georgia department of education title i schoolwide/school improvement...
TRANSCRIPT
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 1 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:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 2 of 50
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.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 3 of 50
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.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 4 of 50
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.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 5 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 6 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 7 of 50
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.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 8 of 50
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
Beginning o f Year (BOY) Middle of Year (MOY) End of Year (EOY)
58
42
29
17
28
29
23 24
30
2 6 12
Advanced
Proficient
Basic
Below Basic
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 9 of 50
Figure 3: 2015-16 Fourth Grade SRI Levels
Figure 4: 2015-16 Fifth Grade SRI Levels
Beginning o f Year (BOY) Middle of Year (MOY) End of Year (EOY)
47 38 34
28 31
26
25 26
30
0 4 11
Advanced
Proficient
Basic
Below Basic
Beginning o f Year (BOY) Middle of Year (MOY) End of Year (EOY)
33 28 21
27 35
26
33 27
35
6 10 19
Advanced
Proficient
Basic
Below Basic
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 10 of 50
Figure 5: 2015-16 Sixth Grade SRI Levels
DIBELS Assessments: Composite Scores
Figure 6: 2015-16 Kindergarten DIBELS
Beginning o f Year (BOY) Middle of Year (MOY) End of Year (EOY)
40 34 25
33 34
36
15 14
19
13 17 20
Advanced
Proficient
Basic
Below Basic
Beginning o f Year (BOY) Middle of Year (MOY) End of Year (EOY)
34
8 2
20
10
9
46
82 89
Benchmark
Strategic
Intensive
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 11 of 50
Figure 7: 2015-16 First Grade DIBELS: NWF(CLS)
Figure 8: 2015-16 First Grade DIBELS: NWF(WWR)
Beginning o f Year (BOY) Middle of Year (MOY) End of Year (EOY)
65
11 17
23
20
22
12
69 61
Benchmark
Strategic
Intensive
Beginning o f Year (BOY) Middle of Year (MOY) End of Year (EOY)
0
27 15
44
12
15
56 61 70
Benchmark
Strategic
Intensive
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 12 of 50
Figure 9: 2015-16 Second Grade DIBELS: DORF(Fluency)
Figure 10: 2015-16 Third Grade DIBELS: DORF(Fluency)
Beginning o f Year (BOY) Middle of Year (MOY) End of Year (EOY)
28 26 25
15 16 20
57 58 55
Benchmark
Strategic
Intensive
Beginning o f Year (BOY) Middle of Year (MOY) End of Year (EOY)
36 32 25
13 13
20
51 55 55
Benchmark
Strategic
Intensive
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 13 of 50
Figure 11: 2015-16 Fourth Grade DIBELS: DORF(Fluency)
Figure 12: 2015-16 Fifth Grade DIBELS: DORF(Fluency)
Beginning o f Year (BOY) Middle of Year (MOY) End of Year (EOY)
32
19 27
11
17
14
57 64 59
Benchmark
Strategic
Intensive
Beginning o f Year (BOY) Middle of Year (MOY) End of Year (EOY)
29 20
31
16 25
24
55 55 45
Benchmark
Strategic
Intensive
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 14 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 15 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 16 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 17 of 50
Figure 19: 2015-16 Third Grade Math
Figure 20: 2015-16 Fourth Grade ELA
Level 1 Level 2 Level 3 Level 4
19
38
34
9
14
44
40
2
2014-15
2015-16
Level 1 Level 2 Level 3 Level 4
25
34 34
8
21
38
34
8
2014-15
2015-16
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 18 of 50
Figure 21: 2015-16 Fourth Grade Math
Figure 21: 2015-16 Fifth Grade ELA
Level 1 Level 2 Level 3 Level 4
18
36
39
7
25
38
30
7
2014-15
2015-16
Level 1 Level 2 Level 3 Level 4
31
47
20
2
27
46
27
1
2014-15
2015-16
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 19 of 50
Figure 22: 2015-16 Fifth Grade Math
Figure 23: 2015-16 Sixth Grade ELA
Level 1 Level 2 Level 3 Level 4
34
43
16
7
21
48
25
7
2014-15
2015-16
Level 1 Level 2 Level 3 Level 4
41
23
33
3
24
39
30
6
2014-15
2015-16
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 20 of 50
Figure 24: 2015-16 Sixth Grade Math
Figure 25: 2015-16 EL Students ELA
Level 1 Level 2 Level 3 Level 4
31
45
23
1
23
47
27
7
2014-15
2015-16
Level 1 Level 2 Level 3 Level 4
71
24
6
0
50
44
6
0
2014-15
2015-16
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 21 of 50
Figure 26: 2015-16 EL Students Math
Figure 27: 2015-16 SWD Students ELA
Level 1 Level 2 Level 3 Level 4
46
42
13
0
27
58
15
0
2014-15
2015-16
Level 1 Level 2 Level 3 Level 4
86
11
3 0
71
17
11
0
2014-15
2015-16
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 22 of 50
Figure 28: 2015-16 SWD Students Math
Level 1 Level 2 Level 3 Level 4
75
22
3 0
66
29
6
0
2014-15
2015-16
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 23 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 24 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 25 of 50
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)
Georgia Department of Education
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.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 26 of 50
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.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 27 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 28 of 50
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%
proficient/distinguished. The student achievement gap is 63%.
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%
proficient/distinguished. The student achievement gap is 68%.
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%
proficient/distinguished. The student achievement gap is 66%.
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%
proficient/distinguished. The student achievement gap is 69%.
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%
proficient/distinguished. The student achievement gap is 58%.
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%
proficient/distinguished. The student achievement gap is 72%.
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%
proficient/distinguished. The student achievement gap is 64%.
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 29 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 30 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 31 of 50
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.
The student achievement gap is 89%.
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.
Timeline: September 2016 ongoing
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.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 32 of 50
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.
The student achievement gap is 85%.
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.
Timeline: September 2016 ongoing
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.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 33 of 50
Timeline: September 2016 ongoing
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
Timeline: September 2016 ongoing
Estimated costs, Funding sources, and Resources Technology support for Parent Resource room
Copy paper
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 34 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 35 of 50
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.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 36 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 37 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 38 of 50
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.
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).
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 39 of 50
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.
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 40 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 41 of 50
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)
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 42 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 43 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 44 of 50
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.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 45 of 50
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.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 46 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 47 of 50
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 48 of 50
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.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 49 of 50
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,
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
September 20, 2016 Page 50 of 50
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.