Chamberlain Elementary School

School Improvement PL221 Plan 2014-2015

Kimberly E. Branham, Principal

Chamberlain Elementary428 N. 5th Street

Goshen, Indiana 46528

School Name: Chamberlain Elementary School 1829Corporation: Goshen Community Schools 2315

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Chamberlain Elementary School Improvement Plan2014-2015

Table of ContentsINTRODUCTION

Goshen Community Schools and City of Goshen .............................................................................................3-6

Chamberlain Elementary School Profile .............................................................................................................7-9

Description and Location of Curriculum.............................................................................................................9-11

Titles and Descriptions of Assessment Instruments........................................................................................11-14

SUMMARY OF EDUCATIONAL DATA

Specific Areas Where Improvement Is Needed Immediately..........................................................................14-15

ISTEP+ Passing Percentages.........................................................................................................................15-18

Analysis of Student Achievement....................................................................................................................18-19

Attendance Data and Objective............................................................................................................................19

CONCLUSIONS ABOUT CURRENT EDUCATIONAL PROGRAMMING

Curriculum Support of Academic Standards.........................................................................................................19

Instructional Support of Academic Standards.......................................................................................................19

Major Curricular Areas.....................................................................................................................................19-21

High Ability Program........................................................................................................................................22-25

Parental Participation in School.......................................................................................................................25-27

Technology as a Learning Tool.......................................................................................................................27-29

Safe and Disciplined Learning Environment....................................................................................................29-30

Cultural Competency............................................................................................................................................30

Professional Development...............................................................................................................................30-33

STUDENT ACHIEVEMENT GOALS

Student Achievement Goals, Objectives, and Strategies................................................................................33-35

BENCHMARKS FOR PROGRESS.......................................................................................................................35

STATUTES AND RULES TO BE WAIVED...........................................................................................................35

THREE-YEAR TIMELINE................................................................................................................................35-36

ADDENDUM

PRIORITY PLAN 2013-2014 – JANUARY 2014 SUBMITTED TO IDOE (STUDENT ACHIEVEMENT PLAN)

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School Improvement ProcessThe PL221 has been updated, revised, and reviewed for the 2014-15 school year. The original PL221 plan was developed during the 2011-2012 school year through a process that included three second grade teachers/TAP Mentor Teachers, one fifth grade teacher, one English Learner (EL) teacher, one art/EL teacher, one Goshen Community Schools Title I coordinator, two TAP Master Teachers and the principal. Included within this group are highly trained math and literacy personnel trained in Math Curriculum and Literacy Collaborative; all teachers trained in SIOP, best practice instruction for English Language Learners; a Ruby Payne trained consultant; and three certified EL teachers.

This report is revised annually as required. All teachers will receive copies of the Plan and will implement the Action Plan during the 2014-15 school year. This will be done with support from the TAP School Leadership Team and the School Wide Improvement Team under the guidance of the principal.

Goshen Community Schools and Surrounding AreaGoshen is located in north central Indiana, about three hours east of Chicago, three hours south-west of Detroit, and three hours north of Indianapolis. This city of Goshen is home to 32,064 (2012) residents and is the county seat for Elkhart County. Goshen Community Schools encompasses all of Elkhart Township.

Goshen is an incorporated city, served by a mayor and city council. The city of Goshen encompasses 13.2 square miles and approximately 32,064 people. Goshen enjoys a diversified economy. The chief industries include recreational vehicle manufacturing, manufactured homes, a cancer treatment center, and a liberal arts college. In addition, Goshen hosts many agribusinesses: dairy, poultry breeding/processing, fruit, corn, and soy beans. The service industry is growing in this city. Recently, large chain and retail stores have entered the business market. These additions include Wal-Mart, Target, Lowe’s, Menards, Kohls, and Sam’s Club.

The varied economic opportunities have supported the population growth within this city. The type of employment available in Goshen attracts many young families with children. The median age of residents is 32.4 years with the largest percent of the population falling in the 25-44-age range. This young adult range composes 28.1 percent of the population. The second greatest concentration of residents is in the 45-64 range, which is 22.3 percent of the population. (STATS Indiana, 2004).

The Goshen Community School district comprises an area of 36 square miles and has a system-wide enrollment of 6,497. The demographics of Goshen Community Schools

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are represented by 44.8% White, 48.6% percent Hispanic, 2.9% Multiracial, 2.4% Black, 1.1% Asian, and less than 1% Native American. The socio-economic makeup for this school corporation is 56.1% free lunch students, 31.1% paid, and 12.8% percent reduced. In addition, there are 1859 Limited English students with over 30 different languages spoken. The school corporation has seven elementary schools, one middle school and one high school, and two alternative schools.

Other educational opportunities provided within the Goshen Community School district includes: in-patient school at Oaklawn mental health facility, special needs pre-school, Head Start, and two parochial schools: Bethany Christian School and St. John’s Catholic School.

The residents of this school corporation are provided with a plethora of community resources. LaCasa helps families with housing, translation, and emergency assistance. The Maple City Health Clinic and the Center for Healing and Hope provide health care and health education classes. Goshen Hospital provides several health, nutrition, and educational opportunities for this school community. In addition to health care and housing, educational opportunities are enhanced through partnerships with Boys and Girls Club, Goshen College, and the Greencroft Retirement Community. Each of these agencies provides individuals and/or programs which augment the varied educational programs residing within Goshen Community Schools. From volunteers in the classroom to providing mentors and tutors for students, these community resources are an integral part of our school community. These community resources provide a rich foundation for all students.

Following is Goshen Community Schools’ vision, mission, and guiding principles. As a corporation and at Chamberlain Elementary School we are developing knowledge and application with Marzano’s Three Commitments:

*Develop a System of Individual Student Feedback at the District, School, and Classroom Levels

Phase 1: Track student progress on selected learning goals using a formatively based system of assessment

Phase 2: Design learning goals in all subject areas and redesign report cards

Phase 3: Implement the new report cards in a staged fashion

*Ensure Effective Teaching in Every ClassroomPhase 1: Systematically explore and examine effective pedagogy

and develop a model or language of instruction

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Phase 2: Have teachers systematically interact using the model or language of instruction

Phase 3: Have teachers observe Master Teachers applying instructional strategies

Phase 4: Monitor the effectiveness of individual teaching styles

*Build Background Knowledge for All StudentPhase 1: Identify academic terms in language arts, mathematics,

science, and social studies to be taught at each grade level

Phase 2: Implement the academic vocabulary program district wide using a common approach to instruction

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GOSHEN COMMUNITY SCHOOLS’ MISSION AND VISION

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Chamberlain Elementary School ProfileChamberlain Elementary is a kindergarten through grade five public school that was built on the present site in 1862. The wood frame structure was replaced by a six-room brick facility in 1882. In 1895 a four-room brick building was added. The present Chamberlain Elementary School building was constructed in 1939 and remodeled in 1955, in 1986, and again in 2006. It currently houses 375 students with 29 certified staff and 31 part-time and full time support staff members. It is one of seven elementary schools in Goshen Community Schools. Chamberlain Elementary School is located at 428 North Fifth Street in Goshen, Indiana.

Since Chamberlain educates a child population of 89.4% free and reduced lunch the vision of Chamberlain is to not allow socio-economics to determine the quality of a child’s education. The staff believes positive relationships, hard work, a growth mindset and continual learning will overcome many obstacles. Many interventions are put in place to encourage and support children’s learning.

Vision StatementChamberlain is a community of hope where all children and adults are involved and supported in achieving academic, social, physical, spiritual, and emotional excellence.

Mission StatementChamberlain Elementary School is a community of parents, students, and staff working together to instill in each other a positive self-image, individual responsibility, a desire to be life-long learners and problem solvers, and to be the best we can be.

Guiding Principles Everyone can and will learn. We learn in different ways and in different time frames. Everyone has equal value and worth. We build positive relationships with

each other and treat each other with respect. Mistakes are a natural part of the learning process. Each person is responsible for their choices. Feedback is essential to the learning process. Success generates success.

We will: Embrace the belief that effort, making and learning from mistakes, resiliency,

perseverance and positive relationships lead to student achievement. Be willing to live in ambiguity, ask clarifying questions, confront the brutal

facts, and still choose to be positive.

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Be willing to learn and value learning from and with others. Hold ourselves accountable to the Chamberlain plan and corporation

guidelines while being willing to change by outside mandates and/or Chamberlain group consensus.

Build strong partnerships with parents through phone calls, emails, newsletters, and meetings.

Participate in all Professional Development planned for the school year.

Students will leave Chamberlain knowing: They have an important part to play in this wonderful world. Mistakes are a natural part of life. Learning isn’t an isolated process. Cooperation and collaboration accelerates learning. Their strengths and what they do well. Their weaknesses and have formed strategies about how they can work with

them.

Instructional StaffChamberlain Elementary School is a K-5 public Title I school serving 375 students. Students are taught by 29 highly-qualified certified instructional staff members with a mix of veterans and younger teachers. Most instructional staff members have been trained in literacy, math and best practice in teaching English Language Learners.

Support Staff31 support staff are employed at Chamberlain. The office is operated by a full-time secretary and book keeper, one five hour nurse, one full-time Hispanic Family/ School Liaison, one 80% counselor, a full-time Principal, a full-time TOSA assistant Principal (TOSA- Teacher on Special Assignment to the Principal), and a full time Technology Resource Coordinator (TRC). There is one Media Resource Specialist and a head custodian with 1.5 additional custodial positions. The cafeteria has a manager, a cook, and four part-time cafeteria helpers. There are two highly-qualified assistants, five Title 1 Instructors, one full-time ELL paraprofessional and two paraprofessionals working with Special Education children. A 40% Speech and Language Pathologist, a 20% psychologist, and a part-time Schools Resource Officer complete the support staff.

Student Attendance, Enrollment, Diversity, and MobilityThe attendance goal of Chamberlain Elementary school is 97% or higher. Chamberlain Elementary has had an attendance rate of 95.5% or higher over the last ten years. The attendance rate for 2013-14 was 95.2%. The enrollment in Fall 2013 was 375 students with the following numbers at each grade level:

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Kindergarten 621 652 663 664 565 63

The Chamberlain student body is diverse with the following ethnic groups represented in 2013-14: 61.9% Hispanic, 29.3% White, 1.7% Multiracial, 5.9% Black, .8% Asian, and .3% Native American.

89.4% of the student population receives economic assistance, 47.2% of our students are English Language Learners, and 9.6% receive Special Education Services. Each year around 25% of the student population grades 3-5 move before or between one year’s ISTEP test to the next year’s test. 35-49% of the student body will enroll in Kindergarten and stay at Chamberlain until they graduate from fifth grade. The other 51-65% of the student population will come and go. The Chamberlain staff believes that the above factors do not and cannot preclude children from being well-educated.

Description and Location of CurriculumChamberlain staff provides a guaranteed and viable curriculum based on Indiana state standards. Language Arts and Mathematics curriculum calendars are provided and utilized. The curriculum units are in three week chunks and common assessments are completed at the end of each three week segment.

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Each grade level has a consistent master schedule allocating specific amounts of time to each subject area. The staff is a committed staff with high expectations for students and the willingness to learn. Professional development is valued and time is given for colleagues to collaborate on data and instruction, to learn new skills and application, and to develop grade level plans. All of this is designed so all students meet the state standards.

All students receive Tier 1 instruction in the regular education classroom. Some students receive Tier 2 instruction and fewer yet receive Tier 3 instruction. Our goal is to have minimal pull-out from the classroom as all teachers are committed to working with all students.

The Curriculum includes:Curriculum and Learning Goals based on Common Core Standards Language Arts:

o Chamberlain has a core reading program Houghton Mifflin Harcourt “Journeys”.

Math:o Core Mathematics Program: Math Expressions o Chosen academic vocabulary included with state standards

Social Studies and Science:o The social studies standards are embedded in the language arts

context and as a stand alone.o The science standards are embedded in the math context and as a

stand alone in the Core materials of National Geographic Science. Curriculum grids are provided for each grade level for scope and sequence.

The Principal and the TAP Leadership Team (TLT) provide leadership for the educational program. The School Wide Improvement Team provides direction with input from all staff. The corporation’s Executive Director for Elementary Education serves as a consultant to the principal and gives leadership on issues of corporation curriculum alignment, textbook adoption, and special services support for school curriculum goals.

The instructional resources that back-up the curriculum are as follows: Instructional Resources

Houghton Mifflin Harcourt Journeys Math Expressions/GCS Math Vocabulary- Academic (Marzano)

o Matho Language Arts

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o Social Studieso Science

Guided Instructiono Small Group Reading Block with teacher and interventionists

Tucker Signingo Introduce and teach all students full alphabet at Kindergarten-

then use with students that need ito 1st grade does a review at the beginning of the year with

everyone and then uses with those students that need it Testing genre Technology

Weekly computer lab time Math IXL RA-Z Kids Brain Pop ALEKS (Math) Mobile Lab Computers Totaling: 70 Computers iPAD Labs: Totaling 60 iPads over the course of

2014-15 Titles and Descriptions of Assessment InstrumentsChamberlain Elementary School’s beliefs about assessments are as follows:

Effective Assessment Curriculum Calendars in 3 Week Segments with 3 Week common assessments

built by teachers and managed through “STI” Data Management. Begin instruction with assessment already clarified for teacher and students. Curriculum and assessment drive decision making and intervention paths. Providing student feedback, intervention, and support is crucial for learning. Assessment is a tool that measures student growth and progress. Assessment is for teachers, students, parents, & community. Assessment needs to be both individual based & standardized. Students need to take ownership for their learning with self assessments. Assessment drives instructional decisions.

AssessmentsChamberlain Elementary School uses the following assessments to drive instruction, give students feedback on their learning, and to provide Tier 2 and/or Tier 3 interventions.

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KindergartenLearning GoalsmClass in language arts and math three times a year

Progress monitoring throughout the yearCommon Assessments, based on curriculum calendars, are administered every 3 weeksHigh frequency words every quarter with benchmarksWriting Rubric every quarter,

First GradeLearning GoalsmClass asessment three times a year

Progress monitoring throughout the yearCommon Assessments, based on curriculum calendars, are administered every 3 weeksHigh frequency words every quarter with benchmarksWriting rubric every quarter with benchmarks

Second GradeLearning GoalsmClass math/LA assessment three times a year

Progress monitoring throughout the yearCommon Assessments, based on curriculum calendars, are administered every 3 weeksHigh frequency words every quarter with benchmarksWriting rubric every quarter with benchmarks

Third GradeLearning GoalsAcuity testing three times a yearScholastic Reading InventoryCommon Assessments, based on curriculum calendars, are administered every three

weeksFountas and Pinnell Benchmark Reading Assessments assessed twice a year with instructional level recorded other two quarters with benchmarks

In the fall, students below grade level are assessedIn the spring, all students are assessed

Writing rubric every quarter

Fourth GradeLearning GoalsAcuity testing three times a yearScholastic Reading Inventory

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Common Assessments, based on curriculum calendars, are administered every3 weeksFountas and Pinnell Benchmark Assessments assessed twice a year with instructional level recorded other two quarters with benchmarks

In the fall, students below grade level are assessedIn the spring, all students are assessed

Writing rubric every quarter

Fifth GradeLearning GoalsAcuity testing three times a yearScholastic Reading InventoryCommon Assessments, based on curriculum calendars, are administered every3 weeksFountas and Pinnell Benchmark Assessments assessed twice a year with instructional level recorded other two quarters with benchmarks

In the fall, students below grade level are assessedIn the spring, all students are assessed

Writing rubric every quarter

GeneralStudent in grades 3-5 participate in math and language arts Acuity testing in the fall and two other times during the year. These scores provide data points to determine growth and/or the need for remediation. ISTEP+ data is used at grades 3-5. IREAD data is used for 4th graders based on 3rd grade scores.

Google Document Spreadsheets are kept with all student information and data. Teachers have access to the information for the students in their classroom. IEP goals for special education students include academic goals based on the current grade level standards. ILP goals for ELL students are based on the LAS level scores and language acquisition.

BelowEach teacher keeps track of the teacher section for progress monitoring. In the student section, these are the assessments that the student is to know and understand and progress monitor for themselves:

Teacher ISTEP+ March and May

o Sub-groupso Fountas & Pinnell Benchmark Reading Assessment(F&P)

o Aug./Sept. for below level readers

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o May for all studentso Acuity Grades 3-5 September, November, April

o mClass Grades K-2 September, November, Aprilo SRI Grades 3-5 Quarterly

Levels/Lexile Growth

Learning Goals Grades K-5o Progress Monitoring

Writing Rubric Grades K-5o Quarterly

Matho mClass Grades. K-2o Acuity Grades 3-5

Students F & P Benchmarks Classroom Data Progress Charts Grades K-5 3 Week Assessment Data Grades K-5 Acuity Grades 3-5 mClass Grades K-2 SRI Grades 3-5

o Levelso Growth

Learning Goals Grades K-5o Progress Monitoring

Writing Rubric Grades K-5o Quarterly

Matho mClass Grades K-2o Acuity Grades 3-5

SUMMARY OF EDUCATIONAL DATA

Specific areas where improvement is needed immediately

The School wide Team reviewed ISTEP scores, Acuity scores, and mClass scores.

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The analysis of the 2014 ISTEP scores shows that Chamberlain Elementary 3rd, 4th, and 5th graders have improved from 2013 scores in ELA and in Math in all grade levels. Continuous improvement needs to take place and increasing growth in all areas. There is need to improve most in the areas of vocabulary, conventions and literary response in language arts. In math, the students need to improve most in measurement, number sense and computation. The analysis of mClass and Acuity aligns with the data that is available to be correlated.

ISTEP Scores-Percent Passing 2014 (growth TBD on release from IDOE)

3rd Grade:

4thGrade:

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5th Grade:

Cohort Data 2013-2014 School Year

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Benchmark progress in mClass for grades K-2

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Analysis of Student AchievementChamberlain’s TAP School leadership Team (TLT) meets once a week for 1.5 hours, grade level teams meet weekly for 45-60 minutes. Grade level meetings are referred to as Professional Learning Communities (PLC), these meetings have a focus on curriculum, instruction, and assessment. In addition, after a 3 week progress check, assessments are given. The teachers, interventionists, and principal meet by grade level to analyze data. Focus of instruction and grouping arrangements are decided on in these meetings. Grades K-5 meet four times a year to look at data by grade level. Data is looked at during PLC time weekly but four times a year a comprehensive look at data is held mClass and Acuity scores and reading levels are analyzed.

In addition to these meetings, the Child Study RTI Team meets weekly to discuss individual students in the areas of academics, emotional, and behavioral concerns.

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Interventions are decided upon and put into practice at these meetings. Besides the assessments in the Titles and Descriptions of Assessment Instruments section, information from the nurse, guidance counselor, Tracking and Teaming assessments, school psychologist, attendance records and parent input are evaluated to develop the above plans. This year the RTI process is being revisited to increase the opportunities and documenting of interventions.

Attendance DataChamberlain Elementary School has a committee of the registrar, guidance counselor, nurse, Parent Liaison, TOSA, and principal who meet monthly at the “Office Talk” meeting to discuss attendance and other issues school wide. There is a county wide plan that we follow on attendance that includes five steps. Letters, visits, and parents coming in to school to create a plan are all avenues that are used in helping children get to school. The staff believes that excellent relationships between adults and children are the best way to have excellent attendance by students. The staff works well at creating these relationships with students and parents. Our attendance has been at 95.5% or higher over the last 10 years except for one year.

Chamberlain’s attendance goal is 96.5%.

CURRENT EDUCATIONAL PROGRAMMING

Curriculum Support of Indiana Academic StandardsGoshen Community Schools has developed curriculum based on Common Core and was updated to the 2014 Indiana Academic Standards. Chamberlain staff uses the Indiana Standards as the basis for instruction. Parents can access the standards through the website or be provided a hard copy of the standards upon request.

Chamberlain’s Instructional Strategies that Support the Achievement of Indiana Academic StandardsThe Chamberlain Staff is continuously looking at instruction to ascertain best strategies to increase student achievement of State Standards. All instructional strategies are evaluated on the effectiveness and efficiency of delivering the Indiana Academic Standards. The principal is in charge of the instructional leadership and of observing and evaluating instructional practices of teachers. Teachers meet together regularly as PLC’s and across grade levels to evaluate and improve instructional practices.

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Curriculum Calendars Chamberlain Elementary bases curriculum planning on the district calendars, the calendars were written in 2013 and revised in the summer of 2014. Teachers provide whole group instruction, small group instruction, guided reading groups, conferring with individual students, and independent student reading. Chamberlain teachers utilize Houghton Mifflin Journeys as a core tool for instruction.

Whole groupTeachers emphasize reading comprehension by using the curriculum calendar as a guide and materials from the Journeys Core Reading Program.

Chamberlain staff continues increasing academic vocabulary (Marzano, 2005) ability in students. Learning goals, a system of student feedback and high probability learning strategies are taught, as well. This was started in 2009-2010.

Small groupTeachers work with 3-5 students at the same reading level and in their area of interest, during the 60 minute small group time. Depending on student achievement and progress toward grade level learning targets, students will receive instruction daily, or 3 times a week with on-level materials.

Teachers ask, and guide students through, varying levels of questions (based on Blooms Taxonomy) before reading, during reading, and after reading activities. Phonemic awareness, phonics, fluency, reading comprehension, and vocabulary are worked on with students in their small group. Each grade level has access to a guided reading leveled library housing a large collection of sets of books to facilitate this strategy. (Clay (1991), Fountas and Pinnell (1996)

Students who are below grade level in grades 1-3 receive an intensive Leveled Literacy Intervention(LLI). This is a small-group, supplementary intervention program designed to help teachers provide powerful, daily, small group instruction for the lowest achieving children. (Fountas & Pinnell, 2008)

Participants include low-achieving children who are not receiving another supplementary intervention

English Language Learners can also benefit from LLI. Each LLI lesson provides specific suggestions for supporting English language learners.

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Independent student time includes: skill based activities, learning stations, intervention needs, and student selected reading where the student reads silently from a book of their own choosing. Lifelong readers know their preferences for books and this is developed by children as they make their own choices. Students learn vocabulary as they read and figure out meaning from the text and become better readers according to the number of minutes they read each day (Jenkins, Stein, and Sysocki, 1984; Pinnell, Pikulski, and Wixon, 1995).

For further reading comprehension and vocabulary building, Chamberlain teachers use some components of Susan Zimmerman, Seven Keys to Comprehension and Harvey, Goudvis, Strategies that Work. These strategies form the base and are used instructionally throughout the building.

Making Connections A bridge from the new to the knownQuestioning The strategy that propels readers forwardVisualizing and Inferring Strategies that enhance understandingDetermining Importance in Text The nonfiction connectionSynthesizing Information The evolution of thoughtFix-Up-Strategies Cultivating awareness

There are a number of mental models that Chamberlain students and teachers are taught and use across the grade levels to give visuals for students to remember processes of thinking. This helps students transfer from the concrete to the abstract. These mental models are based on Reuven Feuerstein’s mediated learning and Ruby Payne’s work.Question Answer Relationship Reading ComprehensionSmart Seven Reading ComprehensionSentence Frame WritingQuestion Stems Reading Comprehension

There is a Master Teacher and Mentor Teacher who give support and work with each teacher on instructional effectiveness along with the principal. There are 5.5 Title 1 Instructors at Chamberlain working with students using LLI, other reading strategies and math strategies. They are under the direct supervision of the classroom teacher.

Tucker signing program (signing for each letter) is used by kindergarten and first grade teachers and Title 1 instructors as an additional learning tool for the kinesthetic learner.

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Uninterrupted Reading Instruction BlockChamberlain will continue the 2 hour daily time allotted to the teaching of literacy in the language arts block to maximize the effectiveness of teaching literacy. 90 minutes of this time will be uninterrupted time. This will be scheduled at the same time each day to allow for systematic routine instruction. (Pinnell and Scharer 2003, Cunningham and Allington 1999, Zemelman et al.)

We use guided instruction during reading with individual conferring during the writing block. Resource materials used during reading and writing are Houghton-Mifflin’s Journey Series. Leveled Literacy Intervention (LLI), Making Meaning, Pearson materials, leveled library sets, Being a Writer and Marzano’s work with academic vocabulary will be interventions used to help students.

MathMath Expressions is a complete Kindergarten–Grade 5 mathematics curriculum that offers new ways to teach and learn mathematics. Combining the most powerful elements of standards-based instruction with the best of traditional approaches, Math Expressions uses objects, drawings, conceptual language, and real-world situations to help students build mathematical ideas that make sense to them.

Science and Social StudiesThe science and social studies state standards are taught through math and language arts at Grades K-3. The state standards are taught through a departmentalized system at grades 4 and 5.

Consistent Teacher Collaboration Each certified teaching staff member participates in a 60 minute cluster group meeting once a week. This cluster group, led by Master Teachers, focuses on one high quality instructional strategy aimed at meeting student-learning needs. Data and action research through field testing drives the learning in cluster meetings. Grade levels meet at another time period for 45 minutes a week to work on curriculum, instructional help for each other and some management issues. All school professional development times occur at least once a month while. Grade Levels in addition to weekly PLC times, meet once every 3 weeks for one hour to complete a Learning Log Data Meeting, to analyze common 3 week assessment data. Teachers then, place students in “Success Groups” based on the 8 Step Data Process. (Davenport)

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½ day data meetings occur every semester to analyze mCLASS, Acuity scores, reading levels and teacher chosen assessments. Occasionally, cross grade level meetings are held to build vertical alignment allowing the opportunity to strengthen points of weakness in the curriculum. This practice is cited among the best by Zemelman et al. This practice will be continually evaluated by teachers and the principal in order to increase effectiveness.

Special Education Chamberlain Elementary uses mostly a push-in program to create a greater block of uninterrupted time for balanced literacy instruction without individual students leaving the classroom as much. Tucker signing is used as needed to increase student literacy. (Zemelman et al., Pinnell and Scharer, et al.) The special education teacher will be training in the Fall 2014 on FunDations program; Wilson FunDations for K-3 is a phonological/phonemic awareness, phonics and spelling program for the general education classroom. FunDations is based upon the Wilson Reading System® principles and serves as a prevention program to help reduce reading and spelling failure. Rather than completely replacing core curriculum, FunDations provides the research-validated strategies that complement installed programs to meet federal standards and serve the needs of all children. (Wilson Language)

The RTI (Response to Intervention) process and programming are being utilized and enhanced the fall of 2014 through collaboration with the special education teacher, speech pathologist, school counselor, principal, ELL teacher, and school psychologist to meet the needs of students.

ELL Students 80% of all teachers at Chamberlain Elementary have received scientifically based specialized ELL training called SIOP, (Sheltered Instruction Observation Protocol). This is a comprehensive, well articulated model of instruction for preparing teachers to work with English learners. Echevarria, Vogt, Short (2000). All ELL students reading below grade level receive an intensive half hour of LLI daily.

Level 1 ELL students receive direct teacher instruction in vocabulary.

Grapeseed is a program that takes place in Kindergarten, First Grade, and with students in grades 2-3 that are at a low English proficiency.

Measurable progress is documented using LAS Links scores. ELL students are expected to show an increase of one LAS level on the annual test.

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High Ability ProgramGoshen Community Schools’ Definition of High AbilityA high ability student is one who performs at, or shows the potential for performing at, an outstanding level of accomplishment in reading/language arts and/or mathematics when compared to other students of the same age, experience, or environment. A high ability student is characterized by exceptional gifts, talents, motivation, or interests. A multifaceted assessment plan is used to identify these students and nominations are accepted from staff, parents, and students.

Goshen Community Schools’ Philosophy of High AbilityThe Goshen Community School Corporation is committed to meeting the unique needs of the high ability students through a range of services and differentiated instruction. High ability students have a unique set of needs that must be addressed. Goshen Community School Corporation is committed to helping high ability students with the intellectual, social and emotional challenges that they might face. 

GCS believes in order for high ability students to be academically successful it is important to provide academic challenges at the intellectual, rather than the chronological level of the student. High ability students work at a faster pace or at a higher academic level than that of others of the same age or experience. High ability students will be provided additional educational opportunities to broaden and enrich their learning.

Differentiated Instruction for High Ability Students at ChamberlainGuided Reading—

High ability students will be grouped together for instructional reading. They will develop as readers and improve their reading comprehension through ability leveled reading materials and instruction.

Building Background Knowledge— High ability students will demonstrate extended and deeper knowledge of

vocabulary. High ability students will be grouped together at appropriate times to work

at developing knowledge and understanding of the vocabulary being introduced.

Phases Two and Three of Math Expression’s Lesson Plans—Indicators of a successful investigation part of the math lesson are: The teacher did not have to model in order for high ability students to

solve the math problems. High ability students confidently tackle difficult problems with eagerness

and perseverance.

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Writers Workshop— High ability students will receive writing instruction appropriate to their

writing level. High ability students will be given regular opportunities to demonstrate deeper and more extensive writing skills.

Kingore Observation Survey—Teacher assesses the different traits of high ability students using the Kingore Observational Survey. The data gathered from this survey is used to create a profile for the students that help teacher differentiate instruction to capitalize on the strengths of high ability students.ALEKS Math Software—Teachers in grades 3-5 give opportunity to high ability

students to use this math curriculum and instruction software program designed for high ability students.

Parental Participation in Chamberlain Elementary SchoolChamberlain Elementary School welcomes and wants parents to be an active part of their child/ren’s education. We know their involvement in their child/ren’s education is an important piece in their child being a winner and achieving their potential. At Chamberlain there are monthly family nights (that include resources and support for families, including family literacy and math times), after school activities such as Chess Club, orchestra, athletic opportunities; PTO; Parent Information Meetings; Parent Conferences; and Parenting Classes.

Chamberlain Elementary School will specifically have: The Title 1 Annual Parent Meeting

o Discuss what Title 1 services are available for their childreno Understand the academic data of the schoolo Understand the support the school can give and ways the parents can

support their children at home

Parents are invited to monthly family nights to promote family involvement, and parents connecting with children.

A parent meeting is held to share student standards and expectations at each grade level. Assessments of these standards and how to understand them are shared.

Teachers informally talk with parents by phone, e-mail or letter about children’s strengths and areas to strengthen. Weekly newsletters go home from a number of teachers.

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Once a month a “Coffee and Doughnuts With the Principal” opportunity is offered where parents are all welcome to both discuss a topic and have open table conversation.

PTO meets monthly on a variety of topics. A monthly newsletter goes home from Chamberlain Elementary on topics of

interest and activities for the month. Parent/Teacher conferences are held for all parents with an average of, at least,

95% of parents attending. Title 1 parents are on the PL221 team that gives oversight to the school

improvement plan. Various books, pamphlets, and some videos are available for parents to take and

use. Chamberlain Elementary conducted a parent involvement survey offered both in

English and Spanish the evenings of parent teacher conferences, incentives were provided to promote participation.

Roles and ResponsibilitiesSchool and parent partnership is so important for a child’s success. Below are the roles and responsibilities that Chamberlain Elementary teachers, parents and children agree to do as partners to help children be winners in school and in life.

Chamberlain Elementary SchoolAs a staff we will:

Ensure that each day, every child learns at least one thing that they will use for the rest of their life.

Utilize student data to drive instrucitonal decision making. Provide an interesting and challenging curriculum to promote student

achievement. Participate in professional development opportunities that improve

teaching and learning. Communicate frequently and meet annually with families about student

progress. Actively participate in collaborative decision making with parents and

school colleauges to make our school accessible and welcoming to families.

Respect the school, students, staff and families.

Student/Parent PledgeAs a student, I will

Come to school regularly and will be ready to learn and work hard.

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Complete assignments, study and/or read everyday after school and return homework.

Respect the school, staff, students, and families.As a parent, I/We will

Read to our child or listen to our child read for 20 minutes each night. Have a quiet corner in our house for our child or children to do homework.

As the parent, we will supervise the homework and will help as appropriate.

Ensure that our child attends school every day and gets adequate sleep, regular medical attention and proper nutrition.

Attend Parent/Teacher conferences and other school functions. Encourage and support our child’s learning daily. Respect the school, students, staff and families.

Over the last five years parental participation in Parent/Teacher Conferences has been at 95% or higher.

Chamberlain Elementary 3-Year Technology Plan (2011-2014)Integration of Technology and the Internet into the CurriculumThe integration of technology and the internet into the curriculum can be a very powerful instructional tool. Chamberlain Elementary will thoughtfully integrate technology and the internet into the curriculum in a variety of ways.

The Computer Lab has 30 computers that are used to integrate curriculum standards, technology and the internet.

There are 3 mobile labs, and there will be 2 iPad labs in fall 2014.

Chamberlain utilizes mClass and Acuity software for progress monitoring and for practice and extra remediation opportunities for student learning of curricular standards during and beyond the regular school day.

31 licenses of Scholastic System 44 are available to help students before, during, and after school in phonemic awareness, phonics, and reading comprehension.

There are 90 licenses for students to access ALEKS. This is a math program for students of all levels.

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Each teacher has an LCD projector and a document camera. There are two sets of 30 clicker systems and 10 white boards (Mobi’s) for use with students.

The use of Scholastic Reading Counts and Scholastic Reading Inventory (SRI) continues with Reading Counts being used to help monitor independent reading progress and SRI being used to check on growth and progress in reading comprehension. Scholastic Phonics Inventory (SPI) is used. The SRI and the SPI help teachers target specific reading needs within their classrooms.

Teachers effectively use the internet to find ready-made teaching resources. Students find and gather information using the internet and other technology for research purposes. Students are taught Type to Learn, at age appropriate levels, and research skills during the research process making them good consumers of information.

Teachers and students continue to use technological resources input and electronic media for writing projects, newsletters, presentations and instruction. Teachers use technology, spreadsheets and databases, to analyze data to drive instruction.

Students’ background knowledge is improved with virtual field trips.

Technology Professional Development StrategiesProfessional development in technology will concentrate on improving student achievement. The focus of professional development will be on instructional strategies, teacher productivity, and effective use of student data.

Strategies that will be implemented will include the following:

Provide training on new technology and software for teachers.

The Technology Resource Coordinator maintains and provides training on use and access of spreadsheets and databases on the District file server.

Use essential learning assessment and ISTEP results to identify areas of strength and weakness.

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Strategy for AssessmentTechnology needs assessment will be evaluated yearly to continually improve student achievement. The technology team will be the clearinghouse for identifying new technology which seems beneficial to students and staff. Implementation of new use will be evaluated for its ability to improve student achievement and/or to benefit staff.

Surveys will be used to measure technology needs-software, hardware, and training.

Professional development sessions will be developed by the tech team based on need.

Teachers share technological expertise with staff.

Technology issues are discussed by grade level during collaboration times. These are brought to the technology team.

Evaluating the Overall Program

Since the end goal of technology is to improve student achievement and help teacher productivity, the overall program needs to be assessed by the teachers. The technology plan will be reviewed annually to assess the effectiveness of technology use at Chamberlain.

A yearly survey of professional development needs in the area of technology will be given in the fall.

A yearly survey in the spring will assess the technology needs of the teachers.

An annual survey of technology resources and systems utilized in the building.

A Safe and Disciplined Learning EnvironmentEffective Discipline – Positive Behavior Interventions and Supports (PBIS)

The Chamberlain Way: respect, responsibility, safety Allow children choices when possible. Celebrate positive behavior. Give logical, appropriate consequences to inappropriate choices. Help the child understand the principles behind the rules. Have appropriate guidelines set up ahead of time. Help children know the consequences of their actions. There should be no

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surprises. Support child in taking responsibility for their action. Focus on the positive. Weaknesses are many times strengths overdone. Help

them to see their strengths. The school needs to be saying the same thing K-5 and be consistent in its

discipline. Help child problem solve appropriate response to a troubling situation. Emphasis on the behavior instead of the person. Use discipline as a growth/learning process. External boundaries help develop internal control. The goal of effective discipline is to help the child become self-disciplined.

Positive Behavior Interventions and Support is the framework for the discipline plan at Chamberlain. Our goal is for children to become increasingly responsible for their own behavior and the welfare of the group.

Major guidelines for social and emotional success have been set at Chamberlain. These values that we uphold at Chamberlain have been decided upon by parents and staff.

Chamberlain Elementary School also has a school safety and crisis team; regularly has fire, storm and crisis drills; school doors are locked at all times, visitor badges and two outside security cameras are used; developmentally appropriate bullying, drugs, fire arms, alcohol and tobacco curriculum; annual inspection of playground equipment, elevator, and fire alarm system; and trained staff in CPR and AED with an AED available.

Cultural CompetencyChamberlain has 1 Special Education teacher, 1 (50%) Certified Interventionist, and 4 ELL teachers that provide support for these students to achieve academically. Most of our communication to parents is written in English and Spanish to accommodate need. 80% of Chamberlain teachers have received training in SIOP, which is best practice instruction in teaching other language learners, to support them in teaching the ELL student. Much training has been done on teaching students living in poverty. All parent meetings have Spanish translators available to support our families. The language arts area of the curriculum creates more problems for our ELL and Spedical Education students than does math. This is a continued emphasis for instruction.

Professional DevelopmentWe have different types of professional development at Chamberlain around one common purpose. The common purpose is to help children learn at increasing rates and to reach high levels of achievement. This year the Chamberlain staff is continuing the

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strategies of Robert Marzano on developing a system of individual student feedback, building background knowledge and learning highly effective teaching strategies. The individual student feedback includes using learning goals, tracking student learning with assessments, and celebrating student success. The staff is also learning and practicing instructional strategies to guide students on interacting with new knowledge most effectively. This will be done in Cluster groups which is part of the TAP (Teacher and Student Advancement Program). Professional Development is led by the Master and Mentor Teachers and the Principal. Following are the levels of professional development at Chamberlain and what each one entails:

TAP Cluster Groups This is a system of professional development that is ongoing, job-embedded,

collaborative, student centered and led by expert instructors. Cluster groups meet for one to two hours weekly during contract time in grade-

alike or subject-alike groups. Clusters are led by expert instructors in the school — the master and/or mentor

teachers — and their activities are focused on instructional practices as determined by student needs

Master and Mentor Teachers provide ongoing classroom-based support.o This includes team teaching, conducting classroom demonstration

lessons, coaching, giving regular feedback on specific teaching and learning innovations and conducting evaluations and post-conferences.

Whole Group Professional Development-Staff Meetings These meetings are focused on learning goals, assessments, student

feedback/progress and instructional practices. Marzano’s academic vocabulary six steps is periodically reviewed and discussed The Action Plan is reviewed periodically throughout the year There are some informative sessions to discuss school and corporation issues Grade levels meet across the corporation periodically to focus on instruction.

Grade Level Team Meeting Times - PLC Every grade level staff collaborates for at least 45 minutes every week. During their meetings they focus on the following:

Student data decision making Assessment Planning Curriculum Calendar lesson planning pacing Upcoming items

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Chamberlain Team Meetings Norms/ProtocolsI agree to:

o Place the interest of students at the forefront of all discussions & decisions.o Share responsibility of making and supporting decisions.o To take responsibility for contributing time and effort necessary to reach the best

decision.o To participate in all discussions.o To be open and honest in a positive, constructive way.o To share rationale for my perspective and/or decisions.o Listen, honor, and respect all perspectives.o To listen with respect, empathy, and an open mind.o To treat each other with dignity.o Handle conflicts in a responsible way.o To share issues without sharing individual comments or personalities concerning

staff members.o To keep student information confidential.o To have a fresh perspective.

Curriculum/Assessment/Instruction Day- 1 half day per Semester / 8 Step Data Meetings

Have celebration of student progress

The Professional Development times above are implemented to increase student achievement and to bring cohesion and focus. These Professional Development activities are designed to keep us thinking and implementing what we believe is

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important. Essential Questions:

What do we want students to know and be able to do? How do we know if they know it? What do we do with students who do and don’t know the learning goals?

STUDENT ACHIEVEMENT GOALSStudent Achievement Objectives

Specific areas where improvement is needed immediately 3 Week Curriculum Calendars with Common Assessments to determine needs

and provide intervention and enrichment through Success Period (30 minutes daily for all)

Provide 2 and 3 level interventions that support instructional practices Utilize student progress data to drive instructional decision making.

Goal One: Students on grade level or above show at least one year growth in language arts. Below grade level students will show more than one year of growth on these assessments each year.

Objectives:Student’s ISTEP+, mClass/Acuity, Fountas and Pinnell Benchmark Assessments, SRI, and Houghton-Mifflin Journeys series assessments show at least one years growth for students on grade level; more than one years growth for students below grade level.

Strategies: All certified teachers are proficient in the TAP instructional rubric Commitment and Fidelity to 3 week curriculum calendaring and

pacing All certified teachers collect data to see if their students are

making progress in achieving a school selected goal based on data.

Every classroom has 2 “push-in” teachers for guided instruction that will allow every student to have guided reading instruction every day.

Selected students below grade level have an extended day using Fountas and Pinnell Leveled Literacy Intervention, a research based literacy program to increase reading and writing ability.

Students below grade level offered four week summer school. IREAD Club for students who do not pass IREAD-3

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Staff improves instructional effectiveness in the Marzano’s learning goals process with an emphasis from the TAP instructional rubric

Students monitoring of goals and progress. Title 1 Instructors receive training in TAP instructional rubric. Title 1 Instructors are trained in Leveled Literacy Intervention. Classroom and grade level data utilization data walls Daily 30 minute Success Period for students in literacy or math to

give intensive, lasered instruction on important skills they need. To increase vocabulary achievement and build background

knowledge, Chamberlain students use Marzano’s academic vocabulary program in grades K-5.

Professional development in learning goals, scoring scales, literacy, and math continues with staff

To increase reading comprehension achievement Chamberlain students use Houghton-Mifflin Journeys Series grades K-5.

Goal Two: Students on grade level or above show at least one years growth in math. Students below grade level show more than one year’s growth.AYP goals are met.

Objectives:Student’s ISTEP+ and mClass/Acuity assessments show at least one years growth for students on grade level; more than one year’s growth for students below grade level.

Strategies: All certified teachers are proficient in the TAP instructional rubric Title 1 Instructors intervene with below grade level math students

during and after school. Students below grade level learn at summer school for four

additional weeks. Students are taught to monitor their own progress in a variety of

math areas Most grade level data is on the walls for all to see Daily 30 minute Success Period for students in literacy or in math

to give intensive, lasered instruction on important skills they need. To increase math achievement, Chamberlain students use Math

Expressions materials grades K-5.

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Professional Development times are used to develop grade level curriculum grids that provide for a guaranteed and viable curriculum in math.

CHAMBERLAIN BENCHMARKS: Per Priority Plan

Chamberlain student attendance is 95% or higher.

There are no STATUTES AND RULES TO BE WAIVED

THREE YEAR TIMELINE 2014-2016

StrategyWhat will be done?

Person(s)Who will provide the leadership to assure this strategy is accomplished?

TimelineWhen will this strategy begin and end?

Resources BudgetWhat existing resources will be used to accomplish this?

Professional Development in Support of the Activity

Expeditionary Learning Partnership Agreement

All Staff Led by Principal

Fall 2014 Pre-implementation year – ongoing

SIG 1003g and private funding though Horizon Education Alliance

Ongoing PD for all staff

Full implementation of Expeditionary Learning grade K-5

All Staff Led by Principal

Fall 2015 full implementation – ongoing

SIG 1003g and private funding though Horizon Education Alliance

Ongoing PD for all staff

New Teachers will be trained in a system of individual student feedback-Learning goals, effective feedback, student celebration and scoring scale

Principal, Master and Mentor teachers

August 2014-2016 General Fund Weekly sessions on these strategies

All teachers receive effective instructional practices in math and language arts

Principal, Master and Mentor teachers

August 2014-2016 Title 1 Funds Weekly at Cluster Meeting

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Grade levels evaluate, analyze, and change instruction after looking at data

Grade levels, Master and Mentor teachers

August 2014- May 2016

None Once per three weeks August-May

Teachers analyze ISTEP+, Acuity and mClass data to determine instructional changes that need to be made

Grade levels, Principal, Master and Mentor teachers

August 2014- May 2016

None Within two weeks after data is available

Teachers submit needed revisions to curriculum calendars

Principal, All Teachers

August 2013 None Ongoing

30 minute regrouping of students around needed skills “Success Time”

Principal, Classroom teachers, Master and Mentor teachers

August 2014-May 2016

None Once every three weeks

Every classroom has 1 additional teacher push-in for 60 minutes daily, every student receives guided reading instruction every day

Principal August 2014-May 2016

Title 1 Funds Every day September-May

TAP high quality instructional rubric is learned and used by all teachers. Teachers use chosen strategy to improve reading comprehension.

Principal, Master and Mentor teacher

2014-2016 Title 1 Funds Once a week at Cluster Meeting

School Leadership Team with TLT (Tap Leadership Team) evaluates, analyzes and applies the analysis for the next year’s action plan.

Principal, School Wide Improvement Team

August 2014-May 2016

None August-May

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