acip chapman p-8 - huntsville city schools · 2019-03-11 · information on how stakeholders were...

ACIP

Chapman P-8

Huntsville City Schools

Mrs. Paula Thompson

2006 Reuben Drive Huntsville, AL 35811

Document Generated On October 31, 2018

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 6

Improvement Plan Stakeholder Involvement

Introduction 8 Improvement Planning Process 9

Student Performance Diagnostic

Introduction 11 Student Performance Data 12 Evaluative Criteria and Rubrics 13 Areas of Notable Achievement 14 Areas in Need of Improvement 16 Report Summary 18

ACIP Assurances

Introduction 20 ACIP Assurances 21

2018 - 2019 ACIP Goals and Plan

Overview 23 Goals Summary 24

Goal 1: Engage and Empower the Learner through Technology 26

Goal 2: Prepare and Support Teachers and Leaders to Graduate Digitally Fluent College and Career-Ready Students

26

Goal 3: All educators and students will have tools to access comprehensive viable infrastructure when and where they

need it. 27

Goal 4: Engage in a comprehensive school strategic planning process that identifies improvement goals based on

school-level data. 27

Goal 5: Implement comprehensive strategies that engage all stakeholder groups in school-level, collaborative

opportunities for authentic and meaningful activities that guide school improvement and direction. 28

Goal 6: Establish processes to identify instructional expectations and ensure systemic implementation with fidelity of

high quality opportunities for student learning and professional practice 28

Goal 7: Chapman will create a positive learning environment as measured by a 5% decrease in discipline referrals and

have an attendance rate of 95% or greater. 29

Goal 8: Chapman will have 85% of students in grades 3 - 8 showing at least a year's growth on Scantron Reading and

will have a 5% increase in students in average high and above average categories. 30

Goal 9: Chapman will have 85% of students in grades 3 - 8 showing at least a year's growth on Scantron Math and will

have a 5% increase in students in average high and above average categories. 31

Goal 10: Provide each student in grades 3-12 with a digital device to reduce the digital divide and support twenty-first

century learning. 33

Goal 11: To ensure that schools improve the school-to-home/home-to-school engagement, the Huntsville City Schools

Program Indicator for Grades Pre-K – Grade 8 for the 2018-19 school year 34

Goal 12: 55% of English learners will demonstrate progress in English Language proficiency as measured by ESSA

Cumulative Growth Targets bases on the results from ACCESS for ELLs 2.0 assessment. 35

Goal 13: Implementation of the digital curriculum and providing each student in grades 3 through 12 with a digital device

to reduce the digital divide and support twenty-first century learning. 36

Goal 14: Engage students in a formalized process for long-term advising and mentoring to support academic progress

and personal development. 37

Activity Summary by Funding Source 39

Stakeholder Feedback Diagnostic

Introduction 44 Stakeholder Feedback Data 45 Evaluative Criteria and Rubrics 46 Areas of Notable Achievement 47 Areas in Need of Improvement 48 Report Summary 49

Title I Schoolwide Diagnostic

Introduction 51 Component 1: Comprehensive Needs Assessment (Sec.1114(b)(6)) 52 Component 2: Schoolwide Reform Strategies (Sec. 1114(7)(A)(i)(ii)(iii)(I)(II)(III)) 54 Component 3: Instruction by Qualified Staff (Sec.1112(c)(6)) 66 Component 4: Strategies to Attract Qualified Teachers (Sec. 1114(7)(A)(iii)(IV)) 67 Component 5: High Quality and Ongoing Professional Development (Sec. 1114(7)(A)(iii)(IV)) 68 Component 6: Transition Strategies (Sec.1114(7)(A)(iii)(V)) 69 Component 7: Teacher Participation in Making Assessment Decisions (Sec.1114(b)(2)) 71 Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards (Sec.1114 (7)(A)) 72 Component 9: Coordination and Integration of Federal, State and Local Programs and Resources(Sec.1114(b)(V)) 74 Component 10: Evaluation (Sec.1114(b)(3)): 75

Coordination of Resources - Comprehensive Budget

Introduction 77 FTE Teacher Units 78 Administrator Units 79 Assistant Principal 80 Counselor 81 Librarian 82 Career and Technical Education Administrator 83 Career and Technical Education Counselor 84 Technology 85 Professional Development 86 EL Teachers 87 Instructional Supplies 88 Library Enhancement 89 Title I 90 Title II 91 Title III 92 Title IV 93 Title V 94 Career and Technical Education-Perkins IV 95 Career and Technical Education-Perkins IV 96 Other 97 Local Funds 98

Parent and Family Engagement

Introduction 100 Parent and Family Engagement 101

Executive Summary

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SY 2018-2019 Page 1© 2018 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.

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Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Chapman P-8 School is a public Pre-K through 8th grade school located in a residential neighborhood in northeast Huntsville and is an

integral part of the Huntsville City Schools system. Chapman is the primary feeder school to Lee High school. The sixth grade level is fed by

Martin Luther King Elementary School and Montview Elementary School. The school serves 559 students of which approximately 103

students qualify for special education services. Chapman is situated in an urban setting and qualifies for federal assistance through Title I

funds. Chapman students qualify for free lunch school-wide as part of the Community Based Free Lunch Program (CBFLP). Chapman's

average daily attendance has remained relatively steady over the past 4 years. The school still struggles with parent participation; however,

there exists an active group of PTSA leaders. Over the past four years the accountability data and culture in the school has improved

significantly.

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School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. The school's purpose statement is, "Everyone Learning, Everyone Leading, Together." Chapman embodies the purpose statement by

offering courses in the middle grades which are both fulfilling and rewarding. Chapman offers honors courses in all core subjects, as well as

offering band, choral, art, music ,and technology.In the early grades students are encouraged to participate in classroom leadership positions

and older students participate as members of the ambassadors or student counsel. Students also lead as peer helpers who help out in the

office and tutor younger students. Assemblies and announcements are student led. The development of a school-wide matrix for success

entitled LEADS: Learn, Exceed expectations, Accept responsibility, Demonstrate respect and Show self-control ensures core beliefs and

fulfills school expectations.

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Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Chapman P-8 School students, faculty, staff, and parents have embraced the P-8 concept. The most noticeable improvements in the school

over the past three years are in the area of unity of staff and student engagement in school activities. Faculty has spent a great deal of time

working towards collective efficacy reflected in the theme this year One Team! One Goal! The early grades, kindergarten through fifth, have

traditionally maintained high scores. Several grade levels made considerable gains during the 2017-2018 school year on the STAR

assessment. Students scoring at or above benchmark in Reading increased by 62% in Kindergarten and 43% in first grade. Students

scoring at or above benchmark in Math increased by 17% in third grade. All elementary classes met our CIP goal of a 5% increase in STAR

Math and Reading.

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Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. Enrollment demographics for Chapman P-8 School have traditionally varied by grade levels, but there has been a steady increase in the

number of fifth grade students that remain to attend Chapman for the middle grades. Over the past four years the percentage of students that

do not transfer from Chapman School during the fifth grade to sixth grade period, has risen on average at the rate of 7% each year.

Approximately 78% of the students from Chapman grade five were enrolled at Chapman for grade six. The school focuses its improvement

efforts on the following: Literacy, Math, Attendance, and Discipline. The school culture continues a positive progression as evidenced by

improvement in attendance for the third consecutive year. Chapman continues to participate in the district wide Positive Behavior Intervention

Support (PBIS) system and follow the components to improve school wide discipline. Learning Earnings, a system for students to accumulate

earned points that translates to rewards for positive behavior.

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Improvement Plan Stakeholder Involvement

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Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.

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Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. The continuous improvement plan was developed by engaging all stakeholders through the use of formal AdvancED surveys of students,

teachers, parents, and community stakeholders and the Title I parent surveys. The surveys were conducted in the Spring of 2018 and again

in the Fall of the 2018-2019 school year and were available to all stakeholders. Parents were notified to respond to the surveys through

school cast telephone calls, Facebook social media, emails, the school's website and notes sent home with the students. The Leadership

team analyzed the survey data to form goals, strategies and actions in the Continuous Improvement Plan. The goals, strategies, and actions

are revisited regularly by the leadership team and faculty to measure effectiveness. Faculty reviewed and revised actions and strategies

quarterly to make revisions. Additionally, the parent involvement coordinator met monthly with parents for the single purpose of gathering

input on the effectiveness of the actions toward meeting the goals. Multiple meeting times were provided on the designated day for parent

convenience.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. The Leadership Team assumed the responsibility of administering all necessary surveys, as well as the continuous disaggregation of

available data. The Leadership Team conducted monthly data meetings with each grade level team to identify specific needs, plan next

steps, and monitor progress of all the aspects of the schools instructional program. Faculty members participated in three ACIP reviews

during the school year and are encouraged to make changes to the document and classroom instruction as needed. The Curriculum

Specialist and Parent Coordinator conducted the required compliance annual Title 1 meetings, as well as organized and conducted meetings

to satisfy specific parent needs.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The process and progress for the Chapman P-8 School Continuous Improvement Plan (CIP) was discussed monthly at PTSA meetings,

Faculty meetings, monthly data meetings, and at the annual Title I Parent Meeting. The CIP was available to all stakeholders on the school

web site and at the parent resources center in the front office and in the main lobby of the school.

Additionally, progress monitoring was conducted at the district level in the venue of a district data discussion where the school principal

briefed the Deputy Superintendent on progress toward achieving identified goals.

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Student Performance Diagnostic

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Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is

significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment

results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment

of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external

review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same

manner by the institution as it engages in improvement planning.

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Student Performance Data

Label Assurance Response Comment Attachment1. Did you complete the Student Performance

Data document offline and upload below?Yes Chapman

Performance Data

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Evaluative Criteria and Rubrics

Overall Rating: 3.0

Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the entire set of curricular aimsregarded as high-priority, “must accomplish,”instructional targets. The documentationprovided in support of this alignment ispersuasive. All of the assessments used areaccompanied by evidence demonstrating thatthey satisfy accepted technical requirementssuch as validity, reliability, absence of bias, andinstructional sensitivity.

Level 4

Statement or Question Response Rating2. Test Administration Most of the assessments used by the institution

to determine students' performances have beenadministered with reasonable fidelity to theadministrative procedures appropriate for eachassessment. In most instances, the students towhom these assessments were administeredare essentially representative of the studentsserved by the institution. Appropriateaccommodations have been provided for mostassessments so that valid inferences can bemade about most students' status with respectto most of the institution's targeted curricularoutcomes.

Level 3

Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the

institution is acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.

Level 3

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates

achievement gaps exist among subpopulationsof students, and these achievement gapsdemonstrate a modest decline.

Level 2

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Areas of Notable Achievement

Which area(s) are above the expected levels of performance? STAR Reading and Math showed sustainable growth in all grade levels; however, most were not above the expected level of performance

of 50 SGP. First grade students showed tremendous growth and consistency.

Describe the area(s) that show a positive trend in performance. Based on 2017-2018 STAR Data, 85% of first grade students were at/above benchmark, 5% were on watch and 5% and 10% scored at the

intervention or urgent intervention level during the Fall administration of the math test. 95% of those first graders were at/above benchmark

and only 5% on watch during the winter administration. First graders maintained those scores during the Spring, with 45% scoring at/above

benchmark on the STAR Reading. However, by Winter students had made growth and 80% were scoring at/above benchmark. By Spring the

percentage was 90%.

STAR data also indicated that 57% of Kindergarteners were considered Early Emergent Readers and 43% were Late Emergent Readers. At

the end of the school year, 50% of Kindergartners were considered Probably Readers and 36% were Transitional Readers.

Which area(s) indicate the overall highest performance? STAR Reading and Math - 1st grade had the overall highest performance in the Spring - Math - 95% and Reading - 90%.

Which subgroup(s) show a trend toward increasing performance? Hispanic students outperformed all other subgroups in 2014-2015 and 2015-2016 on the ACT Aspire. The percentage of female students

score above average or average high Reading on Scantron (Spring 2018) was 11% higher than male students. Between which subgroups is the achievement gap closing? In the intermediate grades the African American achievement gap is closing; however, growth remains slow. 17% of African American

students scored above average or average high on the during the Spring 2018 administration of the Scantron Reading assessment. 21%

scored above average or average high on the during the Fall 2018 administration. Which of the above reported findings are consistent with findings from other data sources?

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All were consistent within the data available.

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Areas in Need of Improvement

Which area(s) are below the expected levels of performance? 6th-8th grades STAR Reading and Math are below the expected goal of 50 SGP. During the Spring administration of the STAR Reading

assessment, only 37% of 6th grade students, 21% of 7th grade and 21% of 8th grade scored at/above benchmark. For Reading only 18% of

6th grade students, 19% of 7th grade students and 11% 8th grade students scored at/above benchmark. As a school only 26% of students

scored above average or average high on the Spring administration of the Scantron Reading assessment and only 21% percent scored at

that level in Math. ELL students have continued to make academic gains; however, they have an average overall proficiency score of 3.1 on

the Access assessment. Describe the area(s) that show a negative trend in performance. There are no obvious negative trends in performance. The school is making slow and steady growth. Which area(s) indicate the overall lowest performance? Based on STAR data grades 6-8 have the lowest performance in Math and Reading.

Students at or above benchmark in Math:

6th grade- 31%

7th grade - 18%

8th grade- 20%

Students at or above benchmark in Reading:

6th grade- 17%

7th grade - 14%

8th grade- 8%

Which subgroup(s) show a trend toward decreasing performance? There are no subgroups showing trend toward decreasing performance. Between which subgroups is the achievement gap becoming greater? None.

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Which of the above reported findings are consistent with findings from other data sources? The Scantron and STAR closely coordinate.

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Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3

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ACIP Assurances

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Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not

meet each of the required ACIP Assurances.

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ACIP Assurances

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

that should be present include the principal,guidance counselor, district schoolimprovement specialist (or other designee),appropriate content-area teachers, parentrepresentatives, and student representatives(as appropriate). Depending on the data,additional members may include specialpopulation representatives (TechnologyCoordinator, Special Education, EL, etc.),district federal programs coordinator, districtchief school financial officer, communitystakeholders, or any other member asappropriate. Documentation will be maintainedon site.

Yes ACIP InstructionalLeadership TeamSignatures

Label Assurance Response Comment Attachment2. The institution complies with all federal laws

and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.

Yes DiscriminationLaws andRegulationsSignature Page

Label Assurance Response Comment Attachment3. The institution has designated an employee to

coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes Shirley WellingtonLEA Compliance Director200 White Street, Huntsville AL35801256-428-6836

Label Assurance Response Comment Attachment4. The institution has a Parent and Family

Engagement policy and plan as required inESSA Section 1116, and ensures that allrequirements in Section 1116 and1112(e)(1)(A)(i)-(ii), Parents' Right-to-Know, areimplemented systematically.

Yes Family EngagedPlan 2018-2019

Label Assurance Response Comment Attachment5. The institution has a School-Parent Compact. If

a Title I school, the School-Parent Compactcontains the required components (ESSASection 1116 (d) and was jointly developed withparents of participating students.

Yes 2018-2019 SchoolParent Compact

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Overview

Plan Name


Plan Description

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Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 Engage and Empower the Learner through

TechnologyObjectives:1Strategies:1Activities:1

Academic $0

2 Prepare and Support Teachers and Leaders toGraduate Digitally Fluent College and Career-Ready Students

Objectives:1Strategies:1Activities:1

Organizational $3000

3 All educators and students will have tools to accesscomprehensive viable infrastructure when andwhere they need it.


Organizational $0

4 Engage in a comprehensive school strategicplanning process that identifies improvement goalsbased on school-level data.


Organizational $0

5 Implement comprehensive strategies that engageall stakeholder groups in school-level, collaborativeopportunities for authentic and meaningful activitiesthat guide school improvement and direction.


Organizational $0

6 Establish processes to identify instructionalexpectations and ensure systemic implementationwith fidelity of high quality opportunities for studentlearning and professional practice


Organizational $0

7 Chapman will create a positive learningenvironment as measured by a 5% decrease indiscipline referrals and have an attendance rate of95% or greater.



8 Chapman will have 85% of students in grades 3 - 8showing at least a year's growth on ScantronReading and will have a 5% increase in students inaverage high and above average categories.


Academic $10100

9 Chapman will have 85% of students in grades 3 - 8showing at least a year's growth on Scantron Mathand will have a 5% increase in students in averagehigh and above average categories.


Academic $10100

10 Provide each student in grades 3-12 with a digitaldevice to reduce the digital divide and supporttwenty-first century learning.


Academic $0

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11 To ensure that schools improve the school-to-home/home-to-school engagement, the HuntsvilleCity Schools Program Indicator for Grades Pre-K –Grade 8 for the 2018-19 school year


Organizational $0

12 55% of English learners will demonstrate progressin English Language proficiency as measured byESSA Cumulative Growth Targets bases on theresults from ACCESS for ELLs 2.0 assessment.



13 Implementation of the digital curriculum andproviding each student in grades 3 through 12 witha digital device to reduce the digital divide andsupport twenty-first century learning.


Organizational $0

14 Engage students in a formalized process for long-term advising and mentoring to support academicprogress and personal development.



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Goal 1: Engage and Empower the Learner through Technology

Strategy 1: Technology Usage - Implementation of digital curriculum and providing each student in GR 3-12 with a digital device to reduce the digital divide & support 21st century

learning. Category: Other - Digital Curriculum Research Cited:

Goal 2: Prepare and Support Teachers and Leaders to Graduate Digitally Fluent College and

Career-Ready Students

Strategy 1: Mastering the Digital Curriculum - Teachers will be provided PD by district technology coaches and by other district appointed trainers during job embedded training

cycles or other times specified by the district. The school's Library Media Specialist and DLPTechnology Learning Coach will provide teacher support throughout the

school day as needed. Category: Develop/Implement Professional Learning and Support Research Cited:

Measurable Objective 1:80% of Third, Fourth, Fifth, Sixth, Seventh and Eighth grade students will demonstrate a proficiency Implementation of digital curriculum and providing each studentin GR 3-12 with a digital device to reduce the digital divide & support 21st century learning. Technology Usage for the 18-19 school year will increase by 5% from thebaseline usage. in Reading by 05/24/2019 as measured by Implementation of digital curriculum and providing each student in GR 3-12 with a digital device to reducethe digital divide & support 21st century learning. Technology Usage for 18-19 will increase by 5% from the baseline usage..

Activity - Digital Curriculum Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Implementation of digital curriculum and providing each student in GR 3-12with a digital device to reduce the digital divide & support 21st centurylearning. Technology Usage for 2018-2019 will increase by 5% from thebaseline usage.

DirectInstruction

08/06/2018 05/24/2019 $0 General Fund LEA of schooland HCS ITDepartment

Measurable Objective 1:demonstrate a proficiency in the use of the digital tools and products for teaching students by 05/24/2019 as measured by classroom observations from theadministration and the leadership team.

Activity - Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

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Goal 3: All educators and students will have tools to access comprehensive viable infrastructure

when and where they need it.

Strategy 1: Digital Learning - Teachers will provide best-practice, web-based lessons, as well as digital experiences that provide students with opportunities to demonstrate critical

thinking, collaboration, communication, construct knowledge, and develop innovative products and processes using technology. Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited:

Goal 4: Engage in a comprehensive school strategic planning process that identifies

improvement goals based on school-level data.

Strategy 1: Leadership Meetings - The leadership team will establish protocols to accomplish this goal in a systematic way. The Principal and Instructional Partner will use the

partnership principles to establish instructional changes. Leadership will review school data on a regular basis to determine next steps. Category: Develop/Implement Research Based Best Practices for Continuous Improvement

The district will provide ongoing professional development to assistteachers in implementing district wide technology aspects of thecurriculum. The school will provided job embedded support and training toteachers and needed. Teachers may seek out of district professionaldevelopment opportunities and attend training specific to their own learningneeds.

ProfessionalLearning

08/06/2018 05/24/2019 $3000 Title I Part A LeadershipTeam,TechnologyCoaches,Teachers

Measurable Objective 1:collaborate to ensure every student, teacher, and administrator has access to and is proficient in the use of an Internet connectable device by 05/24/2019 asmeasured by reports generated from the IT department of HCS indicating the percentage of our students/faculty who are part of the HCS 1:1 Initiative.

Activity - Development of Lesson Plans Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will develop lesson plans incorporating the use of technology andthe technology course of study standards.

DirectInstruction

08/06/2018 05/24/2019 $0 No FundingRequired

Faculty andAdministration

Measurable Objective 1:collaborate to systematically establish anticipated outcomes to guide the school in its continuous improvement by 05/24/2019 as measured by formative andsummative achievement data and related artifacts.

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Research Cited: Unmistakable Impact by Jim Knight

Goal 5: Implement comprehensive strategies that engage all stakeholder groups in school-level,

collaborative opportunities for authentic and meaningful activities that guide school

improvement and direction.

Strategy 1: PTSA Meetings - The principal will attend stakeholder meetings and solicit stakeholder feedback. Category: Other - Stakeholder Support Research Cited: PTSA

Goal 6: Establish processes to identify instructional expectations and ensure systemic

implementation with fidelity of high quality opportunities for student learning and professional

practice

Activity - Data Meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The leadership team will use developed protocols to review the pertinentdata. Grade level teams will also meet regularly to discuss data as itapplies to RTI, student growth and school culture and climate.

Policy andProcess


Leadershipteam andprincipal,Grade levelteams

Measurable Objective 1:demonstrate a behavior that enables all stakeholders to have a voice in the direction of the school by 05/24/2019 as measured by stakeholder involvement.

Activity - Feedback Utilization Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The leadership team will review all request and respond within 48 hours ofthe request.Stakeholders will be invited to participate in school functions and relevantdecision making sessions as specified by Federal guidelines.

CommunityEngagement


LeadershipTeam

Measurable Objective 1:demonstrate a proficiency in providing high quality instruction in all subject areas. by 05/24/2019 as measured by classroom observations and improved achievement..

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Strategy 1: Instruction Improvement - Teachers will provide feedback to each other as part of a peer mentoring/coaching program.

Instructional coaches will provide teacher support to foster effective teaching practices and student growth. Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited:

Goal 7: Chapman will create a positive learning environment as measured by a 5% decrease in

discipline referrals and have an attendance rate of 95% or greater.

Strategy 1: Pupil Services - The school will follow the early warning procedures of Huntsville City Schools Category: Develop/Implement Student and School Culture Program Research Cited:

Strategy 2: Incentives - We will reward students who have perfect attendance. Category: Implement Community Based Support and Intervention System Research Cited: Previous Experience

Activity - Peer Coaching Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Peer Coaching Program ProfessionalLearning


LeadershipTeam

Measurable Objective 1:demonstrate a behavior of having 5% fewer discipline referrals and average daily attendance rate greater than 95%. by 05/24/2019 as measured by Office DisciplineReferrals and Average daily attendance.

Activity - Letters and Calls Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

School Staff will call and send letters in accordance with the districtabsence and tardy policy.

BehavioralSupportProgram

08/06/2018 05/24/2019 $600 General Fund STI Operator,Counselorand Principal

Activity - Perfect Attendance Rewards Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

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Strategy 3: Improve School Climate - Teachers will implement classroom discipline plans, utilize BLOOM for documenting positive and negative student behaviors, and implement

school-wide PBIS strategies and rewards. Category: Develop/Implement Student and School Culture Program Research Cited:

Goal 8: Chapman will have 85% of students in grades 3 - 8 showing at least a year's growth on

Scantron Reading and will have a 5% increase in students in average high and above average

categories.

Strategy 1: Strategic Teaching - Teachers will increase active student engagement through explicit and small group instruction, and participating in the coaching cycle as

necessary. Category: Develop/Implement College and Career Ready Standards Research Cited:

All students will be recognized with a certificate and be eligible to win aprize sponsored by the PTSA.

Other -Attendance

08/06/2018 05/24/2019 $3500 Booster Fund,Title I Part A

Teachers,staff andadministration

Activity - Improve School Climate Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement school-wide behavioral expectations and ruleswith students in all areas of the school according the the PBIS Plan.Teachers will assist in monitoring common areas of the school. Teacherswill celebrate student achievement by participating in PBIS celebrations.


08/06/2018 05/24/2019 $1000 Title I Part A All teachers,staff andadministration

Measurable Objective 1:A 5% increase of Third, Fourth, Fifth, Sixth, Seventh and Eighth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented,Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islanderstudents will demonstrate a proficiency on grade level in Reading by 05/24/2019 as measured by Scantron..

Activity - Strategic Teaching Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

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Strategy 2: Increase Rigor and Relvance - Teachers will use small group instruction, use explicit open-ended questions, and participate in professional development and coaching. Category: Develop/Implement College and Career Ready Standards Research Cited:

Strategy 3: Standards Based Instruction - Teachers will use the Alabama College and Career Ready Standards as laid out by the schools district's pacing guides. Category: Develop/Implement College and Career Ready Standards Research Cited:

Goal 9: Chapman will have 85% of students in grades 3 - 8 showing at least a year's growth on

Scantron Math and will have a 5% increase in students in average high and above average

categories.

Teachers will participate in professional learning through out the yeararound Strategic Teaching Strategies by attending school, district, andother professional development such as ICLE-Model Schools to improveteaching practice, level of classroom instruction, and student engagement.

ProfessionalLearning,AcademicSupportProgram,DirectInstruction

08/06/2018 05/24/2019 $5000 Title I Part A All Teachersas well asAdministration, SupportStaff, andMediaSpecialists.

Activity - Increase Rigor and Relvance Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement small group instruction in their classes and useexplicit open-ended questions during instruction. The will participate inongoing professional development from ICLE - Model Schools to increasethe rigor and relevance in their instruction.

AcademicSupportProgram,ProfessionalLearning,DirectInstruction

08/06/2018 05/24/2019 $5000 Title I Part A All teachers,support staff,andadminitratiors.

Activity - Standards Based Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will complete lesson plans and submit them to the school'sleadership team weekly. Leadership team will conduct weeklywalkthroughs to ensure that teachers implement their strategic teachinglesson plans, provide explicit and small group instruction and engagestudents with rigorous and relevant activities.

DirectInstruction

08/06/2018 05/24/2019 $100 Title I Part A All teachersandleadershipteam

ACIPChapman P-8


Strategy 1: Strategic Teaching - Teachers will increase student engagement through explicit and small instruction, AMSTI/Laying the Foundation lessons and implement the Eight

Mathematical Practices. Teachers will participate in professional development with AMSTI and A + College ready and other relevant professional development

opportunities and participate in the coaching cycle as needed. Category: Develop/Implement College and Career Ready Standards Research Cited:

Strategy 2: Increase Rigor and Relevance - Teachers will use small group instruction and utilize manipulatives to demonstrate concepts. They will participate in professional

development and Coaching with AMSTI and participate in other relevant professional development opportunities. Category: Develop/Implement College and Career Ready Standards Research Cited:

Measurable Objective 1:A 5% increase of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh and Eighth grade Black or African-American, Asian, Bottom 30%, White,Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or AlaskaNative and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on grade level in Mathematics by 05/24/2019 as measured by STARMath..

Activity - Strategic Teaching Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will participate in professional learning throughout the schoolyear by attending school, district and other professional developments toimprove their teaching practice, level of classroom instruction and studentengagement.


08/06/2018 05/24/2019 $5000 Title I Part A All teachers,Support Staff,MediaSpecialistsandAdministrators.

ACIPChapman P-8


Strategy 3: Standards Based Instruction - Teachers will use the Alabama College and Carer Ready Standards as laid out by school district's pacing guides. Category: Develop/Implement College and Career Ready Standards Research Cited:

Goal 10: Provide each student in grades 3-12 with a digital device to reduce the digital divide and

support twenty-first century learning.

Activity - Increase Rigor and Relevance Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement small group instruction in their classes and usemanipulatives to demonstrate concepts and improve student learning andretention. They will participate in ongoing professional developments toincrease the level rigor and relevance in their instruction.


08/06/2018 05/24/2019 $5000 Title I Part A All teachers,support staffandadministrators.

Activity - Standards Based Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will complete lesson plans and submit them to the school'sleadership team weekly. Leadership team conduct weekly walkthroughs toensure that teachers implement their strategic teaching lesson plans,provide explicit and small group instruction and engage students withrigorous and relevant activities.

DirectInstruction

08/06/2018 05/24/2019 $100 Title I Part A All teachersandleadershipteam

ACIPChapman P-8


Strategy 1: Digital Device Distribution - Systems tech along with other assigned school personnel will devise a plan to distribute digital devices to every student to their assigned

school. Category: Develop/Implement Learning Supports Research Cited:

Goal 11: To ensure that schools improve the school-to-home/home-to-school engagement, the

Huntsville City Schools Program Indicator for Grades Pre-K – Grade 8 for the 2018-19 school year

Strategy 1: school-to-home/home-to-school engaagement - To ensure that schools improve the school-to-home/home-to-school engagement, the Huntsville City Schools Program

Indicator for Grades Pre-K – Grade 8 for the 2018-19 school year will be the following:

The principal will communicate regularly with stakeholders (staff, students, parents, and others who have a vested interest in the school).

Information disseminated to all stakeholders will use a method and format(s) that is coherent and appropriate to specific stakeholder groups.

Weeks – Day Event – Principal and staff will hold a lunch and/or breakfast (Chat and Chew, Lunch and Learn, Coffee and Conversation, etc.) to discuss information

and school events to all stakeholders.

Events will be published by robo calls, email, social media, website, etc. using a method and format(s) that is coherent and appropriate to specific stakeholder groups.

Measurable Objective 1:100% of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh and Eighth grade Black or African-American, Asian, Bottom 25%, Bottom 30%, White,Economically Disadvantaged, Free/Reduced Lunch, Gifted and Talented, Hispanic or Latino, Improvement from 10th to 12th Grade, Improvement from 8th to 10thGrade, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander and Top 75%students will complete a portfolio or performance with a digital device in Career & Technical by 05/24/2019 as measured by stakeholder inventories at the end of theschool year..

Activity - Digital Distribution Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Digital Devices will be distributed to students on a set day before schoolbegins. Students receive information about digital device distribution viaschool casts. School staff will offer students several opportunities beforethe beginning of the school year to pick up digital devices.

Technology 08/06/2018 05/24/2019 $0 No FundingRequired

School'sassignedsystem techand otherdesignatedschool staff.

Measurable Objective 1:demonstrate a behavior to improve the school-to-home/home-to-school engagement for 2018-2019 school year by 05/24/2019 as measured by completing the bi-weekly communication and the quarterly principal meetings with stakeholders.

ACIPChapman P-8


Leadership team and teachers will facilitate student led academic conferences that engage parents and encourage students to set goals for academic growth.

Category: Develop/Implement Student and School Culture Program Research Cited: Stakeholder surveys

Goal 12: 55% of English learners will demonstrate progress in English Language proficiency as

measured by ESSA Cumulative Growth Targets bases on the results from ACCESS for ELLs 2.0

assessment.

Strategy 1: Tier III Instruction - Students will be pulled for Tier III instruction with the ESOL teacher. Category: Develop/Implement Research Based Best Practices for Continuous Improvement

Activity - Engagement meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

a.First 9 Weeks – Evening Event – Teachers will hold an Open House forall Parents/Guardians/Stakeholders. This will not be a PTA sponsoredevent.b.Second 9 Weeks – Day Event – Principal and staff will hold a lunchand/or breakfast (Chat and Chew, Lunch and Learn, Coffee andConversation, etc.) to discuss information and school events to allstakeholders.c.Third 9 Weeks – Afternoon/Evening Event – Student led conferences willtake place with the assistance of the teachers.d.Fourth 9 Weeks – Day Event – Principal and staff will hold a lunch and/orbreakfast (Chat and Chew, Lunch and Learn, Coffee and Conversation,etc.) to discuss information and school events to all stakeholders.•These events will be published by robo calls, email, social media, website,etc. using a method and format(s) that is coherent and appropriate tospecific stakeholder groups.

CommunityEngagement


LEA andfaculty of theschool

Measurable Objective 1:increase student growth in English Language acquisition by 05/23/2019 as measured by scores on ACCESS for ELLs..

Activity - Engaging Parents Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

ACIPChapman P-8


Strategy 2: Tier I and Tier II Instruction - Classroom teachers will utilize WIDA "Can Do" descriptors and the ELEVATION program to provide differentiated instruction in the

classroom. Category: Develop/Implement Research Based Best Practices for Continuous Improvement

Goal 13: Implementation of the digital curriculum and providing each student in grades 3 through

12 with a digital device to reduce the digital divide and support twenty-first century learning.

Strategy 1: ELEOT - The computer usage of students in the electronic curriculum will be measured during the 2017 - 2018 school year and participation in the district wide digital

curriculum will be verified by the Effective Learning Environment Observation Tool (ELEOT) which will measure and quantify active student engagement by taking a

look at classroom expectations, feedback, and learning support. Category: Develop/Implement Learning Supports Research Cited: AdvancED / ELEOT

Provide parent orientation at the beginning of the school year and engageparents in parent parties and workshops to provide relevant informationand opportunities to participate and assist students.

CommunityEngagement

08/01/2018 05/23/2019 $4000 Title I Part A Administrators, CurriculumSpecialist andParentInvolvementCoordinator.

Activity - WIDA and Elevation PD Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

ESOL teacher will provide professional development on WIDA "Can Do"descriptors and the ELEVATION program


08/01/2018 05/23/2019 $0 DistrictFunding

Administration, InstructionalCoaches,Teachers,ESOLTeacher

Measurable Objective 1:collaborate to increase the baseline computer usage rate by 5% by 05/24/2019 as measured by Two data points from the 2018 – 2019 school year. The first datapoint is our baseline computer usage for the month of August. The second data point is computer usage for September through the end of May. .

Activity - Enhancing student engagement Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

ACIPChapman P-8


Goal 14: Engage students in a formalized process for long-term advising and mentoring to

support academic progress and personal development.

Strategy 1: Homeroom/Advisory Class - All students will participate in homeroom/advisory for character lessons, reviewing standardized test results, course grades, and goal-

setting. Category: Develop/Implement Student and School Culture Program Research Cited:

Teachers and principals will review the results from the ELEOTobservations to collaborate and develop strategies to address howtechnology usage can be used to enhance student engagement.


08/06/2018 05/24/2019 $0 DistrictFunding

Teachers,administrators, coaches,specialists,and principals

Measurable Objective 1:demonstrate a behavior of increasing the percentage of students who perceive that they have a strong positive relationship with at least one adult in the building by05/23/2019 as measured by student survey results.

Activity - Student Led Conference Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will participate in conferences to share results of standardizedtest scores, course grades and goal-setting with parents or guardians.

AcademicSupportProgram

08/06/2018 05/23/2019 $1000 Title I Part A Administration, instructionalcoaches,teachers

Activity - Student Goal Setting Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will review the results of Scantron and STAR with students andstudents will set goals for future assessments.


08/06/2018 05/23/2019 $500 Title I Part A Administration, instructionalcoaches,teachers

Activity - Advisory Lesson Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Dedicated time during homeroom for advisory lessons AcademicSupportProgram

08/06/2018 05/23/2019 $500 Title I Part A Administration, teachers

Activity - Institute Mentoring Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

ACIPChapman P-8


Strategy 1: Transition Activities to assist student - Students will participate in various activities to assist in their transition from one grade level to the next. Category: Develop/Implement Learning Supports Research Cited:

Identified students will be supported by a mentoring program with variousteachers, small groups, and other adults.


08/06/2018 05/23/2019 $500 Title I Part A Administration, Counselor,Teachers

Measurable Objective 2:collaborate to assist students in transitioning from one grade level to the next by 05/23/2019 as measured by student survey results.

Activity - Kindergarten for a Day Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Preschool students will participate in K for a Day to assist in preparing forKindergarten


08/06/2018 05/23/2019 $500 Title I Part A Administration, Teachers

Activity - Collaboration/Visits with Lee High School Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Chapman Teachers will collaborate with teachers from Lee High School toease the transition of eighth grade students to high school through verticalplanning centered on academic and behavioral strategies.



Activity - 6th Grade Transition Activities Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

6th Grade teachers and counselors will visit feeder elementary schools tomeet with 5th grade students and teachers.Upcoming 6th grade students will participate in Tribe Orientation during thesummer to prepare for 6th grade.



ACIPChapman P-8


Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

General Fund

District Funding

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Digital Curriculum Implementation of digital curriculum and providing eachstudent in GR 3-12 with a digital device to reduce the digitaldivide & support 21st century learning. Technology Usagefor 2018-2019 will increase by 5% from the baseline usage.

DirectInstruction

08/06/2018 05/24/2019 $0 LEA of schooland HCS ITDepartment

Letters and Calls School Staff will call and send letters in accordance with thedistrict absence and tardy policy.


08/06/2018 05/24/2019 $600 STI Operator,Counselorand Principal

Total $600


StaffResponsible

Enhancing studentengagement

Teachers and principals will review the results from theELEOT observations to collaborate and develop strategiesto address how technology usage can be used to enhancestudent engagement.


08/06/2018 05/24/2019 $0 Teachers,administrators, coaches,specialists,and principals

WIDA and Elevation PD ESOL teacher will provide professional development onWIDA "Can Do" descriptors and the ELEVATION program


08/01/2018 05/23/2019 $0 Administration, InstructionalCoaches,Teachers,ESOLTeacher

Total $0


StaffResponsible

ACIPChapman P-8


Booster Fund

Engagement meetings a.First 9 Weeks – Evening Event – Teachers will hold anOpen House for all Parents/Guardians/Stakeholders. Thiswill not be a PTA sponsored event.b.Second 9 Weeks – Day Event – Principal and staff willhold a lunch and/or breakfast (Chat and Chew, Lunch andLearn, Coffee and Conversation, etc.) to discussinformation and school events to all stakeholders.c.Third 9 Weeks – Afternoon/Evening Event – Student ledconferences will take place with the assistance of theteachers.d.Fourth 9 Weeks – Day Event – Principal and staff will holda lunch and/or breakfast (Chat and Chew, Lunch and Learn,Coffee and Conversation, etc.) to discuss information andschool events to all stakeholders.•These events will be published by robo calls, email, socialmedia, website, etc. using a method and format(s) that iscoherent and appropriate to specific stakeholder groups.

CommunityEngagement

08/06/2018 05/24/2019 $0 LEA andfaculty of theschool

Feedback Utilization The leadership team will review all request and respondwithin 48 hours of the request.Stakeholders will be invited to participate in school functionsand relevant decision making sessions as specified byFederal guidelines.

CommunityEngagement

08/06/2018 05/24/2019 $0 LeadershipTeam

Digital Distribution Digital Devices will be distributed to students on a set daybefore school begins. Students receive information aboutdigital device distribution via school casts. School staff willoffer students several opportunities before the beginning ofthe school year to pick up digital devices.

Technology 08/06/2018 05/24/2019 $0 School'sassignedsystem techand otherdesignatedschool staff.

Peer Coaching Peer Coaching Program ProfessionalLearning

10/12/2015 05/02/2016 $0 LeadershipTeam

Development of LessonPlans

Teachers will develop lesson plans incorporating the use oftechnology and the technology course of study standards.

DirectInstruction

08/06/2018 05/24/2019 $0 Faculty andAdministration

Data Meetings The leadership team will use developed protocols to reviewthe pertinent data. Grade level teams will also meetregularly to discuss data as it applies to RTI, student growthand school culture and climate.

Policy andProcess

08/01/2018 05/24/2019 $0 Leadershipteam andprincipal,Grade levelteams

Total $0


StaffResponsible

Perfect Attendance Rewards All students will be recognized with a certificate and beeligible to win a prize sponsored by the PTSA.

Other -Attendance

08/06/2018 05/24/2019 $3000 Teachers,staff andadministration

Total $3000

ACIPChapman P-8


Title I Part A


StaffResponsible

Standards Based Instruction Teachers will complete lesson plans and submit them to theschool's leadership team weekly. Leadership team willconduct weekly walkthroughs to ensure that teachersimplement their strategic teaching lesson plans, provideexplicit and small group instruction and engage studentswith rigorous and relevant activities.

DirectInstruction

08/06/2018 05/24/2019 $100 All teachersandleadershipteam

Perfect Attendance Rewards All students will be recognized with a certificate and beeligible to win a prize sponsored by the PTSA.

Other -Attendance

08/06/2018 05/24/2019 $500 Teachers,staff andadministration

Advisory Lesson Dedicated time during homeroom for advisory lessons AcademicSupportProgram

08/06/2018 05/23/2019 $500 Administration, teachers

Increase Rigor and Relvance Teachers will implement small group instruction in theirclasses and use explicit open-ended questions duringinstruction. The will participate in ongoing professionaldevelopment from ICLE - Model Schools to increase therigor and relevance in their instruction.


08/06/2018 05/24/2019 $5000 All teachers,support staff,andadminitratiors.

6th Grade TransitionActivities

6th Grade teachers and counselors will visit feederelementary schools to meet with 5th grade students andteachers.Upcoming 6th grade students will participate in TribeOrientation during the summer to prepare for 6th grade.


08/06/2018 05/23/2019 $4000 Administration, Teachers

Strategic Teaching Teachers will participate in professional learning throughoutthe school year by attending school, district and otherprofessional developments to improve their teachingpractice, level of classroom instruction and studentengagement.


08/06/2018 05/24/2019 $5000 All teachers,Support Staff,MediaSpecialistsandAdministrators.

Student Led Conference Students will participate in conferences to share results ofstandardized test scores, course grades and goal-settingwith parents or guardians.


08/06/2018 05/23/2019 $1000 Administration, instructionalcoaches,teachers

Improve School Climate Teachers will implement school-wide behavioralexpectations and rules with students in all areas of theschool according the the PBIS Plan. Teachers will assist inmonitoring common areas of the school. Teachers willcelebrate student achievement by participating in PBIScelebrations.


08/06/2018 05/24/2019 $1000 All teachers,staff andadministration

ACIPChapman P-8


Professional Development The district will provide ongoing professional developmentto assist teachers in implementing district wide technologyaspects of the curriculum. The school will provided jobembedded support and training to teachers and needed.Teachers may seek out of district professional developmentopportunities and attend training specific to their ownlearning needs.


08/06/2018 05/24/2019 $3000 LeadershipTeam,TechnologyCoaches,Teachers

Student Goal Setting Teachers will review the results of Scantron and STAR withstudents and students will set goals for future assessments.


08/06/2018 05/23/2019 $500 Administration, instructionalcoaches,teachers

Collaboration/Visits with LeeHigh School

Chapman Teachers will collaborate with teachers from LeeHigh School to ease the transition of eighth grade studentsto high school through vertical planning centered onacademic and behavioral strategies.



Institute Mentoring Program Identified students will be supported by a mentoringprogram with various teachers, small groups, and otheradults.


08/06/2018 05/23/2019 $500 Administration, Counselor,Teachers

Increase Rigor andRelevance

Teachers will implement small group instruction in theirclasses and use manipulatives to demonstrate conceptsand improve student learning and retention. They willparticipate in ongoing professional developments toincrease the level rigor and relevance in their instruction.


08/06/2018 05/24/2019 $5000 All teachers,support staffandadministrators.

Standards Based Instruction Teachers will complete lesson plans and submit them to theschool's leadership team weekly. Leadership team conductweekly walkthroughs to ensure that teachers implementtheir strategic teaching lesson plans, provide explicit andsmall group instruction and engage students with rigorousand relevant activities.

DirectInstruction

08/06/2018 05/24/2019 $100 All teachersandleadershipteam

Engaging Parents Provide parent orientation at the beginning of the schoolyear and engage parents in parent parties and workshopsto provide relevant information and opportunities toparticipate and assist students.

CommunityEngagement

08/01/2018 05/23/2019 $4000 Administrators, CurriculumSpecialist andParentInvolvementCoordinator.

Strategic Teaching Teachers will participate in professional learning throughout the year around Strategic Teaching Strategies byattending school, district, and other professionaldevelopment such as ICLE-Model Schools to improveteaching practice, level of classroom instruction, andstudent engagement.


08/06/2018 05/24/2019 $5000 All Teachersas well asAdministration, SupportStaff, andMediaSpecialists.

Kindergarten for a Day Preschool students will participate in K for a Day to assist inpreparing for Kindergarten



Total $36700

ACIPChapman P-8


Stakeholder Feedback Diagnostic

ACIPChapman P-8


Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that

need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the

institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each

survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to

broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be

used in the same manner by the institution as it engages in improvement planning.

ACIPChapman P-8


Stakeholder Feedback Data

Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback

Data document offline and upload below?Yes see attached document Stakeholder

Feedback

ACIPChapman P-8


Evaluative Criteria and Rubrics

Overall Rating: 3.0

Statement or Question Response Rating1. Questionnaire Administration Most required AdvancED questionnaires were

used by the institution to receive stakeholderfeedback. The minimum response rate for eachpopulation was met (parent questionnaire:equal to or greater than 20%, studentquestionnaire(s): equal to or greater than 40%,staff questionnaire: equal to or greater than60%). Questionnaires were administered withreasonable fidelity to the administrativeprocedures appropriate for each assessment. Inmost instances, the stakeholders to whomthese questionnaires were administered mostlyrepresented the populations served by theinstitution. Appropriate accommodations wereprovided for most participants.

Level 3

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis All questionnaires had an average item value of

3.20 or above (on a 5.0 scale). Results ofstakeholder feedback collected by the institutionwere acceptably analyzed and presented withreasonable clarity.

Level 3

ACIPChapman P-8


Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? Parent Survey:

97% of parents surveyed said that the feel welcome in the school.

95% feel that the school encouraged them to be involved in their child's education.

81% know the school's academic goals and how they can be involved.

93% said that they are able to reach their child's teacher when needed.

96% feel that teachers in the school are interested and cooperative when they discuss their child's academic progress and or/other concerns.

Student survey

(Grades 3-5):

83% of elementary student feel that their teachers hold them to high expectations around effort, understanding, persistence, and

performance in class.

70% feel a strong social connection with their teachers within and beyond school.

Grades 6-8):

66% of students felt that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class.

73% of students feel that their teachers are respectful towards them

Which area(s) show a trend toward increasing stakeholder satisfaction or approval? Parents and students believe that the staff of Chapman are respectful and provide the help and support that they need. Parents feel

informed about their children's academic standing and believe that teachers are interested in their children's success. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? The reported findings are confirmed by parents, school district representatives, and other stakeholders as they visit the school.

ACIPChapman P-8


Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? Parent Survey:

51% of parents are unaware of the school's referral program to community services outside of the school.

49% don't know how to be involved in school planning/review committees.

Student survey

(Grades 3-5):

47% of students had a favorable rating with regards to perceptions of student physical and psychological safety at school.

Grades 6-8):

47% of students had a favorable rating with regards to perceptions of student physical and psychological safety at school.

33% of students said that they were attentive and invested in school

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Parental awareness about extra services provided by the school and student perception about their safety and engagement in school. What are the implications for these stakeholder perceptions? 1) Parents must be made aware of the variety of communication tools we utilize at the school to keep them informed and involved.

2) Efforts to create a safe, positive learning environment need to be sustained.

3) Provide more opportunities for students to be more involved and engaged in school. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? All of the reported findings are consistent with teacher interactions, student interactions, and stakeholder interaction within the building and

out in the community.

ACIPChapman P-8


Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3

ACIPChapman P-8


Title I Schoolwide Diagnostic

ACIPChapman P-8


Introduction This diagnostic tool is aligned to the requirements for Title I Schoolwide School as described in section 1114, Every Student Succeeds Act

(ESSA). The comprehensive needs assessment (CNA) requirement is met by completing a School Process Profile and Summary Report.

The comprehensive needs assessment must be completed prior to creating a new plan or annually updating an existing school improvement

plan. Use the results of the comprehensive needs assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Gap

Statements and Causes for Gaps included in the Goals information address all four measures of data: student achievement data, school

programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. The

Comprehensive Needs Assessment must also take into account the needs of migratory children as defined in Title I, Part C, Section 1309(2).

ACIPChapman P-8


Component 1: Comprehensive Needs Assessment (Sec.1114(b)(6))

How was the comprehensive needs assessment conducted? Stakeholders reviewed the CIP during the Spring of the 2017-2018 school year to assess the degree to which implemented strategies had

been successful. This information was shared with all the faculty, staff, and interested parents. The faculty met in grade level teams to

review the CIP and provide input on the following: which elements if any had been successful and did not need to be included in the next

year's plan; the elements that were successful but still require continued monitoring during the upcoming school year; and the elements that

had not been fully successful and must be included in the 2018-2019 CIP. Revisions were made to the CIP based on input from the faculty.

Parent, teacher, and student surveys were conducted to identify areas of perceived strengths and weakness in the school's academic

program and climate. In August of this school year, the school's leadership team analyzed Scantron, SIR, STAR, Educate Alabama,

attendance, and any other appropriate data that would assist in the decision making process. What were the results of the comprehensive needs assessment? The entire faculty met at the end of the school year in order to discuss the final revisions of the 2017-2018 CIP plan. The goals,strategies,and

resources were discussed.The results of the needs assessment are the following: There is a need for improvement in in the areas Math and

Reading based on our STAR and Scantron data. Even though we met last year's CIP goal of a 5% increase in students reaching at or above

benchmark, only 40% of the students met the goal in Math and 29% in Reading.

Progress has been made in the area of attendance; however, the school must continue to be proactive and monitor. An attendance task

force must be implemented to identify and monitor students who are chronically absent or tardy. We have made great strides in improving

the culture of our school; but,we still have room for improvement and must be consistent in our protocols and programming that address that

area. What conclusions were drawn from the results? Chapman P-8 continues to make slow and steady progress. There is still a large population of students that need remediation in math and

reading. We must continue to seek out high impact teaching strategies and provide differentiation in instruction. Tier I and II instruction must

consistent with what the data suggests our students need. Tier III instruction provided by our interventionists and ESOL teachers are

essential to meeting our academic goals. We must provide extrinsic motivation and celebrations for student success. As we strive to provide

students with a climate that is conducive for learning, we must hold students accountable for their behavior and attendance by establishing

and adhering to the Behavior Learning Guide, our PBIS program, Restorative Practices and by maintaining our attendance task force.

What information was concluded as a result of analyzing perception, student achievement, school programs/process, and

demographic data? The following conclusions were made:

Academic data suggests that Math and Reading are still areas of significant weakness. Instructional rigor has increased but work must be

ACIPChapman P-8


done to ensure consistency. Model Schools (ICLE) will be instrumental in assisting our faculty in providing rigorous instruction that is relevant

to our students. Professional development is needed to provide strategies to engage students. There is still a need for struggling students to

receive differentiated instruction and be provided with tier II and tier II instruction from interventionists.

Discipline data indicates a slight increase in the number of infractions compared to the previous year. Consistent implementation of PBIS

and Restorative Practice are next steps to improve school culture.

How are the school goals connected to priority needs and the needs assessment? A variety of data points were used to complete the comprehensive needs assessment. The data results were used to develop instructional

goals and create strategies for school-wide implementation. During the Continuous Improvement Reviews, the faculty suggested strategies,

professional development, and expected resources. The student academic goals were set to establish a level of proficiency for all students in

all subgroups. Goals were established based on the school's priority needs and needs assessment, the recent STAR and Scantron

assessment, and District Federal monitoring. Our major priories are to improve Reading and Math scores for all students and provided a

positive school culture conducive to learning. How do the goals portray a clear and detailed analysis of multiple types of data? The goals were created based on the the following data types:

Scantron

STAR

Access

SIRS

Educate Alabama

Stakeholder Feedback

LEA Benchmarks How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged? The goals were developed using data from all available sources to meet the needs of the entire student population. All teachers utilize the

College and Career Standards and follow the district pacing guides. To achieve the established goals, teachers adjust instruction based on

student need. Teachers analyze a variety of data to plan instruction. All students are expected to improve at each administration of the

Scantron and STAR assessments. Scaffolds are set in place to assist all students in achieving proficiency such as small group instruction,

intervention classes, ESOL instruction and learning Strategies classes. EL students are expected to make growth on the Access

assessment.

ACIPChapman P-8


Component 2: Schoolwide Reform Strategies (Sec. 1114(7)(A)(i)(ii)(iii)(I)(II)(III))

Identify the strategies in the schoolwide plan that provide opportunities for all children, including each of the subgroups of

students (economically disadvantaged; students from major racial and ethnic groups; children with disabilities; and English

Learners) as defined in section 1111(c)(2) to meet the challenging State academic standards. Goal 1:

Engage and Empower the Learner through Technology Measurable Objective 1:

80% of Third, Fourth, Fifth, Sixth, Seventh and Eighth grade students will demonstrate a proficiency Implementation of digital curriculum

and providing each student in GR 3-12 with a digital device to reduce the digital divide & support 21st century learning. Technology Usage

for the 18-19 school year will increase by 5% from the baseline usage. in Reading by 05/24/2019 as measured by Implementation of digital

curriculum and providing each student in GR 3-12 with a digital device to reduce the digital divide & support 21st century learning.

Technology Usage for 18-19 will increase by 5% from the baseline usage.. Strategy1:

Technology Usage - Implementation of digital curriculum and providing each student in GR 3-12 with a digital device to reduce the digital

divide & support 21st century learning.

Category: Other - Digital Curriculum

Research Cited:

Goal 2:

Prepare and Support Teachers and Leaders to Graduate Digitally Fluent College and Career-Ready Students Measurable Objective 1:

demonstrate a proficiency in the use of the digital tools and products for teaching students by 05/24/2019 as measured by classroom

observations from the administration and the leadership team. Strategy1:

Activity - Digital Curriculum ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

Implementation of digital curriculum andproviding each student in GR 3-12 with a digitaldevice to reduce the digital divide & support21st century learning. Technology Usage for2018-2019 will increase by 5% from thebaseline usage.

DirectInstruction 08/06/2018 05/24/2019 $0 - General Fund LEA of school and HCS IT

Department

ACIPChapman P-8


Mastering the Digital Curriculum - Teachers will be provided PD by district technology coaches and by other district appointed trainers during

job embedded training cycles or other times specified by the district. The school's Library Media Specialist and DLPTechnology Learning

Coach will provide teacher support throughout the school day as needed.

Category: Develop/Implement Professional Learning and Support

Research Cited:

Goal 3:

Chapman will have 85% of students in grades 3 - 8 showing at least a year's growth on Scantron Reading and will have a 5% increase in

students in average high and above average categories. Measurable Objective 1:

A 5% increase of Third, Fourth, Fifth, Sixth, Seventh and Eighth grade Black or African-American, Asian, White, Economically

Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian

or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on grade level in Reading by

05/24/2019 as measured by Scantron.. Strategy1:

Strategic Teaching - Teachers will increase active student engagement through explicit and small group instruction, and participating in the

coaching cycle as necessary.

Category: Develop/Implement College and Career Ready Standards

Research Cited:

Strategy2:

Standards Based Instruction - Teachers will use the Alabama College and Career Ready Standards as laid out by the schools district's

pacing guides.

Activity - Professional Development ActivityType Begin Date End Date Funding Amount


The district will provide ongoing professionaldevelopment to assist teachers in implementingdistrict wide technology aspects of thecurriculum. The school will provided jobembedded support and training to teachers andneeded. Teachers may seek out of districtprofessional development opportunities andattend training specific to their own learningneeds.

ProfessionalLearning 08/06/2018 05/24/2019 $3000 - Title I Part

A

Leadership Team,Technology Coaches,Teachers

Activity - Strategic Teaching ActivityType Begin Date End Date Funding Amount


Teachers will participate in professionallearning through out the year around StrategicTeaching Strategies by attending school,district, and other professional developmentsuch as ICLE-Model Schools to improveteaching practice, level of classroom instruction,and student engagement.

AcademicSupportProgramProfessionalLearningDirectInstruction

08/06/2018 05/24/2019 $5000 - Title I PartA

All Teachers as well asAdministration, SupportStaff, and MediaSpecialists.

ACIPChapman P-8



Research Cited:

Strategy3:

Increase Rigor and Relvance - Teachers will use small group instruction, use explicit open-ended questions, and participate in professional

development and coaching.


Research Cited:

Goal 4:

Chapman will have 85% of students in grades 3 - 8 showing at least a year's growth on Scantron Math and will have a 5% increase in


A 5% increase of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh and Eighth grade Black or African-American, Asian,

Bottom 30%, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two

or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on

grade level in Mathematics by 05/24/2019 as measured by STAR Math.. Strategy1:

Increase Rigor and Relevance - Teachers will use small group instruction and utilize manipulatives to demonstrate concepts. They will

participate in professional development and Coaching with AMSTI and participate in other relevant professional development opportunities.


Research Cited:

Activity - Standards Based Instruction ActivityType Begin Date End Date Funding Amount


Teachers will complete lesson plans and submitthem to the school's leadership team weekly.Leadership team will conduct weeklywalkthroughs to ensure that teachersimplement their strategic teaching lesson plans,provide explicit and small group instruction andengage students with rigorous and relevantactivities.

DirectInstruction 08/06/2018 05/24/2019 $100 - Title I Part A All teachers and

leadership team

Activity - Increase Rigor and Relvance ActivityType Begin Date End Date Funding Amount


Teachers will implement small group instructionin their classes and use explicit open-endedquestions during instruction. The willparticipate in ongoing professional developmentfrom ICLE - Model Schools to increase the rigorand relevance in their instruction.

DirectInstructionProfessionalLearningAcademicSupportProgram

08/06/2018 05/24/2019 $5000 - Title I PartA

All teachers, support staff,and adminitratiors.

ACIPChapman P-8


Strategy2:

Standards Based Instruction - Teachers will use the Alabama College and Carer Ready Standards as laid out by school district's pacing

guides.


Research Cited:

Strategy3:

Strategic Teaching - Teachers will increase student engagement through explicit and small instruction, AMSTI/Laying the Foundation

lessons and implement the Eight Mathematical Practices. Teachers will participate in professional development with AMSTI and A + College

ready and other relevant professional development opportunities and participate in the coaching cycle as needed.


Research Cited:

Activity - Increase Rigor and Relevance ActivityType Begin Date End Date Funding Amount


Teachers will implement small group instructionin their classes and use manipulatives todemonstrate concepts and improve studentlearning and retention. They will participate inongoing professional developments to increasethe level rigor and relevance in their instruction.

ProfessionalLearningDirectInstructionAcademicSupportProgram

08/06/2018 05/24/2019 $5000 - Title I PartA

All teachers, support staffand administrators.



Teachers will complete lesson plans and submitthem to the school's leadership team weekly.Leadership team conduct weekly walkthroughsto ensure that teachers implement theirstrategic teaching lesson plans, provide explicitand small group instruction and engagestudents with rigorous and relevant activities.


leadership team

ACIPChapman P-8


Goal 5:

55% of English learners will demonstrate progress in English Language proficiency as measured by ESSA Cumulative Growth Targets bases

on the results from ACCESS for ELLs 2.0 assessment. Measurable Objective 1:

increase student growth in English Language acquisition by 05/23/2019 as measured by scores on ACCESS for ELLs.. Strategy1:

Tier III Instruction - Students will be pulled for Tier III instruction with the ESOL teacher.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement

Research Cited:

Strategy2:

Tier I and Tier II Instruction - Classroom teachers will utilize WIDA "Can Do" descriptors and the ELEVATION program to provide

differentiated instruction in the classroom.


Research Cited:



Teachers will participate in professionallearning throughout the school year byattending school, district and other professionaldevelopments to improve their teachingpractice, level of classroom instruction andstudent engagement.

ProfessionalLearningAcademicSupportProgramDirectInstruction

08/06/2018 05/24/2019 $5000 - Title I PartA

All teachers, Support Staff,Media Specialists andAdministrators.

Activity - Engaging Parents ActivityType Begin Date End Date Funding Amount


Provide parent orientation at the beginning ofthe school year and engage parents in parentparties and workshops to provide relevantinformation and opportunities to participate andassist students.

CommunityEngagement 08/01/2018 05/23/2019 $4000 - Title I Part

A

Administrators, CurriculumSpecialist and ParentInvolvement Coordinator.

Activity - WIDA and Elevation PD ActivityType Begin Date End Date Funding Amount


ESOL teacher will provide professionaldevelopment on WIDA "Can Do" descriptorsand the ELEVATION program

ProfessionalLearning 08/01/2018 05/23/2019 $0 - District

Funding

Administration,Instructional Coaches,Teachers, ESOL Teacher

ACIPChapman P-8


Identify the instructional strategies and methods used that strengthen the academic program in the school, increase the amount

and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and

courses necessary to provide a well-rounded education. Goal 1:

Chapman will have 85% of students in grades 3 - 8 showing at least a year's growth on Scantron Reading and will have a 5% increase in


A 5% increase of Third, Fourth, Fifth, Sixth, Seventh and Eighth grade Black or African-American, Asian, White, Economically

Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian

or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on grade level in Reading by

05/24/2019 as measured by Scantron.. Strategy1:

Strategic Teaching - Teachers will increase active student engagement through explicit and small group instruction, and participating in the

coaching cycle as necessary.


Research Cited:

Strategy2:

Standards Based Instruction - Teachers will use the Alabama College and Career Ready Standards as laid out by the schools district's

pacing guides.


Research Cited:



Teachers will participate in professionallearning through out the year around StrategicTeaching Strategies by attending school,district, and other professional developmentsuch as ICLE-Model Schools to improveteaching practice, level of classroom instruction,and student engagement.


08/06/2018 05/24/2019 $5000 - Title I PartA

All Teachers as well asAdministration, SupportStaff, and MediaSpecialists.

ACIPChapman P-8


Strategy3:

Increase Rigor and Relvance - Teachers will use small group instruction, use explicit open-ended questions, and participate in professional

development and coaching.


Research Cited:

Goal 2:

Chapman will show a 5% gain in students attaining benchmark on the Writing subtest of the ACT Aspire each student subgroup. Measurable Objective 1:

A 5% increase of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh and Eighth grade Black or African-American, Asian,

Bottom 30%, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two

or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on

grade level in Writing by 05/24/2016 as measured by the ACT Aspire.. Strategy1:

Improve the level of writing - Teachers will participate in professional development for creating rigorous writing tasks and ongoing coaching to

assist with implementation. Teachers will provide students with rigorous writing tasks using Webb's Level III or higher (Quad D) and use

rubrics to provide specific feedback to students.


Research Cited:



Teachers will complete lesson plans and submitthem to the school's leadership team weekly.Leadership team will conduct weeklywalkthroughs to ensure that teachersimplement their strategic teaching lesson plans,provide explicit and small group instruction andengage students with rigorous and relevantactivities.


leadership team

Activity - Increase Rigor and Relvance ActivityType Begin Date End Date Funding Amount


Teachers will implement small group instructionin their classes and use explicit open-endedquestions during instruction. The willparticipate in ongoing professional developmentfrom ICLE - Model Schools to increase the rigorand relevance in their instruction.


08/06/2018 05/24/2019 $5000 - Title I PartA

All teachers, support staff,and adminitratiors.

ACIPChapman P-8


Goal 3:







Research Cited:

Strategy2:



Research Cited:

Activity - Increase Quantity of Writing ActivityType Begin Date End Date Funding Amount


All core teachers will have students completerigorous writing tasks weekly. All students willrespond to a common grade-level writingprompt each nine weeks as prescribed by theschool's writing plan.

DirectInstructionAcademicSupportProgram

08/11/2016 05/24/2017 $1000 - Title I PartA

Core teachers, supportstaff and administrators

Activity - Increase quality of writing ActivityType Begin Date End Date Funding Amount


Teachers will provide explicit writing instructionand engage students through rigorous writingtasks. Grade level teams will provide studentswith feedback on the quality of their writingthrough rubrics.


08/11/2016 05/24/2017 $2000 - Title I PartA

All teachers, support staffand administrators





Funding






A


ACIPChapman P-8


Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State

academic standards, through activities which may include-

•counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other

strategies to improve students' skills outside the academic subject areas

•preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and

technical education programs and broadening secondary school students' access to coursework to earn postsecondary credit

while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early

college high schools

•implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services,

coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et

seq.) Goal 1:

Chapman will create a positive learning environment as measured by a 5% decrease in discipline referrals and have an attendance rate of

95% or greater. Measurable Objective 1:

demonstrate a behavior of having 5% fewer discipline referrals and average daily attendance rate greater than 95%. by 05/24/2019 as

measured by Office Discipline Referrals and Average daily attendance. Strategy1:

Incentives - We will reward students who have perfect attendance.

Category: Implement Community Based Support and Intervention System

Research Cited: Previous Experience

Strategy2:

Improve School Climate - Teachers will implement classroom discipline plans, utilize BLOOM for documenting positive and negative student

behaviors, and implement school-wide PBIS strategies and rewards.

Category: Develop/Implement Student and School Culture Program

Research Cited:

Activity - Perfect Attendance Rewards ActivityType Begin Date End Date Funding Amount


All students will be recognized with a certificateand be eligible to win a prize sponsored by thePTSA.

Other -Attendance 08/06/2018 05/24/2019

$3000 - BoosterFund$500 - Title I Part A

Teachers, staff andadministration

ACIPChapman P-8


Strategy3:

Pupil Services - The school will follow the early warning procedures of Huntsville City Schools


Research Cited:

Goal 2:

Engage students in a formalized process for long-term advising and mentoring to support academic progress and personal development. Measurable Objective 1:

demonstrate a behavior of increasing the percentage of students who perceive that they have a strong positive relationship with at least one

adult in the building by 05/23/2019 as measured by student survey results. Strategy1:

Homeroom/Advisory Class - All students will participate in homeroom/advisory for character lessons, reviewing standardized test results,

course grades, and goal-setting.


Research Cited:

Activity - Improve School Climate ActivityType Begin Date End Date Funding Amount


Teachers will implement school-wide behavioralexpectations and rules with students in all areasof the school according the the PBIS Plan.Teachers will assist in monitoring commonareas of the school. Teachers will celebratestudent achievement by participating in PBIScelebrations.


08/06/2018 05/24/2019 $1000 - Title I PartA

All teachers, staff andadministration

Activity - Letters and Calls ActivityType Begin Date End Date Funding Amount


School Staff will call and send letters inaccordance with the district absence and tardypolicy.


08/06/2018 05/24/2019 $600 - GeneralFund

STI Operator, Counselorand Principal

Activity - Institute Mentoring Program ActivityType Begin Date End Date Funding Amount


Identified students will be supported by amentoring program with various teachers, smallgroups, and other adults.


08/06/2018 05/23/2019 $500 - Title I Part A Administration, Counselor,Teachers

Activity - Student Goal Setting ActivityType Begin Date End Date Funding Amount


Teachers will review the results of Scantron andSTAR with students and students will set goalsfor future assessments.


08/06/2018 05/23/2019 $500 - Title I Part AAdministration,instructional coaches,teachers

ACIPChapman P-8


English Language Proficiency Goal (Should address identified weaknesses and gaps): Goal 1:







Research Cited:

Strategy2:



Research Cited:

Activity - Advisory Lesson ActivityType Begin Date End Date Funding Amount


Dedicated time during homeroom for advisorylessons


08/06/2018 05/23/2019 $500 - Title I Part A Administration, teachers

Activity - Student Led Conference ActivityType Begin Date End Date Funding Amount


Students will participate in conferences to shareresults of standardized test scores, coursegrades and goal-setting with parents orguardians.


08/06/2018 05/23/2019 $1000 - Title I PartA

Administration,instructional coaches,teachers





Funding


ACIPChapman P-8


Describe how the school provides individual student academic achievement results and interpretation of the results to parents of

English Learners in a language they can understand. Our school can send home results from the STAR and SCANTRON assessments in Spanish.





A


ACIPChapman P-8


Component 3: Instruction by Qualified Staff (Sec.1112(c)(6))

Describe how staffing decision ensure that highly qualified, well trained teachers provide instruction and how their assignments

most effectively address identified academic needs. Certified teachers send their applications and resumes to the district office for consideration. Applicants are filtered through an initial

screening process by the district to ensure that they have all credentials needed to meet compliance and be successful. Only the highest

ranked applicants are referred to schools. Each school principal and or leadership team conduct interviews to determine if the applicant

meets the needs of the school.

Label Assurance Response Comment Attachment1. Do all of the instructional paraprofessionals

meet the state requirements? If no, what is thenumber that has not met state requirementsand what is being done to address this?

Yes

Label Assurance Response Comment Attachment2. Do all of the teachers meet the state

requirements and licensing criteria for the gradelevels and subject areas in which the teachersprovide instruction? If no, what is the numberthat has not met state requirements andlicensing criteria, and what is being done toaddress this?

Yes

ACIPChapman P-8


Component 4: Strategies to Attract Qualified Teachers (Sec. 1114(7)(A)(iii)(IV))

What is the school's teacher turnover rate for this school year? The turnover rate for this school year is 16%. What is the experience level of key teaching and learning personnel? 0-5 years - 41%

5-10 years - 20%

10-20 years - 22%

20+ - 17% If there is a high turnover rate, list initiatives the school or school district has implemented to attempt to lower the turnover rate

(recruitment and retention strategies). Teachers are offered professional development on a variety of topics in school and through other outside venues. Support and coaching by

the Literacy Educationalist, Technology coach and Curriculum Specialist. Administrators provide strategies to improve classroom

management.Title I funding provides for additional support staff to enhance student learning. Common planning times for grade level teams

to collaborate and provide support RTI Committee addresses faculty concerns and suggests strategies to assist teachers in working with

students.

ACIPChapman P-8


Component 5: High Quality and Ongoing Professional Development (Sec. 1114(7)(A)(iii)(IV))

Describe how data is used from academic assessments to determine professional development. Our data shows that students need ongoing and intentional support in Math and Reading. Chapman School will have training throughout the

year on Content Area, Alabama College and Career Ready Standards, and Strategic Teaching Strategies that are highl quality, effective, and

research-based. In addition, the faculty will receive professional development on Project Lead the Way, AMSTI, Collaborative Classroom,

and PBIS. Teachers will also participate in Model Schools training by ICLE. Specific staff members will receive training on remediation

programs such as Spire and Classworks.Based on our school culture data, faculty will be provided with ongoing training on effective

discipline strategies and student engagement practices to assist with behavior and attendance. Identify the professional development opportunities for teachers, principals, paraprofessionals, and other school personnel to

improve instruction. Chapman School will have training throughout the year on Content Area, Alabama College and Career Ready Standards, and Strategic

Teaching Strategies that are highly quality, effective, and research-based. In addition, the faculty receives professional development from

Model Schools - Rigor and Relevance, Project Lead the Way, AMSTI, LTF, and PBIS). District provided Collaborative Classroom training and

ongoing in school training support from Reading Coach, Literacy Educationalist and Curriculum Specialist.The Curriculum Specialist and

Literacy Educationalist provide ongoing coaching based on walk-through data, administrative requests, and teacher requests.Teachers

receive technology PD, as needed, by the district Instructional Technologist. Teachers are also encouraged to self-reflect and find

professional development sessions that they believe will improve their teaching practice and support student success. Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given

support from an assigned master teacher. New teachers are assigned a mentor. Both mentor and new teacher will follow the guidelines set forth in the Huntsville City Schools Mentor

Program for New Teachers. Grade level teams and instructional coaches also provide extra support for new teachers. Describe how all professional development is "sustained and ongoing." All professional development is based on student and school data. Data is analyzed in Leadership Team meetings as well as by faculty in

data meetings, grade level and RTI meetings. Through such meetings and data results, the leadership team determines professional

development for the entire school or specific teachers. LEA also provides a variety of opportunities that are required or suggested for

teachers to attend.

ACIPChapman P-8


Component 6: Transition Strategies (Sec.1114(7)(A)(iii)(V))

Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next. For

example, preschool preparation for Kindergarten and/or eighth grade transition to high school and/or high school to college/work

force. Goal 1:

Engage students in a formalized process for long-term advising and mentoring to support academic progress and personal development. Measurable Objective 1:

collaborate to assist students in transitioning from one grade level to the next by 05/23/2019 as measured by student survey results. Strategy1:

Transition Activities to assist student - Students will participate in various activities to assist in their transition from one grade level to the next.

Category: Develop/Implement Learning Supports

Research Cited:

Measurable Objective 2:

demonstrate a behavior of increasing the percentage of students who perceive that they have a strong positive relationship with at least one

Activity - 6th Grade Transition Activities ActivityType Begin Date End Date Funding Amount


6th Grade teachers and counselors will visitfeeder elementary schools to meet with 5thgrade students and teachers.Upcoming 6th grade students will participate inTribe Orientation during the summer to preparefor 6th grade.


08/06/2018 05/23/2019 $4000 - Title I PartA Administration, Teachers

Activity - Collaboration/Visits with Lee HighSchool

ActivityType Begin Date End Date Funding Amount


Chapman Teachers will collaborate withteachers from Lee High School to ease thetransition of eighth grade students to highschool through vertical planning centered onacademic and behavioral strategies.


08/06/2018 05/23/2019 $1000 - Title I PartA Administration, Teachers

Activity - Kindergarten for a Day ActivityType Begin Date End Date Funding Amount


Preschool students will participate in K for aDay to assist in preparing for Kindergarten


08/06/2018 05/23/2019 $500 - Title I Part A Administration, Teachers

ACIPChapman P-8


adult in the building by 05/23/2019 as measured by student survey results. Strategy1:

Homeroom/Advisory Class - All students will participate in homeroom/advisory for character lessons, reviewing standardized test results,

course grades, and goal-setting.


Research Cited:

Activity - Student Goal Setting ActivityType Begin Date End Date Funding Amount


Teachers will review the results of Scantron andSTAR with students and students will set goalsfor future assessments.


08/06/2018 05/23/2019 $500 - Title I Part AAdministration,instructional coaches,teachers

Activity - Advisory Lesson ActivityType Begin Date End Date Funding Amount


Dedicated time during homeroom for advisorylessons


08/06/2018 05/23/2019 $500 - Title I Part A Administration, teachers

Activity - Student Led Conference ActivityType Begin Date End Date Funding Amount


Students will participate in conferences to shareresults of standardized test scores, coursegrades and goal-setting with parents orguardians.


08/06/2018 05/23/2019 $1000 - Title I PartA

Administration,instructional coaches,teachers

Activity - Institute Mentoring Program ActivityType Begin Date End Date Funding Amount


Identified students will be supported by amentoring program with various teachers, smallgroups, and other adults.


08/06/2018 05/23/2019 $500 - Title I Part A Administration, Counselor,Teachers

ACIPChapman P-8


Component 7: Teacher Participation in Making Assessment Decisions (Sec.1114(b)(2))

What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments? The results of statewide academic assessments are presented in faculty meetings and grade level data meetings. Math and Reading

teachers have direct access to STAR and Scantron data in real time online. During meetings, strengths and weaknesses of all students are

identified and a plan is developed based on the data to address those areas. STAR and Scantron testing are held three times a year to

assess student academic growth. Teachers decide which students should be monitored through the RTI process and receive tier III

instruction from interventionists. During our three official CIP reviews, teachers suggest strategy changes based on the data.

ACIPChapman P-8


Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering the

Standards (Sec.1114 (7)(A))

What is the process to identify students who experience difficulty mastering the State's academic achievement assessment

standards at an advanced or proficient level? Chapman uses a variety of assessments to determine whether students are mastering the Alabama College and Career Ready

Standards. All assessments are used in accordance with the district's policies and procedures and include but are not limited to teacher

made formative assessments, STAR and Scantron assessments, Huntsville City Schools Pacing Guides. The assessments are reviewed at

the district,school, and teacher levels to determine proficiency as compared to the national average whenever possible, as well as state and

district averages. Students who need extra support and monitored through the RTI or IEP process. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's academic

achievement assessment standards at an advanced or proficient level? Students who experience difficulty mastering proficient or advanced achievement standards will be provided timely, effective, and additional

instructional assistance. This will be accomplished by teacher review o records, previous test results, and any other pertinent information

which would help the teacher to determine students strengths and weaknesses. Communication with previous teachers and parents who

have insight about the students learning styles is also taken into consideration. We encourage parental involvement in student education

through school conferences, telephone conversations, email, and notes. Chapman utilizes the RTI process to identify and group students

that need additional instruction to best meet their needs. Chapman also implements small group instruction within the classroom daily,

combined with assistance of an interventionist to help get students on track. Learning strategies are provided to students with an IEP.

Several Chapman teachers often volunteer their time to tutor struggling students before and after school hours.

Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of

academic skills BEYOND THE REGULAR SCHOOL DAY. Students needs are addressed through differentiated instruction in the classroom through whole group, small groups, learning strategies and

intervention classes. Elementary teachers provide differentiated instruction during center and teacher table time. Teachers utilize programs

such as iReady, Dreambox, Espark and Classworks to provide individualized remediation. Intervention teachers also

provide targeted instruction. Describe procedures used to address challenges for each group of Migrant, English Language Learners, Economically

Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students. Students who experience difficulty mastering the proficient or advanced achievement standards are provided timely, effective, and

additional instructional assistance. This is accomplished by teacher review of the students permanent records, previous test results, and any

ACIPChapman P-8


other pertinent information which would help the teacher to determine student strengths and weaknesses and communication with previous

teachers and parents who have insight about the students learning styles. Migrant and English Language Learners are assess using the

Access assessment to determine proficiency on specific learning objectives. The district provides an ESOL teacher to work with ELL

students to improve English skills and academic proficiency. Important information is sent home in a language that parents can understand to

ensure that parents are involved and informed. Our social worker and counselor work with economically disadvantaged and or neglected

and delinquent students to alleviate barriers that may impact academic success. Special Education attend a learning strategies class each

day taught by a qualified Special Education teacher and is provided with support in Math and Reading classes from the General Education

and Special Education teachers. Special Populations as listed in the Carl D. Perkins Career and Technical Education Act of 2006 - Describe procedures used to

address challenges for each group of individuals with disabilities, individuals from economically disadvantaged families (including

foster children), individuals preparing for non-traditional fields, single parents (including single pregnant women), displaced

homemakers, and individuals with limited English proficiency. All students at Chapman, including those identified as Migrant, ELL, Economically Disadvantaged, Special Education, Neglected and/or

Delinquent, and Homeless have access to all services and programs available including free/reduced lunch, ELL services, Special

Education, services, and counseling services. Chapman and Huntsville City Schools uses various community resources to provide students

with necessary school supplies, food, clothing, and shelter. All homeless, migratory, and limited English proficient students are provided with

the opportunity to meet the same challenging state content and state student performance standards to which all students are held without

being stigmatized or isolated. Limited English proficient students are identified upon enrollment. Each new student receives a Home

Language Survey used to determine eligibility for limited English proficient testing. Students qualify for testing if the survey indicates that a

language other than English is used by the student or at the student's home. The counselor and office staff identifies migrant students upon

enrollment. Migrant students have access to all services and programs available to the rest of the students. Chapman provides special

education services and uses appropriate procedures in accordance with federal and Alabama State laws and regulations. Chapman ensures

that children with disabilities have access to a variety of educational programs and services available to non-disabled children. In addition,

special education students are provided with an equal opportunity to participate in all extracurricular activities available to non-disable

students.

ACIPChapman P-8


Component 9: Coordination and Integration of Federal, State and Local Programs and Resources

(Sec.1114(b)(V))

List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all

programs and resources are coordinated and integrated toward the achievement of the schoolwide goals. Chapman school utilizes state, district, and Title I funding to achieve the school-wide goals. State and district funding are used to fund the all

teachers in the building. Title I funds are used to fund the Curriculum Specialist,Literacy Educationalist, intervention teachers and programs

and materials in addition to what is provided by state and district funding. How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade

level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head

Start, adult education, career and technical education programs, and schools implementing comprehensive support and

improvement activities or targeted support and improvement activities under section 1111(d)? The following sources are used to fund the school-wide program at Chapman: ELL funds, Title II, Title IV, Title I, and the Stewart B.

McKinney Homeless Grant.

ACIPChapman P-8


Component 10: Evaluation (Sec.1114(b)(3)):

How does the school evaluate the implementation of the schoolwide program? School programs are evaluated using student data. Achievement goals are assessed using STAR and Scantron testing results three times

each year. Attendance data is monitored daily at the school level and monthly at the district level with the 20-day reports. Discipline is

evaluated monthly at the school level and yearly at the district level with the student incident report (SIR) that is turned in to the State

Department in June. In August of each year the school's leadership team reviews the CIP plan to discuss necessary changes. The faculty

participates in several CIP reviews throughout the year to evaluate the strategies and goals established in the CIP. How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments

and other indicators of academic achievement? The faculty analyze data from STAR and Scantron assessments during faculty, data and RTI meetings to determine our strengths and

weaknesses. Teaching practices and student goals are adjusted after each administration of each assessment. How does the school determine whether the schoolwide program has been effective in increasing the achievement of students

who are furthest from achieving the standards? The school uses assessment data gathered from STAR and Scantron to determine whether the school-wide program has been effective in

increasing the achievement of students who are furthest from achieving the standards. After the administration of each assessment, student

growth reports are generated to determine if student proficiency in Math and Reading have improved. Teachers also use classroom

formative assessment data to determine if teaching practices have been effective in meeting student needs. What process is followed by the school to revise the plan as necessary, based on the evaluation, to ensure continuous

improvement of students in the schoolwide program? Each year, the school reviews the academic, attendance, and discipline data from the previous year to identify areas of strength and areas of

improvement. The school goals are based on this data and district goals set forth by the superintendent. The school leadership team works

with reading coach and/or curriculum specialist to identify students needing remediation and strategies to improve instruction. Walkthroughs

and data meetings are held monthly to assess test data and classroom instruction. School-wide programs are adjusted as needed to

accomplish the next steps set forth in the data meetings. The faculty participates in 3 CIP reviews to monitor the school's progress in

reaching goals and implementing strategies.

ACIPChapman P-8


Coordination of Resources - Comprehensive

Budget

ACIPChapman P-8


Introduction List all federal, state, and local monies that the school uses to run its program.

ACIPChapman P-8


FTE Teacher Units

Provide the number of classroom teachers. 27

Label Question Value1. Provide the number of Teachers assigned units. 27.71

Label Question Value3. Provide the total of all salaries for the FTE Teacher Units. 1558670.0

Total 1,558,670.00

ACIPChapman P-8


Administrator Units

Provide the number of administrators. 1

Label Question Value1. Provide the number of Administrator assigned units. 1.0

Label Question Value3. Provide the total of all salaries for the FTE administrator units. 117473.2

Total 117,473.20

ACIPChapman P-8


Assistant Principal

Provide the number of Assistant Principals. 1.0

Label Question Value1. Provide the number of Assistant Principal assigned units. 0.5

Label Question Value3. Provide the total of all salaries for the Assistant Principal. 83563.78

Total 83,563.78

ACIPChapman P-8


Counselor

Provide the number of Counselors. 1

Label Question Value1. Provide the number of Counselor assigned units. 1.0

Label Question Value3. Provide the total of all salaries for the Counselor. 68568.48

Total 68,568.48

ACIPChapman P-8


Librarian

Provide the number of Librarians. 1

Label Question Value1. Provide the number of Librarian assigned units. 1.0

Label Question Value3. Provide the total of all salaries for the Librarian. 57306.0

Total 57,306.00

ACIPChapman P-8


Career and Technical Education Administrator

Provide the number of Career and Technical Education Adminstrators. 0

Label Question Value1. Provide the number of Career and Technical Education

Administrator assigned units.0.0

Label Question Value3. Provide the total of all salaries for the Career and Technical

Education Administrator.0.0

Total 0.00

ACIPChapman P-8


Career and Technical Education Counselor

Provide the number of Career and Technical Education Counselors. 0

Label Question Value1. Provide the number of Career and Technical Education Counselor

assigned units.0.0

Label Question Value3. Provide the total of all salaries for the Career and Technical

Education Counselor.0.0

Total 0.00

ACIPChapman P-8


Technology

Not applicable, please place a value of 0 in the box. 0

Label Question Value1. Not applicable, please place a value of 0 in the box. 9363.0

Label Question Value3. Provide the total of all funding for Technology. 9363.0

Total 9,363.00

ACIPChapman P-8


Professional Development



Label Question Value3. Provide the total of all funding for Professional Development. 2809.0

Total 2,809.00

ACIPChapman P-8


EL Teachers

Provide the number of EL Teachers. 0

Label Question Value1. Provide the number of EL Teachers in FTEs. 0.0

Label Question Value3. Provide the total of all funding for EL Teachers. 0.0

Total 0.00

ACIPChapman P-8


Instructional Supplies



Label Question Value3. Provide the total of all funding for Instructional Supplies. 16731.0

Total 16,731.00

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Library Enhancement



Label Question Value3. Provide the total of all funding for Library Enhancement. 3000.0

Total 3,000.00

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Title I

Provide a brief explanation and breakdown of expenses. Curriculum and Literacy Specialist - $174,042 to assist teachers in learning and implementing effective teaching strategies.

Behavior Interventionist - $35,000 to help improve the overall school climate and reduce the number of discipline referrals

Intervention Teachers - $67,000 to assist classroom teachers in providing Tier III instruction to identified students.

Printing and Binding - $5,000 to assist in printing necessary teaching resources

Instructional Supplies - $4,668.00 to purchase classroom supplies for all grade levels

Software - $3,000 - to purchase licenses and software to use in classrooms

Computers - $1,000 - to purchase computers for student use in various areas of the school

Non Capitalized Equipment - $1,000 to purchase equipment for use in classrooms

Student Registration - $1,000 to pay for registration fees for students to compete or attend various academic events

Student Transportation - $1,000 to pay transportation costs for students to travel to various academic events and field trips

Substitutes for PD - $2,000 for teachers to attend professional development sessions

Stipends for PD - $4,000 to pay teacher to attend professional development sessions during the summer

Staff Ed Services - $1,000 to pay for professional services provided for faculty and staff

Instate Travel - $3,000 to pay travel such as lodging, food, and mileage

Staff Ed Supplies - $1,000 to pay for professional books and other supplies for professional development

Out of State Travel - $16,000 to pay travel such as lodging, food, and mileage

Registration for PD - $15,000 to pay for registration fees for professional development

Parent Supplies - $4,473.54 to pay for parent informational materials and supplies

Parent Involvement Person - $15,000 to pay the salary of the for the parent involvement coordinator who will assist in holding parent

meetings and encouraging parents to be active in our school

Summer School - $29,000 to pay for salaries, supplies, and transportation for summer school.

Extended Day Contracts - $4,470.00 to pay for salaries for teachers who stay early or late to tutor students

Label Question Value1. Improving the Academic Achievement of the Disadvantaged

Provide the total.387653.54

ACIPChapman P-8


Title II

Provide a brief explanation and a breakdown of expenses. Substitutes for Teacher Professional Development - $2,000

Stipends for Teacher Summer PD - $4,000

Staff Education Services - $1,000

Instate Travel for PD - $3,000

Staff Education Supplies - $1,000

Out of state Travel for PD - $16,000

Registration for PD - $15,000

Label Question Value1. Professional Development Activities.


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Title III

Provide a brief explanation and a breakdown of expenses. N/A

Label Question Value1. For English Learners.


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Title IV


Label Question Value1. 21st Century Schools.


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Title V


Label Question Value1. For Rural and Low-income Schools


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Career and Technical Education-Perkins IV

Provide a brief explanation and breakdown of expenses. N/A

Label Question Value1. Basic Grant (Title I)

Provide total.0.0

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Career and Technical Education-Perkins IV



Label Question Value1. Basic Grant (Title I)

Provide total.0.0

Label Question Value1. Tech Prep (Title II)


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Other


Label Question Value1. 21st Century, Learn and Serve, Even Start, School Improvement

GrantProvide the total.

0.0

ACIPChapman P-8


Local Funds


Label Question Value1. Provide the total 0.0

ACIPChapman P-8



ACIPChapman P-8


Introduction All Title I Schoolwide and Targeted Assistance Schools must complete the following diagnostics: the Stakeholder Feedback Diagnostic, the

Parent and Family Engagement Diagnostic, the Coordination of Resource/Comprehensive Budget Diagnostic, and EITHER the Title I

Targeted Assistance Diagnostic OR the Title I Schoolwide Diagnostic. Parent Survey must be done annually, but it can be done

electronically or by paper.

ACIPChapman P-8



Describe how the school will convene an annual meeting to inform parents of the school's participation in Title I and explain Title I

requirements, including the 1% set-aside, and the right of parents involved. (Sec. 1116(c)(1)) The annual Title I meeting which includes explaining the 1% set-aside will be held at various times. All meetings will be convened by the

parent and family coordinator and facilitated by the curriculum specialist and/or principal. The curriculum specialist and/or principal will

address any questions after the participants have viewed the district approved slides.

Chapman P-8 School will convene an Annual Title I Meeting during the first part of each new school year. Parents/guardians will be invited to

the meeting by a packet sent home with their child containing an invitation with the date, time and place of the meeting. This packet also

includes an explanation about Title I and what each parent's rights are according to Title I. In addition to a written invitation, parents will be

invited through our school webpage, newsletters and schoolcasts. The principal or curriculum specialist and/or principal is always present at

the Annual Title I meetings to answer any questions parents/guardians might have about proficiency levels, forms or academic assessments

used to measure student progress, and answer questions about the following:

-The school's participation in Title I -The Continuous Improvement Plan

-Parent's right to be involved in decision making of the school -The School/Parent Compact

-The 1% set-aside for parental and family engagement -Parents Right-to-Know

-The LEA Title I Plan and Parent and Family Engagement Plan-Academic content and achievement

-The requirements of Title I

Describe: 1) How there will be a flexible number and format of parent meetings offered, such as meetings in the morning or

evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to

parental involvement; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State

the school's process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds

allocated for parent involvement are being used in the school. (Sec. 1116(c)(2)(3)) The parent and family engagement coordinator will convene meetings at various time to include morning and afternoon sessions for

flexibility. Parents will be surveyed to see how they would best see fit to utilize the 1% set aside. Describe how the school provides parents of participating children timely information in a uniform format and, to the extent

practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in

use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular

meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children. (Sec.

1116(c)(4)(A)(B)(C)) Chapman P-8 School will convene an Annual Title I Meeting during the first part of each new school year. Parents/guardians will be invited to

the meeting by a packet sent home with their child containing an invitation with the date, time and place of the meeting. This packet also

ACIPChapman P-8


includes an explanation about Title I and what each parent's rights are according to Title I. In addition to a written invitation, parents will be

invited through our school webpage, newsletters and schoolcasts. The principal or curriculum specialist and/or principal is always present at

the Annual Title I meetings to answer any questions parents/guardians might have about proficiency levels, forms or academic assessments

used to measure student progress, and answer questions about the following:

-The school's participation in Title I -The Continuous Improvement Plan

-Parent's right to be involved in decision making of the school -The School/Parent Compact

-The 1% set-aside for parental and family engagement -Parents Right-to-Know

-The LEA Title I Plan and Parent and Family Engagement Plan-Academic content and achievement

-The requirements of Title I

Describe how parents, the school staff, and students share responsibility for improved student academic achievement for

participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and

updated). (Sec.1116(d)) The Parent Advisory Council reviewed the School-Parent Compact in the spring. There is a box for comments located in the lobby at the

parent and family engagement center. Concerns may be submitted in writing anytime during the school year to administrators, office staff, or

the parent and family engagement coordinator. All written concerns/complaints will be addressed within 10 school days. Also, parents were

informed that they could submit any questions, concerns, or comments when the school made the plan available to the LEA. Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan. (Sec.

1116(c)(5)) We have an ongoing parent and family engagement process in place at our school. Chapman employs a part-time parent and family

engagement coordinator to conduct meetings and workshops for parents and to facilitate strategically targeted assistance when possible.

Chapman offers other regular meetings to solicit suggestions and participation in the decisions related to the education of their children. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal

partners in the education of their children? (See ESSA Sec. 1116, requirements for building capacity and parental and family

engagement).

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve

student academic achievement, our school:

Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as

literacy training and using technology, as appropriate, to foster parental involvement. (Describe)

The School/Parent Compact is signed by the principal, parent, teachers, and student to signify that everyone must be involved in a child's

education for optimum outcome. The School/Parent Compact is a working document because when a teacher or administrator contacts a

ACIPChapman P-8


parent or speaks with a child, the compact is part of the contact. The back of the compact has a place to note communication with the

student and parent. Other contact notes are put in the student's School/Parent Compact file, located in each child's homeroom. At the end of

the school year a meeting is held to review the compact. Parents and faculty are encouraged to give input into revising the compact. The

Student Council will be invited to review and comment on the student portion of the compact. Our school's responsibilities and commitments

are listed under the Chapman School/Parent Compact in the School/Parent Compact. Parents are encouraged to visit sites such as Edmodo,

Google Classroom, and INow to monitor their child's academic progress. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal

partners in the education of their children? (See ESSA Sec. 1116, requirements for building capacity in parental involvement.)



Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of

contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and

coordinate parent programs, and build ties between parents and the school. (Describe) The School/Parent Compact is signed by the principal, teachers, parent, and student to signify that everyone must be involved in a child's

education for optimum outcome. The School/Parent Compact is a working document because when a teacher or administrator contacts a

parent or speaks with a child, the compact is part of that contact. The back of the compact has a place to note communication with the

student and parent. Other contact notes are put in the student's School/Parent Compact file, located in each child's homeroom. At the end of

the school year a meeting is held to review the compact. Parents and faculty are encouraged to give input into revising the compact. The

Student Council will be invited to review and comment on the student portion of the compact. Our school's responsibilities and commitments

are listed under the Chapman School/Parent Compact in the School Commitment Section. In addition, the parent's responsibilities and

commitments are listed in the Parent/Guardian section of the Chapman School/Parent Compact. Parents are encouraged to visit sites such

as Edmodo and INow to monitor their child's academic progress. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal

partners in the education of their children? (See ESSA Sec 1116, requirements for building capacity in parental involvement.)



Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal

programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully

participating in the education of their children.(Describe)

Chapman will continue to work with its teachers through In-service, faculty meeting to understand the importance of parental and family

engagement and to understand that parents/guardians are our partners in successful student academic achievement. The CIP Committee

will place special emphasis on the need to ensure a closer connection between the goals our school identified and our parent and family

engagement activities. There will be a school-wide emphasis on making Chapman a family-friendly school.

ACIPChapman P-8


Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal




Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of

participating children in a format and, to the extent practicable, in a language the parents can understand. (Describe)

Chapman coordinates its parent and family engagement program for all parents/guardians. Our parent and family engagement center is

located in the lobby of the main entrance of our school. We also have a parent and family engagement room designated to parents/guardians

for workshops and meeting. The families of our ELL students are encouraged to attend all parenting activities, and information, where

feasible, is sent to parents/guardians in a language that can be easily understood. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal




Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe) Chapman coordinates its parent and family engagement program for all parents/guardians. Our parent and family engagement center is

located in the lobby of the main entrance of our school. We also have a parent and family engagement room designated to parents/guardians

for workshops and meeting. The families of our ELL students are encouraged to attend all parenting activities, and information, where

feasible, is sent to parents/guardians in a language that can be easily understood. Describe how the school will ensure the provision for participation of parents and family members (including parents and family

members who have limited English proficiency, parents and family members with disabilities, and parents and family members of

migratory children), including providing information and school reports required under section 1111 in a format and, to the extent

practicable, in a language such parents understand. (See ESSA Sec. 1117(f)) The ELL students at Chapman will receive English as a Second Language Services when needed and the ESL tutor, who works with them,

will be in contact with the parents/guardians to ensure that all parental and family needs relating to the academic success of these students

are met by the school. Communications sent home with students will be sent in the appropriate language, whenever possible. Bilingual

school staff members may be call upon to translate when necessary. Translators are also available through the Federal Programs when

notified in advance.

ACIPChapman P-8


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