georgia department of education title i schoolwide/school improvement...

Georgia Department of Education

Title I Schoolwide/School Improvement Plan

September 20, 2016 of 50

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Chatsworth Elementary District Name: Murray

Principal Name: Mike Pritchett School Year: 2016-17

School Mailing Address: 500 Green Rd. Chatsworth, GA 30705

Telephone: 706-695-2434

District Title I Director/Coordinator Name: Barbie Kendrick

District Title I Director/Coordinator Mailing Address: 1006 Green Rd Chatsworth, GA 30705

Email Address: [email protected]

Telephone: 706-695-4531

ESEA WAIVER ACCOUNTABILITY STATUS

(Check all boxes that apply and provide additional information if requested.)

Priority School Focus School

Title I Alert School

Principal’s Signature:

Date:

Title I Director’s Signature:

Date:

Superintendent’s Signature:

Date:

Revision Date: 09/20/16 Revision Date: Revision Date:




Chatsworth Elementary School Murray County Schools

Our Vision

Committed to student success….no exceptions, no excuses!

Our Mission

Murray County Schools instill within our students the desire to learn, to graduate from high

school, and to become productive citizens.

Our Beliefs

All children can learn.

Higher expectations result in higher achievement.

High school graduation is the key to lifelong success.

Effective relationships are based on respect, trust, and honest communication.

Technology empowers 21st Century Learners.

Parent and community involvement increases student achievement.




The Chatsworth Elementary School Leadership team met on September 20, 2016 to revise the

SWP/SIP. The agenda for that meeting is located in the Revision Section of this notebook. The

leadership team met to discuss and complete information from the 2015-16 End of Year Review,

which was submitted by each grade level. The leadership team has tentatively scheduled the

following meeting dates to review and revise the plan:

September 20, 2016

End of Year Report Review: The school wide plan

was revised by the leadership team.

January 30, 2017

February 2, 2017

February 3, 2017

Mid-Year Review: Each grade level will analyze and

report mid-year data and student progress in meeting

goals. The SIP will be revised based on data and

teacher/leadership team input.

May 23, 2017

End of Year Review: Each grade level will analyze

and report end of year data and student progress in

meeting goals. This information will be used to

develop the 2017-18 SIP.

May 30, 2017

End of Year Analysis: The leadership team will meet

to analyze end of the year data and school needs. This

information will also be used to develop the 2017-18

SIP.




SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan

must be addressed. When using SWP and SIP checklists, all components/elements

marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section

1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in

this document.




Planning Committee Members

NAME POSITION/ROLE Mike Pritchett Principal

Kathy Moore Asst. Principal

Felicia Watkins Instructional Coach

Angela Chitwood Kindergarten Teacher

Tracy Dean First Grade Teacher

Stephanie Ryan Second Grade Teacher

Chasidy Hulett Third Grade Teacher

Christene Southern Fourth Grade Teacher

Myra Owens Fifth Grade Teacher

Elea Hall Sixth Grade Teacher

Melissa Harper EL Teacher

Karen Jones Lead ESS Teacher

Derek Hall Media Specialist




1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

Developing a School wide Plan We have developed our school wide plan with the participation of individuals who will carry out

the comprehensive school wide/school improvement program plan. Chatsworth Elementary staff

gathered and analyzed 2015-2016 data from a variety of sources in order to determine the

strengths, weaknesses, and areas for improvement at Chatsworth Elementary School. The

leadership team along with staff and parents will review and revise the plan throughout the

school year as needed. The analysis led the committee to cite the following areas of growth and

improvement:

Student Academic Achievement

Student Attendance

Parental Involvement

Analyzing data We have used the following instruments, procedures, or processes to obtain this information:

Dynamic Indicators of Basic Literacy Skills (DIBELS) Next which measures the

acquisition of early literacy skills from kindergarten through fifth grade

Scholastic Reading Inventory (SRI) for second through sixth grade

Georgia Milestones End of Grade Tests for third through sixth grade

Math Fact Fluency

Attendance Data from Infinite Campus

Members of the team also utilized the following processes and procedures:

Administrative walk-throughs and evaluations

Brainstorming to conduct a comprehensive needs assessment and reporting the finding

to the faculty at a school wide planning meeting.

We have taken into account the needs of migrant children by agreeing to the following

procedures should these students be in attendance at Chatsworth Elementary. Based on

individual needs assessments, the needs of migrant students will be determined and met in these

areas:

Academic subjects

Instructional settings and materials

Staffing

Teaching techniques




We have reflected on current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. Chatsworth Elementary will focus on meeting school wide goals:

Goal Statement: Ninety percent of students will benchmark on DIBELS in Kindergarten through second

grade.

Using SRI data, eighty percent of combined students in third and fifth grade will increase

their Lexile scores over the previous year’s score.

Students in grade 3-6 will demonstrate higher competencies in the areas of ELA and

Math.

Students in grade 5 will demonstrate higher competencies in the areas of Science and

Social Studies.

The sub-group students (EL, SWD, Migrant, and Immigrant) will also meet the expected

benchmarks/gains.




Figure 1: 2015-16 Second Grade SRI Levels

Figure 2: 2015-16 Third Grade SRI Levels

Beginning o f Year (BOY) Middle of Year (MOY) End of Year (EOY)

73

54

39

14

26

26

9 11

24

3 9 11

Advanced

Proficient

Basic

Below Basic


58

42

29

17

28

29

23 24

30

2 6 12

Advanced

Proficient

Basic

Below Basic




Figure 3: 2015-16 Fourth Grade SRI Levels

Figure 4: 2015-16 Fifth Grade SRI Levels


47 38 34

28 31

26

25 26

30

0 4 11

Advanced

Proficient

Basic

Below Basic


33 28 21

27 35

26

33 27

35

6 10 19

Advanced

Proficient

Basic

Below Basic




Figure 5: 2015-16 Sixth Grade SRI Levels

DIBELS Assessments: Composite Scores

Figure 6: 2015-16 Kindergarten DIBELS


40 34 25

33 34

36

15 14

19

13 17 20

Advanced

Proficient

Basic

Below Basic


34

8 2

20

10

9

46

82 89

Benchmark

Strategic

Intensive




Figure 7: 2015-16 First Grade DIBELS: NWF(CLS)

Figure 8: 2015-16 First Grade DIBELS: NWF(WWR)


65

11 17

23

20

22

12

69 61

Benchmark

Strategic

Intensive


0

27 15

44

12

15

56 61 70

Benchmark

Strategic

Intensive




Figure 9: 2015-16 Second Grade DIBELS: DORF(Fluency)

Figure 10: 2015-16 Third Grade DIBELS: DORF(Fluency)


28 26 25

15 16 20

57 58 55

Benchmark

Strategic

Intensive


36 32 25

13 13

20

51 55 55

Benchmark

Strategic

Intensive




Figure 11: 2015-16 Fourth Grade DIBELS: DORF(Fluency)

Figure 12: 2015-16 Fifth Grade DIBELS: DORF(Fluency)


32

19 27

11

17

14

57 64 59

Benchmark

Strategic

Intensive


29 20

31

16 25

24

55 55 45

Benchmark

Strategic

Intensive




Math Fact Fluency Data

Figure 13: 2015-16 Kindergarten Addition and Subtraction

Figure 14: 2015-16 First Grade Addition/Subtraction within 10

Addition Subtraction

6 8 2 9

29

44

64

40 Distinguished

Benchmark

Strategic

Intensive

Addition Q1 Addition Q4 Subtraction Q1 Subtraction Q4

1 1 9 4 3 2

14

6

96 97

78 90

Benchmark

Strategic

Intensive




Figure 15: 2015-16 Second Grade Addition/Subtraction within 20

Figure 16: 2015-16 Third Grade Addition/Subtraction & Multiplication

Addition Q1 Addition Q4 Subtraction Q1 Subtraction Q4

29

6

45

31

39

12

28

20

32

82

27

49

Benchmark

Strategic

Intensive

Add/Subtract Q1 Add/Subtract Q3 Multiplication Q1 Multiplication Q4

46

25 17

8

35

49

24

13

19 26

59

79 Benchmark

Strategic

Intensive




Figure 17: 2015-16 Fourth Grade Multiplication & Division

Georgia Milestones Data

Figure 18: 2015-16 Third Grade ELA

Multiplication Q1 Multiplication Q4 Division Q1 Division Q4

19

3

31

6

22

11

24

9

59

86

45

85 Benchmark

Strategic

Intensive

Level 1 Level 2 Level 3 Level 4

32

29 30

9

40

28 26

5

2014-15

2015-16




Figure 19: 2015-16 Third Grade Math

Figure 20: 2015-16 Fourth Grade ELA


19

38

34

9

14

44

40

2

2014-15

2015-16


25

34 34

8

21

38

34

8

2014-15

2015-16




Figure 21: 2015-16 Fourth Grade Math

Figure 21: 2015-16 Fifth Grade ELA


18

36

39

7

25

38

30

7

2014-15

2015-16


31

47

20

2

27

46

27

1

2014-15

2015-16




Figure 22: 2015-16 Fifth Grade Math

Figure 23: 2015-16 Sixth Grade ELA


34

43

16

7

21

48

25

7

2014-15

2015-16


41

23

33

3

24

39

30

6

2014-15

2015-16




Figure 24: 2015-16 Sixth Grade Math

Figure 25: 2015-16 EL Students ELA


31

45

23

1

23

47

27

7

2014-15

2015-16


71

24

6

0

50

44

6

0

2014-15

2015-16




Figure 26: 2015-16 EL Students Math

Figure 27: 2015-16 SWD Students ELA


46

42

13

0

27

58

15

0

2014-15

2015-16


86

11

3 0

71

17

11

0

2014-15

2015-16




Figure 28: 2015-16 SWD Students Math


75

22

3 0

66

29

6

0

2014-15

2015-16




Student Attendance The following chart represents the Chatsworth Elementary attendance data for the 2015-16

school year:

Figure 29: 2015-2016 Chatsworth Elementary Absences

Figure 30: 2015-16 Attendance by Sub-groups

0% 20% 40% 60% 80% 100%

Kindergarten

First

Second

Third

Fourth

Fifth

Sixth

12

7

12

14

16

16

12

36

51

42

59

50

47

46

27

24

31

18

21

27

20

25

17

18

9

13

10

22

Zero

1 to 5

6 to 10

> 10

0% 20% 40% 60% 80% 100%

Migrant

Non-Migrant

EL Learners

Non-EL Learners

SWD

Non-SWD

14

20

17

21

24

20

71

43

62

39

29

45

14

22

14

24

21

22

0

15

6

17

26

14

Zero

1 to 5

6 to 10

> 10




The stakeholders identified (update after 2017 scores released). AdvancEd Stakeholder Survey Results

Stakeholder Survey – School Level Average by Indicator

Indicator Parent Survey Staff Survey Student Survey

1.1 4.18 4.51 2.96

1.2 4.41

1.3 4.31 4.57

2.1 4.38 2.71

2.2 4.07 4.19

2.3 3.97 4.24

2.4 4.24 4.31 2.83

2.5 4.1 4.05

2.6 4.35

3.1 4.25 4.24

3.2 4.19 2.92

3.3 4.21 4.2 2.86

3.4 2.95

3.5 4.28 4.16

3.6 4.35 4.17 2.97

3.7 3.77

3.8 4.21 4.03 2.57

3.9 4.09 4.27 2.88

3.10 4.12 4.18 2.83

3.11 4.41

3.12 4.19 4.31

4.1 4.22 4.41

4.2 4.1 3.95

4.3 4.29 4.28 2.69

4.4 4.28 3.97 2.96

4.5 4.03 2.99

4.6 4.18 4.03 2.86

5.1 4.51 2.57

5.2 4.46

5.3

5.4 4.22 4.53 2.97

5.5 4.15 4.49 2.9

Average 4.19 4.25 2.86




The stakeholders identified Indicators 1.3 & 5.4 as the commonly agreed upon highest

rated indicator for all three survey groups for the AdvancEd Stakeholder Survey.

1.3 – The school’s leadership implements a continuous improvement process that

provides clear direction for improving conditions that support student learning.

5.4 – The school engages in a continuous process to determine verifiable

improvement in student learning, including readiness for and success at the next level.

The stakeholders identified Indicators 2.3 & 4.2 as the commonly agreed upon lowest

ranked indicator for all three survey groups for the AdvancEd Stakeholder Survey.

2.3 – The governing body ensures that the school leadership has the autonomy to meet

goals for achievement and instruction and to manage day-to-day operations

effectively.

4.2 – Instructional time, material resources and fiscal resources are sufficient to

support the purpose and direction of the school.

College & Career Readiness Performance Index (CCRPI)

The CCRPI provides comprehensive, comparative school performance data taking into account

both achievement on state assessments as well as indicators of school climate and sub-group

performance.

College & Career Readiness Performance Indicator (CCRPI)


Index Indicators

Elementary Points Middle (6th

) Points

2015 2016 2015 2016

Achievement 31 25.5

Progress 34.3 37

Achievement Gap 7.5 6.7

EL/ED/SWD Performance 6.3 4

Exceeding the Bar 1.5 1.5

Sub Group Performance

School Climate Rating 4 Star 4 Star

TOTAL SCORE 80.6 74.7

The data has helped us reach conclusions regarding achievement or other related data.




The major strengths we found in our program were: Kindergarten

89% of students benchmarked in DIBELS, an increase of 43%.

92% of students benchmarked in Math Fluency in addition fluency.

First Grade

97% of students benchmarked in Math Fluency in addition.

90% of students benchmarked in Math Fluency in subtraction.

Second Grade

82% of students benchmarked in Math Fluency in addition (within 20).

Third Grade

79% of students benchmarked in Math Fluency in multiplication, an increase of 71%.

Fourth Grade

86% of students benchmarked in Math Fluency in multiplication.

85% of students benchmarked in Math Fluency in division.

Fifth Grade

48% of students were proficient/distinguished on GA Milestones Science.

58% of students were proficient/distinguished on GA Milestones Social Studies.

Sixth

58% of students were proficient/distinguished on GA Milestones Social Studies

The major needs we discovered were: Kindergarten

High frequency words and rhyming words are a weakness.

Subtraction fact fluency is a weakness for kindergarten students.

First Grade

Comprehension/retell skills for Oral Reading Fluency (ORF) is a weakness.

Second Grade

Subtraction fact fluency is a weakness for second grade students.

Oral reading fluency is a weakness for second grade students.

Third Grade

Addition/Subtraction fact fluency is a weakness for third grade students.

Oral reading fluency is a weakness for third grade students.

Fourth Grade

Oral reading fluency is a weakness for fourth grade students.

Student Lexile levels (SRI) are a weakness.

Fifth grade

Oral reading fluency is a weakness for fifth grade students.




Student Lexile levels (SRI) are a weakness.

Sixth Grade

Students do not have a Lexile score within the Lexile band of 600-900.

Sub-groups (ELL and SWD) students

Students did not benchmark on DIBELS.

Lexile scores were below grade level bands.

The needs will be addressed by: Schoolwide

There will be a schoolwide focus on improving the students’ mastery of the skills

reflected in GSE.

CES Faculty will commit to helping students achieve their highest potential.

There will be a strong focus on encouraging students to strive to have good behavior

using Positive Behavior Interventions and Support (PBIS) Program.

There will be a strong focus on writing in all content areas.

Teachers will continue to emphasize the use of instructional time that will increase the

quality of student learning.

Teachers will address the needs of all students and focus on those in RTI Tier III.

Teachers will conduct parent/teacher conferences twice a year.

Instruction will be data driven.

The specific academic needs of those students that are to be addressed in the schoolwide program plan will be:

Addition and subtraction fact fluency in first and second grades

Multiplication and division fact fluency in grades three through six

Through differentiation in classrooms, teachers will address the needs of all children –

particularly targeted sub-groups.

Focus on improving reading fluency for all students (assessed using DIBELS).

Increasing student Lexile scores.

The ROOT CAUSES that we discovered for each of the needs were: Time restraints

Absences due to student illnesses (Higher absences in sub-groups)

Language barrier for our EL sub-groups

Students not reading for leisure

The measurable goals/benchmarks we have established to address the needs were as follows:

Goal 1: Student Achievement Desired results for student learning




Goal Statement: Ninety percent of students will benchmark on DIBELS in Kindergarten through second

grade.

Using SRI data, eighty percent of combined students in third and fifth grade will increase

their Lexile scores over the previous year’s score.

One hundred percent of third grade students will be a proficient/distinguished learner on

the Math End of Grade Milestones, CES third grade students were 42%

proficient/distinguished. The student achievement gap is 58%.

One hundred percent of fourth grade students will be a proficient/distinguished learner on

the Math End of Grade Milestones, CES fourth grade students were 37%


One hundred percent of fifth grade students will be a proficient/distinguished learner on

the Math End of Grade Milestones, CES fifth grade students were 32%


One hundred percent of sixth grade students will be a proficient/distinguished learner on

the Math End of Grade Milestones, CES sixth grade students were 34%


One hundred percent of third grade students will be a proficient/distinguished learner on

the ELA End of Grade Milestones, CES third grade students were 31%


One hundred percent of fourth grade students will be a proficient/distinguished learner on

the ELA End of Grade Milestones, CES fourth grade students were 42%


One hundred percent of fifth grade students will be a proficient/distinguished learner on

the ELA End of Grade Milestones, CES grade fifth students were 28%


One hundred percent of sixth grade students will be a proficient/distinguished learner on

the ELA End of Grade Milestones, CES sixth grade students were 36%


Actions, Strategies, and Interventions: Data driven instruction

Collaborative planning

Increase use of technology

Differentiation across all content areas

Close read, UNWRAP strategies

Flexible grouping

Daily interventions for students who experience difficulty mastering standards

Twice yearly parent conferences

Fifth and sixth grade will continue with extended class periods (80 minutes)

Professional development by EL staff on WIDA Standards, Can Do Descriptors, and




MPIs

Performance tasks/framework activities

Positive Behavior Support Intervention (PBIS) Tier 1 and Tier 2

Fast ForWord, Reading Assistance

Differentiation Boxes

Thinking Maps

Lexile Libraries

Reading Eggs

Reflex Math

Math Seeds

Interactive Read A-louds

PALS

Book Worms, Kindergarten through Second Grade

Peer observations to gain other perspectives/ideas on teaching standards

Daily Oral Reading Fluency

Sight Word Power Point practice

Consistently plan, implement and assess DIBELS Burst intervention groups

Weekly word list for daily practice (10 per week)

Math Journals

Fact Fluency Power Point

Explicit instruction of comprehension strategies using fiction and nonfiction passages

Explicit instruction of math vocabulary and strategies through the use of math journals

Literature circles

Interactive notebooks will be used across the curriculum

Increase rigor

Increase DOK level 3 and 4 lessons/activities

EL staff more literacy integration in content areas

ESS staff provide inclusion support in science and social studies class

ESS staff use Close reading with SWD

Training and implementation of writing strategies

Timeline: September 2016 ongoing

Estimated Costs, Funding Sources, and Resources: Substitute teachers for peer observations

Copy paper




Printer, printer ink

Burst materials

Student white boards/dry erase markers and erasers

Literacy/Phonics intervention kits

RWS Sight Word List and Power point

Blank index cards

Math Fluency Power point

Timer

Student computers

ACTIVboard projector bulbs

I-pads

Additional Finish Line for ELL

ESOL curriculum aligned with Common Core

Number talk math materials and manipulatives for Kindergarten through Second grade

Means of Evaluation/Artifacts: GKIDS Checklists and Assessments

Sight Word Checklists and Assessments

Power School Benchmark Assessments

DIBELS and DIBELS Burst Assessment and Progress Monitoring

Work samples (with commentary)

Lesson plans which include WIDA Can Do Descriptors, DOK Level 3 and 4 activities,

differentiated lessons, and needs based groups

Data notebooks

GADOE Frameworks and performance tasks

Progress monitoring

Math Fact Fluency Checklist and Assessments

Thinking Maps

Essential Questions and Standards posted in classrooms

Journal writing

Use of rubrics

Tests and assessments

Evidence: Data from county and state assessments

Progress monitoring reports from DIBELS, Fast ForWord, DIBELS Burst, Math Fact

Fluency

Grades and report cards




Goal 2: Student Achievement Desired Results for Student Learning

Goal Statement: Ninety percent of students with disabilities (SWD) will benchmark on DIBELS in

Kindergarten through second grade.

Using SRI data, eighty percent of combined students with disabilities (SWD) in third and

fifth grade will increase their Lexile scores over the previous year’s score.

One hundred percent of SWD students will be a proficient/distinguished learner on the

Math End of Grade Milestones, CES SWD students were 6% proficient/distinguished.

The student achievement gap is 94%.

One hundred percent of SWD students will be a proficient/distinguished learner on the

ELA End of Grade Milestones, CES SWD students were 11% proficient/distinguished.


Actions, Strategies, and Interventions: In addition to actions, strategies, and interventions used within the regular education classroom,

the following will also be implemented:

Collaborate with regular education teachers weekly to plan for instruction, intervention

strategies, and differentiation.

Use technology for instruction and assessment.

Provide regular education teacher with accommodations.


Estimated Costs, Funding Sources, and Resources: The same as regular classrooms listed in

Goal 1.

Means of Evaluation/Artifacts: The same as regular classrooms listed in Goal 1.

Evidence: The same as regular classrooms listed in Goal 1.

Goal 3: Student Achievement Desired Results for Student Learning

Goal Statement: Ninety percent of English Learner (EL) students will benchmark on DIBELS in

Kindergarten through second grade.

Using SRI data, eighty percent of combined English Learner (EL) students in third and

fifth grade will increase their Lexile scores over the previous year’s score.




One hundred percent of EL students will be a proficient/distinguished learner on the

Math End of Grade Milestones, CES EL students were 15% proficient/distinguished.


One hundred percent of EL students will be a proficient/distinguished learner on the ELA

End of Grade Milestones, CES EL students were 6% proficient/distinguished. The

student achievement gap is 94%.

Actions, Strategies, and Interventions: In addition to actions, strategies, and interventions used within the regular education classroom,

the following will also be implemented:

Collaborate with regular education teachers weekly to plan for instruction, intervention

strategies, and differentiation.

Use technology for instruction and assessment.

Provide regular education teacher with WIDA CAN DO Descriptors and WIDA ELD

standards.


Estimated Costs, Funding Sources, and Resources: The same as regular classrooms listed in

Goal 1. Also provide training on WIDA Can Do Descriptors and EL standards.

Means of Evaluation/Artifacts: The same as regular classrooms listed in Goal 1.

Evidence: The same as regular classrooms listed in Goal 1.

Goal 4: Student Attendance: Desired Results for Student Learning : All students will demonstrate improved attendance

through compliance with Murray County’s attendance policy. The percent of students who

missed more than 6 days decreased from 48.6% (2014-15) to 40.3% (2015-16).

Goal Statement: The percent of students missing fewer than six days of school will increase by

5%. In 2015-16, 64% of CES students missed 5 days or less of school.

Actions, Strategies, and Interventions: Teachers will follow county policy for notifying parents/guardians with a phone call

and/or post card.

Track attendance using Infinite Campus

Target SWD subgroups for improved attendance

Promote attendance by awarding incentives

Administrator hold Attendance review meetings (ARC) with parent/guardian

Provide attendance protocol information at parent meetings.

Send text messages on School Way about attendance.





Estimated costs, Funding sources, and Resources Student handbooks

Copy paper

Postcards, postage

Technology support

Incentives

Means of evaluation/Artifacts Infinite Campus Reports

Parent notification through phone calls, letters/postcards

Attendance logs

ARC minutes

Incentives

Newspaper articles (For perfect attendance)

School Way text messages

Evidence Weekly and monthly attendance reports showing absenteeism rate.

Goal 5: Learning Communities Desired Results for Student Learning : Chatsworth Elementary staff and parents will create

a partnership in order to increase student achievement.

Goal Statement: Chatsworth Elementary staff will provide opportunities for staff and parents

to collaborate about student achievement and training.

Actions, Strategies, and Interventions: Twice yearly parent-teacher conferences

Provide resources to parents to improve student achievement

Parent Resource Room available for parent use during school hours

Provide training on Infinite Campus to parents

School Way App for school notifications and information

Provide training to parents about statewide assessments


Estimated costs, Funding sources, and Resources Technology support for Parent Resource room

Copy paper




2. Schoolwide reform strategies that:

Chatsworth Elementary faculty will adhere to the comprehensive needs assessment and the

academic standards as set forth by the CCGPS to implement schoolwide reform strategies that

are scientifically researched based.

Provide opportunities for all children to meet the state’s proficient and advanced levels of

student academic achievement described in Section 1111(b)(1)(D).

The ways in which we will address the needs of all children in the school particularly the needs

of students furthest away from demonstrating proficiency related to the State’s academic content

and student academic achievement standard are as follows:

incorporate efficient instructional strategies that strengthen the core academic

program in the school

increase the amount and quality of learning time

provide an enriched and accelerated curriculum

meet the educational needs of historically underserved populations

The schoolwide reform strategies are consistent with and designed to implement the state and

local improvement plans. Administrators, teachers, and staff have the following as their impetus

for schoolwide reform specifically dealing with struggling learners: intervention activities

implemented will ensure that students attain the proficient or advanced levels of academic

achievement standards.

Use effective methods and instructional strategies that are based on scientifically based research

that:

o strengthen the core academic program in the school.

o increase the amount and quality of learning time, such as providing and extended

school year and before- or after-school and opportunities, and help provide an

enriched and accelerated curriculum o include strategies for meeting the educational needs of historically underserved

populations

Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our

Means of evaluation/Artifacts Infinite Campus Reports

Parent notification through School Way App

Increase in number of parents signing up for Infinite Campus

Parent feedback through surveys

Notes from parent teacher conferences

Evidence Improved parent teacher partnerships




effective methods and instructional practices or strategies:

At the beginning of each school year and intermittently throughout the school year,

each grade level meets with the instructional coach (IC) and administrators to study

student data from several sources. These meetings are referred to as data days.

standardized tests

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next for reading in grades

K – 5.

DIBELS Burst for reading in grades K-3.

I-Ready(ESS students)

informal phonics survey for grades K-5

sight word inventories for grades K-3

Scholastic Reading Inventory for grades 2-6

Remediation and enrichment strategies for students may include:

o intervention time

o ESS resources

o Elements of Reading (vocabulary)

o manipulatives

o EXCEL classes

o Fast ForWord

o individualized technology-based learning activities

In all classrooms, teachers incorporate remediation and enrichment activities daily to

address students’ weaknesses and strengths.

Teacher training in the use of GSE driven curriculum

GSE “I Can” statements and standards are posted in each classroom to ensure that both

teachers and the students are aware of the standards taught in a particular grading

period.

Thinking Maps for K-6 grades including EL, ESS and EXCEL classes

We will increase the amount and quality of learning time by offering intervention activities that

include:

Before/after school tutoring that targets the weaknesses or learning difficulties of

students

Daily intervention time in which teachers in each K – 6 class address students’

personal weaknesses or strengths.

Minimal interruptions during core content instruction.




Include strategies to address the needs of all children in the school, but particularly the needs of

low-achieving children and those at risk of not meeting the state student achievement standards

who are members of the target population of any program that is included in the schoolwide

program which may include:

o counseling, pupil services, and mentoring services;

o college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods, which

may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs; and

Numerous measures are used to identify and ensure that students receive effective and timely

assistance in their area of weaknesses such as:

Analyzing assessment data from the 2015-2016 school year to implement a

beginning plan

DIBELS Next and DIBELS Burst, BOY, MOY, EOY and weekly/monthly

progress monitoring.

Power school (benchmark testing) at the end of each grading period.

Monitoring student progress throughout the year

The Response to Intervention (RTI) program allows the school to utilize the Tiers

of Intervention for students who are not making adequate progress.

Individual Education Plans (IEPs) are developed for students who qualify for ESS

services.

Upper grades utilize the scientifically research based strategies to improve student

achievement.

Individualized technology based instruction is also provided to monitor students’

progress regularly toward the annual CCGPS objectives.

I-Ready for SWD students

Thinking Maps

GAP students receive additional support in the classroom.

Address how the school will determine if such needs have been met; and

Are consistent with, and are designed to implement, the state and local improvement

plans, if any.

Numerous measures are used to identify and ensure that students receive effective and timely

assistance in their area of weaknesses such as:

analyzing Georgia Milestones data from the 2015-2016 school year to implement a

beginning plan

DIBELS Next and DIBELS Burst, BOY, MOY, EOY and weekly/monthly

progress monitoring.

Power school (benchmark testing program), at the end of each grading period.

monitoring student progress throughout the year

The Response to Intervention (RTI) program allows the school to utilize the Tiers




3. Instruction by highly qualified professional staff

We will provide instruction by highly qualified teachers who meet the standards established by

the state of Georgia. Documentation is kept in their permanent personnel files. One hundred

percent of Chatsworth Elementary School’s certified personnel are highly qualified.

The NCLB requirements for highly qualified paraprofessionals are:

completion of at least two years of study at an institution of higher education; or

an associate’s (or higher) degree; or

meet a rigorous standard of quality that can be demonstrated through formal state or local

assessment

Georgia requirements for paraprofessionals are:

hold at least an associate’s degree (in any subject); or

have completed two years of college coursework; or

have passed a PSC-approved paraprofessional assessment and

must also hold a high school diploma or GED equivalent

pass a criminal record check

4. In accordance with Section 1119and subsection (a) (4), high-qualified and ongoing professional

development for teachers, principals, and paraprofessionals and, if appropriate, pupil services

personnel, parents, and other staff to enable all children in the school to meet the state’s student

academic achievement standards.

We have included teachers in professional development activities regarding the use of academic

assessments to enable them to provide information on, and to improve, the achievement of

individual students and the overall instructional program in the following ways:

Professional learning is linked to the following district goals:

1. Literacy integration in all core content/reading strategies/writing strategies

2. Student engagement strategies/technology integration

3. Rigor: Thinking maps/common assessments/Constructive Responses and

Extended responses across multiple texts

4. Math strategies/STEM implementation

Teachers participate in professional development geared toward implementing and

teaching the GSE in each content area. The training is directly linked to how the

students will perform on the GA Milestones End of Grade Test at the end of the

of Intervention for students who are not making adequate progress.

Individual Education Plans (IEPs) are developed for students who qualify for ESS

services.

Upper grades utilize the scientifically research based strategies to improve student

achievement.

Individualized technology based instruction is also provided to monitor students’

progress regularly toward the annual GSE objectives.

Implement Thinking Maps








year because the GA Milestones assesses the students’ understanding of the GSE.

Chatsworth Elementary teachers and staff will participate in several professional

development trainings this year: Number Talks, Write from the Beginning and

Beyond: Setting the Stage, Write from the Beginning and Beyond: Narrative,

Growth Mindsets in the Classroom, Bookworms: Differentiated Instruction

(Phonics, Fluency, and Comprehension) and Enhancing Implementation. These

trainings are aligned to CES needs assessments.

The Instructional Coach provides additional PLUs for grade level collaboration to

review DIBELS, and other student data.

Throughout the year, the Instructional Technology Director provides additional instruction

detailing new and innovative technology to the staff via the Murray County website.

We have devoted sufficient resources to carry out effectively the professional development

activities that address the root causes of academic problems. For example:

Each year the various schools in the system complete a needs assessment. This

assessment is accomplished using a variety of methods. Surveys are distributed to

parents, teachers, students, and community members to determine their perceptions

of strengths and weaknesses. Grade levels conduct an intensive analysis of student

data; action plans are then constructed to address areas of need.

Each school is allotted an amount of money depending on state funding for

exclusive use to provide training during the school year. Schools with common

needs collaborate for the training. The Professional Learning Coordinator oversees

this effort by approving and arranging for the training and confirming its worth

through research. Teachers who attend seminars or workshops at another site are

required to share the information received with appropriate personnel.

The evaluation component is administered at the individual schools for schoolwide

improvement, whereas evaluations for summer classes and workshops/seminars are

given to the system director. Before professional leave forms are signed, the

participant must indicate on the application the school or system improvement goal

that is addressed. The evaluation form requires that the participant provide

information as to the pertinence of the information received. Additionally,

professional learning personnel conduct an annual summative evaluation of the

Comprehensive Professional Learning Program Plan.

There are these rules in place for approving school staff development:

o Activity must be aligned with the school and district strategic plan.

o Priorities should be based on a careful analysis of disaggregated student data

regarding goals for student learning.

o Only full PLUs will be awarded at the school level (10 clock hours).








o Applications for PLUs must be approved by the school committee and filed

with the staff development office along with sign-in sheets.

There are these standards in place to characterize school-focused professional

development:

o Planning for school-focused professional development within the school

system is consistent with the long-range plans of both the school and the

system.

o School staff members determine the goals for improvement for each school.

o Individuals and groups within the school and system share decision-making.

o Certified and non-certified staff members are involved in all components of

the process.

o Individual differences are accommodated within school-defined needs.

o Activities may or may not take place at the school site.

o School-focused professional development is a developmental process rather

than an event.

o The delivery of professional development programs is based upon known

and accepted adult learning theories and styles.

o Career development stages of the school staff are considered in program

design.

There are these designated roles of the school staff development coordinator:

o Designs, implements, and leads the institutionalization of school

improvement efforts.

o Provides for the professional needs for the entire school staff.

o Serves as chairperson of the school professional development committee.

o Writes applications for school professional development activities which

will receive PLU credits.

o Coordinates staff development training when the needs identified by several

schools overlap.

o Is the liaison between school and system professional development efforts.

o Serves on the advisory committee to the system professional development

director to determine system staff development.

o Approves classes for PLU credits at both school and system levels.

5. Strategies to attract high-quality highly qualified teachers to high-need schools.

We will provide instruction by highly qualified teachers who meet the standards established by

the state of Georgia.

Chatsworth Elementary employs seven regular education paraprofessionals and

three ESS paraprofessionals. Each of the paraprofessionals holds a certificate




issued by the State of Georgia which meets all the requirements of Title I, NCLB,

and Georgia. The paraprofessionals are assigned to a teacher or grade level. Their

duties include one-to-one tutoring, classroom management assistance, technology

assistance, parent assistance, and providing instructional support under direct

supervision of a teacher.

Chatsworth Elementary also employs one full-time Instructional Coach (IC).

Administrators carefully monitor teacher and paraprofessional certifications to

make sure that they are highly qualified according to the HiQ stipulations. The

teachers, administrators, and paraprofessionals at Chatsworth Elementary hold

current certificates issued by the State of Georgia and are considered highly

qualified.

Each year a Teacher of the Year is chosen from among the faculty. This person is

recognized at the school’s awards day, in the local newspapers, on the district’s

website, and at a special banquet hosted by the district administration.

Every effort is made by the district and school administration to recruit and hire

the most talented, qualified, and motivated teachers available. Murray County

school district participates in a variety of job fairs at local colleges, and also

participates in TeachGeorgia, an online resource that helps join qualified staff with

school districts that have open positions. During pre-planning each school offers

introductory training on the technology in the classrooms such as ACTIVBoards,

student response systems, and textbook resources.

Chatsworth Elementary offers a mentoring program for new teachers to offer

support, resources, and advice. Each new teacher is assigned an individual mentor

who is a veteran teacher within the particular grade level.

Teachers participate in many professional development opportunities throughout

the year.

Chatsworth Elementary partners with Dalton State College to allow student

teachers to gain classroom experience. Exemplary student teachers are considered

possible job applicants once they complete the necessary requirements for

certification.

To address the certification deficiencies, teachers are encouraged to enroll in college classes and

to take professional development courses to become certified in needed areas (i.e. Gifted

Endorsement, Reading Endorsement, and ESOL Certification). Administrators enroll teachers

lacking these certifications in in-district professional trainings.

6. Strategies to increase parental involvement in accordance with Section 1118, such as

family literacy services.

We have involved parents and representatives from the residential facilities in the school

attendance area, in the planning, review, and improvement of the comprehensive schoolwide

program plan as follows:

We have developed a parent involvement policy that is reviewed annually and that




includes strategies to increase parental involvement, and describes how the school

will provide individual student academic assessment results including an

interpretation of those results. The Parent Involvement Checklist is used to guide

and direct the parental involvement activities. Parents can choose to be active

members of the Chatsworth PTO. Another form of participation for parents is

through the School Compact. Parents, students, teachers, and administrators sign

the compact, thereby making a commitment to learning. Curriculum nights are

offered throughout the year and provide parents with a window to view concepts

that students have participated in and see how the assignments align with the GSE.

Finally, parents may offer confidential responses through a feedback survey that is

available in the office or on our school website. Collectively, these programs work

effectively to keep the pathways of communication open for parents, teachers, and

administrators. Parents are involved in creating a constructive learning

environment for the children.

Parents receive information about the Chatsworth Elementary Title I program

through classroom newsletters, the school website, text messages, and informative

handouts provided at school events. The newsletters contain information that

relates to assessments of students, curriculum, and standards based instructional

practices and activities. Meeting dates and upcoming events are featured as well,

encouraging parents to be available for school functions geared toward decision-

making processes. Chatsworth Elementary has a website that contains information

related to Title I and its programs and is updated frequently. Title I information is

available for parents to review in CES Parent Resource Room and at Title 1

meetings which are held throughout the school year.

Curriculum Nights, with varying themes, are available to provide specific training

opportunities for parents that relate directly to student expectations and

achievement levels. These standards-based family events are scheduled to

correlate with PTO meetings to provide parents a forum in which to address

concerns and provide valuable comments that influence the decision-making

process. CES staff will offer the following opportunities for parents and families

during the 2016-17 school year:

o Orientation

o Annual Title I Meeting

o Grandparents’ Day (grandparent involvement)

o Parent Information Night (training for parents) – Georgia Milestones,

Reading and Math Strategies

o Veteran’s Lunch

o Science Fair Night (hands-on activities and showcases student

understanding of science standards)

o Family Movie Nights (to make connections between families and CES

staff)

o Music Night (Fine Arts)

o Multicultural Night (IC and EL staff distribute information about language

arts curriculum)




o CHAMPS Graduation (students share essays, positive behavior award is

given)

o Awards Night

Chatsworth Elementary uses a school-specific parent survey as the yearly parental

evaluation tool. The responses to the survey, along with information relevant to

the GA Milestones, are used to create areas of emphasis for the schoolwide

improvement plan. Two areas where the survey revealed a deficit in the home

environment were:

o The school provides information about how to support student learning at

home.

o The school provides information about effective parenting techniques.

With a Hispanic population of 30%, non-English speaking parents cannot

communicate effectively with the teachers and staff. The School Improvement

Team has worked to provide detailed information to parents in the following areas:

o Parent invitations to various workshops in both English and Spanish.

o Infinite Campus Parent Portal training (understanding the report card)

o Chatsworth Elementary has in place a parent volunteer program

(ADDITIONS) in which parents assist teachers in offering personal

attention to students.

For the 2016-2017 school year, Chatsworth Elementary will provide the following programs, as

well as expand on existing communication practices to further facilitate the ideas of parents:

Parent Resource Room with computers (for parent use) during school hours.

Transitional programs such as Pre-K to Kindergarten and Elementary to Middle School

will allow parents to better prepare students for upcoming transitions. Additionally, sixth

grade students will participate in an elementary graduation ceremony.

Invitations to all school sponsored events will be distributed in English and Spanish as

well as posted on school website and sent via text message.

We have developed a parent involvement policy that:

includes strategies to increase parental involvement (such as family literacy services)

describes how the school will provide individual student academic assessment results,

including interpretation of those results

makes the comprehensive schoolwide program plan available to the LEA, parents,

and the public (internet, newspaper, newsletters)

requires compacts

includes a parent involvement checklist

7. Plans for assisting preschool children in the transition from early childhood programs,

such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to

local elementary school programs.

Following are our plans for assisting preschool children in the transition from early childhood

programs. Also included are transition plans for students entering middle school and entering




from private schools plus students entering our school throughout the school year:

Chatsworth Elementary holds kindergarten orientation allowing Pre-K students to

tour kindergarten classrooms and meet teachers.

In January, students are eligible to be tested for the district’s gifted (EXCEL)

program.

Sixth grade students are allowed to visit a middle school. During the tour, the

middle school principal speaks to students to inform them of elective courses and

clubs that will be available during the upcoming school year.

Sixth grade students are allowed to visit a college. During the tour, college

personnel speak to students about educational opportunities available to them

beyond high school.

There is a Commitment to Graduate (C2G) schoolwide focus.

o “Graduation is Our Goal” is a schoolwide theme.

o Teachers support this focus by having students write post-graduation

goals, and posting these goals outside the classrooms.

o Teachers post their personal graduation achievements outside the

classrooms.

8. Measures to include teachers in the decisions regarding the use of academic assessments

described in Section 1111(b) (3) in order to provide information on, and to improve, the

achievement of individual students and the overall instructional program.

The ways that we include teachers in decisions regarding use of academic assessment are:

Data Days (professional learning days are held at the end of each grading period)

in which teachers analyze:

o 2015-16 Georgia Milestones Assessment

o Statewide Longitudinal Data Systems (SLDS)

o Power School benchmarks

o DIBELS results

o Informal Phonics Assessment (if necessary for RTI or needs-based groups)

o Sight Word Assessment

o Teacher-developed tests

o COGAT scores, KTEA, Torrance Test of Creativity (gifted)

o GKIDS (kindergarten)

o ACCESS (EL students)

o Math Fact Fluency

o Scholastic Reading Inventory

Teachers use these assessments to plan and develop:

o Curriculum pacing guides

o Needs-based groups

o Independent reading levels

o Instructional levels

o Intervention strategies




o RTI goals

o Individualized Education Plans (IEPs) for ESS students

o Accommodations for instruction and testing

o Enrichment activities for EXCEL students

o Differentiated instruction

o Collaborative planning (grade level)

o Vertical planning (across grade levels)

o Essential questions

9. Activities to ensure that students who experience difficulty mastering the proficient or

advanced levels of academic achievement standards required by Section 1111(b)(1) shall be

provided with effective, timely additional assistance, which shall include measures to ensure that

students’ difficulties are identified on a timely basis and to provide sufficient information on

which to base effective assistance.

We are providing activities to ensure that students who experience difficulty mastering proficient

or advanced levels of academic achievement standards shall be provided with effective, timely

additional assistance. Those activities are:

To specifically help struggling students, teachers develop ways to differentiate instruction

and implement these practices in order to meet the needs of all students.

In an attempt to offer additional assistance to struggling readers, teachers at Chatsworth

Elementary provide small group tutoring in reading and math for students in first through

sixth grades.

Teachers administer pre and post benchmark assessments using Power school. These

benchmarks are aligned with the GSE.

Reports are printed and analyzed by teachers at the end of each assessment.

Teachers meet as grade level teams to compare data and determine strengths or areas of

need in the curriculum.

Chatsworth Elementary administers DIBELS (Diagnostic Indicators of Early Literacy

Skills) Next, a scientifically research-based assessment, three times a year. DIBELS Next

is a screening tool to identify reading performance levels (intensive, strategic, and

benchmark) on different subtests. The subtests are administered by grade level as

follows:

o Kindergarten: Initial Sound Fluency (ISF), Phoneme Segmentation Fluency

(PSF), and Nonsense Word Fluency (NWF)

o First Grade: PSF, NWF, and Oral Reading Fluency (ORF)

o Second Grade: NWF at the beginning of the school year; ORF at the beginning,

middle, and end of the school year

o Third Grade – Fifth Grade: ORF

Dependent on Power school benchmark results, teachers monitor student progress on a

weekly, biweekly, or monthly basis. Student progress toward grade-level goals is

recorded in data notebooks.

Teachers administer a sight word assessment to students in kindergarten through third

grade.

Teachers administer an Informal Phonics Survey to students in first through third grades.




This is a research-based assessment used to determine deficient areas in phonics in order

to guide instruction for those students in need.

Teachers conduct weekly assessments using adopted curriculum materials and teacher-

made tests.

10. Coordination and integration of federal, state, and local services and programs, including

programs supported under this Act, violence prevention programs, nutrition programs,

housing programs, Head Start, adult education, vocational and technical education, and

job training

Chatsworth Elementary will implement the programs listed below. A description of how Title I

resources and other resources will be coordinated to support student achievement goals in the

school improvement plan, and a listing of all state and federal programs consolidated in the

schoolwide plan.

No Child Left Behind Act of 2001

The NCLB Act of 2001 provides guidelines and services which insure accountability for results,

flexibility in the use of funds, options for parents, and implementation of scientifically research-

based programs.

Southern Association of Colleges and Schools (SACS)

Chatsworth Elementary School was initially accredited by SACS in 2003.

Department of Human Resources

The DHR provides referral services and support for students who have been abused or neglected.

They work directly with our school counselors and social worker to provide necessary services.

Student Resource Officer Program

Chatsworth Elementary has a resource officer available who helps maintain school safety.

This program is a partnership with the Murray County Sheriff’s Department.

United Way of Northwest Georgia

The United Way offers programs and resources to the students and families of Chatsworth

Elementary. A direct service of the United Way is the 4-H Program of Murray County.

School Nutrition Program

One hundred percent of CES students receive free breakfast and lunch. These students are

served through the school’s nutrition program.

Partners in Education

These partners are made up of local businesses that provide both monetary support and volunteer

hours to the school. Many partners provide incentives for student achievement and attendance,

while others offer volunteers to help with school activities.




Commitment to Graduate (C2G) Partners

Our Commitment to Graduate (C2G) Business Partners are Little Rome, Peeples Funeral Home,

and Cohutta Banking Company (CBC). These businesses display articles and student work

encouraging graduation.

CHAMPS (Choosing Healthy Activities and Methods Promoting Safety)

Fifth grade students at Chatsworth Elementary participate in this program which is sponsored by

the Murray County Sheriff’s Department. The program gives students the skills they need to

avoid involvement in drugs, gangs, violence and safety.

Grant School Year 2016-2017

Title 1, Part A: Improving

Basic Programs Operated by

Local Education Agencies

Instructional Coach; Other personnel paid through Title 1;

STEM Implementation teacher; Power school; Fast ForWord;

technology equipment; Pre-K; parental involvement;

before/after school instruction; instructional supplies;

technology; professional development activities

Title 1, Part C: Education of

Migrant Children

Supplies for migrant population

Title 11 A: Teacher and

Principal Training and

Recruiting Fund

Instructional Coach; Professional development to improve

differentiated instruction; TKES/LKES training for

administrators

Title 111 A: English

Language Acquisition,

Enhancement, & Academic

Achievement

Two interpreters for parent involvement(district level); books

and supplies for EL population; training for teachers

IDEA Part B

Power school; staff development for core content areas; RTI;

differentiated instruction; behavior intervention specialist; ESS

transition coordinator; ESS paraprofessionals; diagnostician;

MY ACCESS

Homeless school supplies; training for homeless liaison and social

worker; travel for tutoring

State Funds salaries; textbooks; supplies; professional learning

Local Funds Salaries; textbooks; operations; technology; travel (in-

county);DIBELS assessments

Other grants received at individual schools; partners

School-to-Work

Opportunities Act of 1994

Work-Based Learning: workplace mentoring; instruction in

general workplace competencies; a planned sequence of job

training including pre-employment and employment skills to

be mastered at progressively higher levels relevant to a

student's career major and leading to the award of a skill

certificate

School based learning: career awareness, career exploration

and counseling

The Carl D. Perkins organized educational programs offering sequences of courses




Vocational and Applied

Technology Act

directly related to preparing individuals for paid or unpaid

employment in current or emerging occupations requiring

other than a baccalaureate or advanced degree-list pathways

National and Community

Service Act of 1990

Senior Corps, which incorporates the longstanding Foster

Grandparents, RSVP (Retired and Senior Volunteer Program),

and Senior Companion programs; the newly created

AmeriCorps, which incorporates the longstanding VISTA, the

new National Civilian Community Corps programs, and the

full-time demonstration program that had been established

under the 1990 Act; and Learn and Serve America, formerly

known as Serve America.

Striving Reader

Grant

Federal Grant: The Striving Reader Comprehensive Literacy

Grant will provide the tools and professional development to

implement the Georgia State Literacy Plan and the Common

Core Georgia Performance Standard. The SRCL will help to

increase student literacy through: professional development in

literacy, GSE, and differentiation for all teachers, and

upgrading technology tools such as computers, electronic

readers, software programs, diagnostic tools, networks, and

literacy building tools.

11. Description of how individual student assessment results and interpretation will be provided to

parents.

Student assessment is an ongoing process in all content areas. Assessments are conducted and

results are distributed to parents as follows:

Georgia Milestones Assessment: The Georgia Milestones Assessment System (Georgia

Milestones) is a comprehensive summative assessment program spanning grades 3

through high school. Georgia Milestones measures how well students have learned the

knowledge and skills outlined in the state-adopted content standards in language arts,

mathematics, science, and social studies. Copy of the Georgia Milestones results will be

placed in the student’s permanent record and the original is send home to the parents with

the students. An explanation of the scores related to beginning, developing, proficient,

and distinguished is included with the score report. The parents will be invited to

schedule a conference with the teacher for a more thorough explanation of the test results.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next: This is a

standardized individually administered test that assists with fluency and letter

recognition. It also measures students’ oral fluency rate. Parents receive a report at the

beginning of the school year indicating progress on their child’s reading ability. This

individualized report is shown to parents during teacher-parent conferences.

Power school: This is a pre and post benchmark assessment administered on-line to

students in grades one through six every eight weeks. These assessments are based on

the GSE standards taught during the eight-week period. Parents receive a report

http://www.seniorcorps.gov/

http://www.americorps.gov/

http://www.learnandserve.gov/




12. Provisions for the collection and disaggregation of data on the achievement and assessment results

of students.

The Georgia achievement results are valid and reliable. Teachers are provided with detailed

Georgia Milestones reports in which data is disaggregated by the following sub-groups:

All students

White students

Black students

Hispanic students

Asian students

Multi-racial students

Students with Disabilities

English Language Learners

Economically Disadvantaged Students

Immigrant Students

Migrant Students

Teachers use this data to tailor instruction and to assess academic needs in the school. All

assessments listed in Component 10 are driven by the GSE and are valid and reliable based on

state regulations.

13. Provisions to ensure that disaggregated assessment results for each category are valid and

reliable.

The Georgia achievement results are valid and reliable. All statistical analysis and

disaggregation of data is conducted by the Department of Education and provided to Chatsworth

Elementary to determine progress toward the annual measurable objectives for each school year.

indicating their child’s mastery of the standards.

Eight-Week Report Card: Parents receive this report of student progress based on an

eight-week grading period that shows numerical averages based on the standards taught

during that time frame.

Infinite Campus Parent Portal: Parents may continually monitor their child’s progress

via Infinite Campus Parent Portal, an online interactive program that allows parents to

access information about their child’s grades, attendance, and upcoming assignments.

Parents are trained and assigned a login code to provide a sense of confidentiality.

Teacher-Parent Conferences: At least two teacher-parent conferences are conducted

during the school year to discuss student progress. These meetings are held in November

and March.




14. Provisions for public reporting of disaggregated data.

Provisions are in place for public reporting of disaggregated data. Chatsworth Elementary shares

student achievement data in a variety of ways. Data walls are found in each classroom. Articles

on student achievement data are published in the local newspaper and in the principal’s

newsletter. Data can also be found on the state, system, and school websites.

15. Plan developed during a one-year period, unless the LEA, after considering the

recommendation of its technical assistance providers, determines that less time is

needed to develop and implement the schoolwide program

Chatsworth Elementary School has operated as a schoolwide Title I school for more than ten

years. The plan is updated each year, unless LEA, after considering the recommendation of its

technical assistance providers, determines that less time is needed to develop and implement the

schoolwide program. The plan reflects the needs of the school based on the comprehensive

needs assessment and the evaluation of the current plan.

16. Plan developed with the involvement of the community to be served and

individuals who will carry out the plan, including teachers, principals, other school staff,

and pupil service personnel, parents, and students (if secondary).

Mike Pritchett, Principal

Kathy Moore, Assistant Principal

Felicia Watkins, Instructional Coach

Angela Morrison, Kindergarten Teacher

Tracy Dean, First Grade Teacher

Stephanie Ryan, Second Grade Teacher

Chasidy Hulett, Third Grade Teacher

Jeanine Lowe, Fourth Grade Teacher

Myra Owens, Fifth Grade Teacher

Elea Hall, Sixth Grade Teacher

Melissa Harper, EL Teacher

Karen Jones, Lead ESS Teacher

Beth Thornbury, Teacher of the Gifted

Derek Hall, Media Specialist

17. Plan available to the LEA, parents, and the public.

The Title I Schoolwide/School Improvement Plan is available to the LEA, parents, and the

public. Chatsworth Elementary School’s plan is available in electronic and print form. The plan

is available to parents at the annual Title I meeting, in print form in the front office of the school,




in the parent resource room, and via the school website.

18. Plan translated, to the extent feasible, into any language that a significant

percentage of the parents of participating students in the school speak as their primary

language.

Chatsworth Elementary utilizes a translator as a liaison between Spanish speaking

parents/guardians and the school. Upon request, documents will be translated.

19. Plan is subject to the school improvement provisions of Section 1116.

The Chatsworth Elementary School Title I Schoolwide/School Improvement Plan is subject to

the school improvement provisions of Section 1116.

georgia department of education title i schoolwide/school improvement...

Documents