Chickamauga Elementary School's School Improvement Plan was developed by the school improvement team consisting of students, teachers, administrators, parents, and community members. The school improvement team worked together analyzing data to identify the strengths and weaknesses of Chickamauga Elementary School. As a result, an action plan was developed to address student learning goals for school improvement. Annually, the school improvement team utilizes disaggregated test data, parent surveys, needs assessments, and program reviews to make improvements to the action plan.
Chickamauga Elementary School has made AYP for the past nine years. The past seven years CES has been named a Distinguished Title I School. This status is based on test participation, state test scores, and attendance rate. The school improvement process will continue in order to make adequate yearly progress. Title I personnel have been involved in the school improvement process. The following describes how the Title I program will continue to address school improvement needs.
Instructional Strategies and Programs
Chickamauga Elementary School is a targeted assistance school that currently serves Title I students in grades K-5 in reading and math instruction. The Title I program ensures that all children have the same opportunities to learn. The school works with students, parents, and teachers to provide the assistance necessary to reach grade level goals and objectives through smaller class sizes, teaching strategies based on scientifically based research, highly qualified teachers, increased parental involvement, and opportunities for instruction beyond the school day/year. Our school improvement goals and objectives include action plans that have the greatest likelihood of ensuring that students will meet State's proficiency level of achievement on the State academic assessment.
Identifying Eligible Students-Selection Criteria
Eligibility determination is made at the school level for students in grades 3-5 through a multi-selection criteria format. First, students who have CRCT scores in the "does not meet standards" category (below 800) in reading and/or math are identified. Second, students in grades 3-5 who have met standards on the CRCT or who have not taken the CRCT, but whose documented performance shows that they are performing below grade level are identified. This documentation can include at least one or more of the following: benchmarks, teacher checklist, work samples, grades and school performance, student retention/placement, informal testing, and RTI information. Students in kindergarten through grade two are identified through teacher recommendation, review of student learning history, and developmentally appropriate measures. When a student has been identified as needing support through the Title I program the parents are notified.
Coordination with Other Programs
The Chickamauga City School System will seek to secure coordination and collaboration with other educational services such as Pre-K, Head Start, migrant, homeless, special education, and Early Reading First. Children who are economically disadvantaged, children with disabilities, Limited English Proficient (LEP), migrant, and homeless children as well as those who have participated in Head Start or Even Start or who received services from a neglected or delinquent institution during the previous two years are eligible for services on the same basis as other children selected to receive services under this part.
Professional Development
The school improvement plan outlines professional learning opportunities, which are driven by an annual professional learning needs assessment. This process allows professional learning needs to be identified which assist the teachers to teach and prepare students regardless of needs or gender. Current Title I personnel meet the "highly qualified teacher" requirements. Title I and Title II funds are used to provide professional learning opportunities for Title I teachers. Title I personnel will be involved in professional learning activities throughout the year that address the academic needs of students. Teachers will learn effective teaching strategies based on scientifically based research to use in helping students achieve in reading, language arts, and math.
Parental Involvement
Parental involvement is crucial to the success of students. Parents are involved in the development, implementation, and review of the school improvement plan. District level support and coordination will be provided to assist in planning and implementing effective parental involvement programs. Parents are given many opportunities to participate in their child's education. Parents complete an annual Title I parent survey, a school wide parent survey and a parent-teacher-student compact. A percentage of Title I funds are obligated for parental involvement. Chickamauga City School System has a Parent Involvement Policy and Chickamauga Elementary has a School Parent Involvement Policy.
Student Progress and Annual Evaluation
Disaggregated test data is used annually to determine the areas of strengths and weaknesses of individual students. Several types of assessments are used to monitor the progress of students. The state mandated Criterion Referenced Competency Test (CRCT) will be used annually to identify students who are or are not meeting state standards. CRCT scores are also used to determine if our school has met "adequate yearly progress". Other academic assessments that may be used include: Writing Assessment (3rd & 5th), State Kindergarten Assessment (GKIDS), informal reading inventories, DIBELS, STAR Reading, benchmark testing, and other local assessments. All students receive a progress report every 4½ weeks and teachers hold parent conferences throughout the year. Extended day and extended year services are offered to Title I eligible students.