparatory Academy at

the work of all Innovation Schools Includi ng Global Preparatory Academy at

Riverside 44. Riverside 44. Riverside 44.

Written support and commitment from

IPS and Teachers Association

Global Preparatory Academy at Riverside 44 will receive

Global Preparatory Academy at Riverside 44 will receive

Global Preparatory Academy at Riverside 44 will receive

NA

Local Teacher's support from the Local support from the Local support from the Local

Association regarding Teacher's Association. Teacher's Association. Teacher's Association.

flexibility for SIG implementation Monthly monitoring of SIG Programming and Implementation .

Innovation Officer, Ms. Aleesia Johnson and Global Preparatory Academy Principal Ms.

Ms. Aleesia Johnson, IPS Innovation Officer, will meet with Ms. Mariama Carson each month to monitor progress on

Ms. Aleesia Johnson, IPS Innovation Officer, will meet with Ms. Mariama Carson each month to monitor progress on

Ms. Aleesia Johnson, IPS Innovation Officer, will meet with Ms. Maria ma Carson each month to monitor progress on

NA

Mariama Carson. SIG programming and SIG programming and SIG programming and

Evaluation System for Programming and Implementation of SIG

Ms. Maria ma Carson along with other school leaders and IPSand Charter

implementation. Based upon the system put in place during year, school leaders will monitor progress

Implementation. Based upon the system put in place during year, school leaders wil l monitor progress

implementation. Based upon the system put in place during year, school leaders will monitor progress

NA

Network leaders. through formative and through formative and through formative and

summative assessments. summative assessments. summative assessments.

34

Data Review Plan Ms. Mariama Carson along with other school leaders and IPS and Charter

Based upon the Data Review plan put into place in year one,

school leaders will review all

Based upon the Data Review plan put into place in year one, school leaders will review all

Based upon the Data Review plan put into place in year one,

school leaders will review all

NA

Network leaders. data (enrollment, performance, data (enrollment, data (enrollment, disciplinary) information and performance, disciplinary) performance, disciplinary) make adjustments in the school information and make information and make accordingly. adjustments in the school adjustments in the school

Special Populations

Review Plan Director of Special Education

Global Prep will educate

students with disabilities in the

accordingly.

Global Prep will educate students with disabilities in the

accordingly.

Global Prep will educate

students with disabilities in the

NA

least restrictive environment, least restrictive environment, least restrictive environment, with their non-disabled peers, with their non-disabled peers, with their non-disabled peers, to the extent appropriate and to the extent appropriate and to the extent appropriate and allowed by each student's allowed by each student's allowed by each student's

Fiscal Monitoring Plan Fiscal Monitoring for this

grant will be administered through the IPS Director of

Individualized education plan (IEP).

Fiscal Monitoring for this grant

will be administ ered through the IPS Director of Federal and

individualized education plan (IEP).

Fiscal Monitoring for this grant will be administered through

the IPS Director of Federal and

individualized education plan (IEP).

Fiscal Monitoring for this grant will be administered through the IPS Director of Federal and

NA

Federal and State Grants. State Grants. State Grants. State Grants. Timeline and responsible parties for al l above plans

Innovation Officer, Ms. Aleesia Johnson and Global Preparatory

IPS and Global Preparatory Academy have developed a transition timeline of Global

IPS and Global Preparatory

Academy have developed a transition timeline of Global

IPS and Global Preparatory Academy have developed a transition timeline of Global

NA

Academy Principal Ms. Mariama Carson.

Preparatory Academy to gain leadership over a new grade

Preparatory Academy to gain leadership over a new grade

Preparatory Academy to gain

leadership over a new grade each year. Over a five year each year. Over a five year each year. Over a five year period, Global Preparatory period, Global Preparatory period, Global Preparatory Academy will completely Academy will completely Academy will completely transition Riverside students transition Riverside students transition Riverside students into Global Preparatory into Global Preparatory into Global Preparatory students.: students.: students.: Year 2: K-3 Year 3: K-4 Year 4: K-5

35

Part 6d: Selection of Improvement Model - Sustalnablllty Year - SY 2020-2021

Instructions: Complete the table below for sustainability year of SIG, if selected improvement model is: Transformation, Turnaround, Early Learning or Whole School Reform. Restart

and Closure models do not need to complete. (200 word maximum for each action step)

Please reference the IDOE SIG website: www.doe.in.gov/sig and utilize the document: 1003g SIG Models Par 6 SY 2016-2017, to help complete the Required Elements column that aligns with your model selection.

36

Required Elements Action Steps ;ind Person(s) Responsible Timeline Budgeted Items Mc.isur.ible Outcomes

Replacement of the Mariama Carson appointed Principal for Riverside 44 Multiple NA Completed in SY 2016-2017. Principal following SY 2015-16 Phases

(Multiple Person Responsible: The school leader and founder, Quarters) Mariama Carson, has been in education for the past 18 years. Carson is an award-winning bilingual educator from the Metropolitan School District of Pike Township in Indianapolis, Indiana.

Redesign of the current Global Preparatory Academy created several new positions Multiple NA Completed in SY 20162017. leadership structure in on the leadership team including: Academic Interventionists Phases the building for each grade level, Director of Special Education, (Multiple

Instructional Coach and Behavior Coach. Quarters) Use of teacher The principal, assistant principal, and Team Leaders at each Multiple $150,000 Evaluation models will be fu lly implemented. evaluation system grade level will be responsible for overseeing Professional Phases which takes into development for teachers through the introduction of the (Multiple account as a significant TAP evaluation (and Turnaround Principles for the evaluation Quarters) factor of the leadership team). Providing staff with The principal, assistant principal, and Team Leaders at each Multiple NA Plan will be fully in place and supported by Charter financial incentives & grade level will be responsible for overseeing processes Phases Network LEA. opportunities for leading to financial Incentives will be put in place for (Multiple leadership teachers who engage In activities above beyond their regular Quarters) development contract requirements.

37

Increased learning time The Global Prep school day concludes with students Multiple After five to seven years of dual language instruction, for students and staff

$3500 transitioning to "Success Period" at 3 p.m. During Success Phases our students are positioned to graduate from the 8th Period, the last 45 minutes of the school day, students will (Multiple grade performing above their monolingual peers in work in differentiated small groups with all on staff, Quarters) other schools and programs. In add ition to the school community partners and university and high school students. performance metrics included In the Mayor's Students may also work on specific skills through approved Performance Framework, we will measure our technology. Students love the small groups and the ability to program implementation success using a school-wide track their progress and goa ls along with their small group planning tool; Guiding Principles for Dual Language teacher. School wil l dismiss at 3:50. Instruction (Lindholm-Leary, 2008). The tool is

divided into seven strands that reflect the major dimensions of dual immersion program and planning. Each strand is divided into guiding principles, which are deemed effective in achieving successful student outcomes in dual language programs. The Guiding Principles for Dual Language Is a guide that our school community, staff and families, will use to create school-wide measurable goals annually and track our progress as we implement and develop our program In the years to come.

An Identified academic performance goal Is: Annually, 90% of students will demonstrate at least one year's reading growth in both their native language (Ll) and in the second language (L2).

Funding will support Extended Learning Coordinator Stipend.

Increased teacher and Recruiting Spanish instructors for the upper levels. Global Preparatory Academy developed a rigorous school leader

Multiple $100,000 process for selection of the right teachers and staff

effectiveness Phases (Multiple into the leadership of the school. Success of this Quarters) process will be determined through teacher retention

rates.

Funding will support active recru itment of teachers and appropriate training to ensure that teachers have all of the required certifications and credentials to teach in Riverside School 44.

38

Comprehensive instructional reform strategies

Creating community-oriented schools

Providing operational flexibility and sustained support

A required year of pre­implementation and planning in which principal effectiveness will be reviewed prior to full implementation in year 2 and every year of the SIG grant. Providing the principal with a mentor.

LEA must provide the principal control over people, time, program and dollars.

Implementation of curriculum as presented in section 5 of this grant application.

• Increased Parent Involvement and advocacy through various outreach and engagement efforts.

• After-school Discovery Clubs will be avai lable from 4 ­4:45 p.m., Tuesdays -Thursdays for 2nd grade students and older. By working with community partners, the Discovery Clubs will be provided free-of-charge to allow students the opportunity to participate in a wide array of opportunities with our local community organizations.

IPS supports Principal Mariama Carson and allows her autonomy in recruiting staff and in her leadership.

Principal, Maria ma Carson was part of a Fellowship funded by the Mind Trust allowing her to spend two years gathering information and engaging with the community to educate and advocate for implementation of the charter school.

Mariama Carson will work closely with a mentor to help her set goals and provide insights and strategies for success.

IPS supports Global Preparatory Academy as an innovation school partner, and will transition control to Global Preparatory Academy. Mariama Carson, as principal of the school will have complete autonomy over hiring, curriculum and budgets related to the school.

Multiple Phases (Multiple Quarters)

Multiple Phases (Multiple Quarters)

Multiple Phases (Multiple Quarters)

Multiple Phases (Multiple Quarters)

Multiple Phases (Multiple Qu·arters)

Multiple Phases (Multiple Quarters)

$25,000

NA

NA

NA

$10,000

NA

Completion of Project GLAD training- For our initial training, teachers will attend the Project GLAD training held several times throughout the year in Chicago through the Illinois Resource Center. Project GLAD training will help teachers develop multiple strategies to teach dual language learners. The interdisciplinary units teachers develop through the training will be further enhanced by cultural

responsive teaching practices supported by IUPUI.

As identified In their Innovation School application, an operational performance goal for Global Preparatory Academy is to demonstrate a 95% overall satisfaction rating in our annual survey administered to parents or designated legal guardians of students attending the school.

Costs for these programs are included in other areas (i.e. stipend for Extended Learning opportunities).

Ms. Carson will continue to serve as the principal for Global Preparatory Academy at Riverside School 44 and will be authorized by IPS to maintain autonomy in her recruiting and training her staff and managing the operational budget of the school.

This pre-implementation planning began in SY 2015­16 and culminated with the Charter School application that has resulted in the launch of Global Preparatory Academy at Riverside 44. Under the plan that has been put in place, Global Preparatory Academy will transition to full leadership, student population and administration of Riverside 44 over the next five years.

Mariama and her Mentor will establish a regular schedule for meetings including monthly phone calls and quarterly face to face meetings. Together they will also establish goals for the mentoring relationship.

Each year during the transition, IPS will transition more leadership and control to Global Preparatory Academy. Upon completion of the grant cycle, Global Preparatory Academy will be in control of all of the teachers and students.

39

LEA must provide the principal an opportunity to present updates and progress to the local school

Ms. Mariama Carson, principal at Riverside 44, will present at 2 school board meetings in SY 2016-217.

Multiple Phases (Multiple Quarters)

NA Ms. Mariama Carson, principal at Global Preparatory Academy at Riverside 44 will present at 2 school board meetings in SY 2016-217.

board at least twice a year in a pre and post manner.

Defined district role in the school SIG Planning Process

Designated Central Office staff member to be part of the SIG application process

As an innovation school partner IP$ supports the transition of Riverside 44 into a charter school. As the transition occurs IPS will slowly pass along all administrative duties.

IPS has designated a full-time, paid staff member to oversee the work of all Innovation Schools including Global Preparatory Academy at Riverside 44.

Multiple Phases (Multiple Quarters)

Multiple Phases (Multiple Quarters)

NA

NA

Each year during the transition, IPS will transition more leadership and control to Global Preparatory Academy. Upon completion of the grant cycle, Global Preparatory Academy wi ll be in control of all of the teachers and students.

Keeping these benchmarks in mind, the transformation to autonomy will begin during the 2016-2017 school year. The framework will be

piloted and then phased in over time with guidance and support to the district and to schools from field experts, based upon Board-approved parameters. IPS will remain transparent and open to community feedback throughout this process. Principals will be urged to engage in conversation with their school communities discuss what this means for their school

Written support and commitment from Local Teacher's Association regarding flexibility for SIG implementation

Monthly monitoring of SIG Programming and Implementation.

Global Preparatory Academy at Riverside 44 will receive support from the Local Teacher's Association.

Ms. Aleesia Johnson, IPS Innovation Officer, will meet with Ms. Mariama Carson each month to monitor progress on SIG programming and implementation.

Multiple Phases (Multiple Quarters)

Multiple Phases (Multiple Quarters)

NA

NA

and how it can improve educational experiences for all students.

Principal Mariama Carson will schedule quarterly meetings with the Local Teacher's Association.

Principal Mariama Carson will schedule monthly meetings with Ms. Aleesia Johnson to monitor program implement ation. Additionally, M s. Carson will schedule quarterly meetings (at a minimum) to meet with Ms. Bridgette Robinson to monitor the financial status of the goal.

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Evaluation System for Programming and Implementation of SIG

Riverside will continue to utilize !STEP and IREAD for summative assessment at the end of each year for students In grades 3-6. Additionally, to allow for summative assessment and adjustments throughout the year, we will utilize NWEA, IRLA (Independent Reading Level Assessment), Teacher created assessments.

Multiple Phases (Multiple Quarters)

NA Evaluation System for the lifetime of this grant will be in place and accessible.

Data Review Plan Each year the leadership team at Riverside will review ISTEP and IREAD test scores in addition to reviewing formative assessments each quarter to ensure that students are progressing through and understanding the course content as a reasonable level.

Multiple Phases (Multiple Quarters)

NA Data Review system for the lifespan of this grant will be in place.

Special Populations Review Plan

Fiscal Monitoring Plan

Timeline and responsible parties for all above plans

Global Preparatory Academy will educate students with disabilities in the least restrictive environment, with their non-disabled peers, to the extent appropriate and allowed by each student's individualized education plan (IEP).

Fiscal Monitoring for this grant will be administered through the IPS Director of Federal and State Grants.

IPS and Global Preparatory Academy have developed a transition timeline of Global Preparatory Academy to gain leadership over a new grade each year. Over a five year period, Global Preparatory Academy will completely transition Riverside students into Global Preparatory students: Year 1: K-2 Year 2: K-3 Year 3: K-4 Year 4: K-5 Year S: K-6

Multiple Phases (Multiple Quarters)

Multiple Phases (Multiple Quarters) Multiple Phases (Multiple Quarters)

NA

NA

NA

Global Preparatory Academy has hired a Director of Special Education and Inclusion - She works directly in classrooms helping teachers scaffold instructiqn and meet the needs of the students with IEPs and those that are struggling to meet the grade level standards. Her role keeps students from being evaluated and moved to testing by empowering teachers with the tools they need to support the students in the general education classroom. Successful completion of this program will result in Global Preparatory Academy being able to

successfully enroll all students in the neighborhood in the dual-language charter school.

IPS and Riverside Prep will be in continual conversations to ensure that these benchmarks are made that an additional grade transitions from the IPS to the Global Prep LEA each year through the completion of this grant.

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Part 6e: Selection of Improvement Model - DISTRICT Sustainability Year - SY 2021-2022

Instructions: Complete the table below detailing the sustainability plan for AFTER SIG funding, If selected improvement model is: Transformation, Turnaround, Early Learning or Whole

School Reform. Restart and Closure models do not need to complete (Indicate what areas and interventions the district plans to sustain AFTER grant funding.) (200 word maximum for each action step)

Please reference the IDOE SIG website: w ww.doe.in.gov/slg and utilize the document: 1003g SIG Models Part 6 SY 2016-2017, to help complete the Required Elements column that aligns with your model selection.

Required Elements /\ct ion Steps .incl Person(s) Responsible Tirneline Budgeted Items Measurable Outcomes

During this phase of the grant cycle, all grades at Riverside 44 will have transitioned to the Global Preparatory Academy charter.

IPS and Global Preparatory Academy will maintain an active partnership to ensure that the school and its

students receive the district support in areas including special education.

Ms. Marlama Carson, principal of Global Preparatory Multiple NA Successful trans1t1on of all students (K-6) to Global Academy will serve as the primary contact between the Phases Preparatory Academy resulting. school and IPS to ensure that all systems and required (Multiple activities are aligned to support the students and teachers at Quarters) Global Preparatory Academy.

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