Chamberlain Elementary School Improvement Plan

2008/2009 Title 1 NCLB

Table of Contents

Instructional Strategies 2-4 Policies and Practice 5-10 Professional Development 11 Professional Development funding 12-14 Measurable Objectives 15-17 Parent Written Notice 18-19 School, LEA, SEA Responsibilities 20 Parent Involvement 21 Extended Time Activities 22 Teacher Mentoring 23 Bibliography 24

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Component #1: Incorporate strategies based on scientifically based research that will strengthen the core academic subjects in the school and address the specific academic issues that caused the school to be identified for school improvement, and may include a strategy for implementation of a comprehensive school reform model. The analysis of the 2007 ISTEP scores shows that Chamberlain Elementary 3rd, 4th, and 5th graders need to improve most in the areas of vocabulary, reading comprehension, and literary response for students in the category of overall, free lunch, Hispanic, Limited English and Special Education. The analysis of IRDA at kindergarten, Rigby reading scores and Hearing and Reading Sounds in Words at grades K-2 shows the same academic needs. The staff at Chamberlain Elementary School is committed to strengthening core academic subjects. In addition to the best practices already in place, the following will support all learners and offer scaffolding at the level of the child: Balanced Literacy Approach Chamberlain Elementary uses a balanced literacy approach as its best practice instruction in reading as cited in Collins (2004) and Zemelman, Daniels, and Hyde (2005). It incorporates the 5 components identified by the National Reading Panel in 2002: vocabulary, comprehension, fluency, phonemic awareness, and phonics. In the reading workshop teachers provide whole group, small group, guided reading groups, conferring with one student, and independent student reading. With the whole group, teachers present a mini lesson each day using Pearson Shared Reading in the areas of comprehension, vocabulary, phonics, and/or phonemic awareness. In 2008-2009 teachers will emphasize reading comprehension by using Making Meaning materials( Regan, Aldredge, Brunn). This program increases students’ reading comprehension and their depth of understanding. It also improves social skills and independent learning ability. The whole group is taught fluency and word works with Quick Reads(Hiebert, 2003) and Words Their Way(Bear, Invernizzi, Johnson 2005). Teacher read-alouds are also used with the whole group. These read-alouds allow teachers to teach vocabulary and reading strategies directly which is helpful for struggling readers (Routman, 2003). In 2008-2009, Marzano and Associates will train staff in increasing academic vocabulary ability in students. With the small group, teachers work with 3-5 students on the students’ reading level and in their area of interest, as much as possible. Teachers ask varying levels of questions based on Blooms Taxonomy and guide the students through before reading, during reading, and after reading activities. Phonemic awareness, phonics, reading comprehension, and vocabulary are areas worked on with students in small groups. Each grade level has access to a guided reading leveled library housing a large collection of small sets of books to facilitate this strategy. (Clay (1991), Fountas and Pinnell (1996)

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In one-on-one instruction, teachers give intense support to students with their reading. The teacher provides customized instruction as they monitor the student’s independent reading and the strategies the student uses or doesn’t use. From this observation a goal or goals are created with the student to extend their reading ability for the next time they meet. During independent student choice reading 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 achieve higher test scores according to the number of minutes they read a day(Jenkins, Stein, and Sysocki, 1984; Pinnell, Pikulski, and Wixon, 1995). For reading comprehension and vocabulary building, Chamberlain teachers use the components of Susan Zimerman, 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 known Questioning The strategy that propels readers forward Visualizing and Inferring Strategies that enhance understanding Determining Importance in Text The nonfiction connection Synthesizing Information The evolution of thought Fix-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. Question Answer Relationship Reading Comprehension Smart Seven Reading Comprehension Sentence Frame Writing Question Stems Reading Comprehension In 2008-2009 Chamberlain staff and students will be trained in a Math Smart Seven, a math problem solving mental model that will be used in grades K-5. This provides common language for students and staff and deeper understanding from one year to the next. Chamberlain’s cognitive strategies coach will train staff and students. Evaluation of the above strategies will be multi-faceted: Students Acuity scores from fall to spring are evaluated to determine gains. These Acuity scores will be assessed three times throughout the year.

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ISTEP + data will be reviewed as will quarterly tests based on Essential Learnings created by the corporation. Rigby reading scores and Lexiles give information that will help us evaluate the strategies. On-going informal teaching evaluations will continue. Running records with our average and below average readers will also be used to help determine instructional plans and effectiveness. Indiana Reading Diagnostic Assessments for kindergarten and first grade will be used to determine areas of strength and what needs to be addressed next to add to these areas of strength.

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Component #2: Adopt policies and practices concerning school’s core academic subjects that have the greatest likelihood of ensuring that all groups of students enrolled in the school will meet the States proficient level of achievement on the State academic assessment by the school year 2013-2014

Practice Balanced Literacy Approach Chamberlain Elementary uses a balanced approach to literacy instruction, grades K-5. This includes a reading framework, a writing framework, and a word study framework. It is based on the Literacy Collaborative model out of Ohio State and Purdue. Fountas and Pinnell (1998, 2001) Pearson reading materials will be used in the reading workshop grades K-5 this year for the first time. The Fountas and Pinnell Phonics, an integrated program using interactive teaching and sounds in context (Clay, 2001), will continue to be used at Grades K-2. Grades K-5 will use Pearson’s Words Their Way this year (Bear, Invernizzi, Johnson 2005), which is phonics, phonemic awareness and vocabulary to develop those areas. Pearson’s Quick Reads, (Hiebert, 2003), a fluency and non-fiction piece will be used for Grades 2-5 to develop those areas. In 2008-2009, Grades K-5 will use Making Meaning(Regan, Aldredge, Brunn), a reading comprehension program, that takes reading comprehension to deeper levels of understanding. In 2008-2009, Being a Writer will be the materials and program used to increase writing proficiency in students. The strategies of Making Meaning and Being a Writer are connected by their curriculum and it creates understanding for students of the connection between reading and writing. Title One Instructors give direct instruction to qualified students at grades K-5. These direct instruction times are in the areas of reading comprehension, vocabulary, and fluency. Students meet individually or in small groups to strengthen specific areas to improve reading ability. These are areas that get “double-dipped,” once in the classroom and again with the Title One Instructor. Tucker signing program (signing for each letter) will be used by a kindergarten and first grade teachers as an additional learning tool for the kinesthetic learner. Tucker Signing will be used by the Kindergarten and First Grade Title One Instructors in 2008/2009. Student progress in literacy will be shown by ISTEP+ scores, Acuity, Quarterly Literacy Essential Learnings, Rigby reading levels, Observational Surveys, writing rubrics, running records, high frequency words, teacher observation, individual testing, and at kindergarten and first grade with the Indiana Diagnostic Reading Assessments.

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Uninterrupted Reading Instruction Block Chamberlain 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. 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 will use Pearson materials for some of our vocabulary, fluency, comprehension, phonemic awareness, and phonics instruction. We will continue to use Fountas and Pinnell in the phonemic awareness and phonics, as well. In 2008-2009, we will use Making Meaning as our reading comprehension piece. Marzano’s work with academic vocabulary will be used for improvement in vocabulary in 2008-2009.

Consistent Teacher Collaboration Chamberlain Elementary School staff will participate in one forty-five minute weekly collaboration meeting within each grade level. (Zemelman et al.) The forty five minutes will be to look at student data and to focus on instruction. During professional development times cross grade level meetings will be 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 determine effectiveness. Special Education Chamberlain Elementary uses both a push-in and a pull-out program to create a greater block of uninterrupted time for balanced literacy instruction without individual students leaving as much. Integra, Tucker signing, and LIPPS are used to increase student literacy. (Zemelman et al., Pinnell and Scharer, et al.) ENL Students By the end of 2007/2008, all teachers at Chamberlain Elementary have received scientifically based specialized ENL 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) Additionally, at Grade One all ENL students at Level 1 and most ENL students at level 2, are provided a Sheltered English experience with a bilingual teacher. Most of the instruction is in English but Spanish is used when necessary to help students understand concepts. At grades 3-5 an ENL Academy with a 2 hour block of directed ENL instruction is used. This is only for students whose ENL levels are 1 and 2. The ENL teachers use a

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balanced literacy approach with the SIOP model. Students have a guided reading group in their classroom and receive another guided reading group in the Academy. Kindergarten will have one ENL paraprofessional for four classrooms to work with ENL children. Measurable progress is documented using LAS Links scores. ENL students would be expected to show an increase of one LAS level on the annual test. Kindergarten Kindergarten children who are behind at the end of the year will be given another three weeks of 3 hours of instruction each day. This classroom will have 10 children or less to focus intensely on raising children’s academic ability. It will occur right after school is done for the year. In 2008-2009 Chamberlain is taking part in the Ready Schools Initiative. This Initiative forms connections between pre-schools, day care centers, home and Chamberlain School, especially the kindergarten. A needs assessment is established and goals are made around this assessment. The goal is for students to come to Chamberlain more prepared for school and for communication to increase between Chamberlain and the early childhood community. Professional development will be done for the benefit of all groups involved.

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Policy Literacy Kindergarten children who qualify on the basis of academic need will have the opportunity to attend an extended school program in the summertime. Goshen Community Schools adopted the Literacy Collaborative framework for reading instruction with guided reading offered at the instructional level of the student grades K-5. This framework guides reading and writing instruction. All Chamberlain Elementary teachers have been trained in Literacy Collaborative. All corporation teachers will use the following literacy materials for reading; Words Their Way, shared reading of Pearson’s Good Habits Great Readers, and Quick Reads. Writers Express from The Great Source Books is the materials that are used for writing. Regie Routman and Ralph Fletcher have been instrumental resources in our writing instruction, as well. In 2008-2009, Chamberlain teachers will use Making Meaning for reading comprehension and Being a Writer for writing proficiency. A cognitive strategies coach provides job-embedded professional development for teachers as she works with students in organizing the brain. The cognitive strategies coach will help train the Title One Instructors and will provide literacy training with the Title 1 coordinator. In 2008-2009, she will train staff and students in a math problem solving mental model to be used in grades K-5. In 2008-2009, a Literacy Interventions Specialist will work with “tangled readers” and provide support and help to students and staff working with them. The large group Chamberlain staff will meet once a month for literacy professional development. Small group professional development will be teachers invited to study groups for an update of current practices and instructional resources. These professional development times will occur during the day and after school. The Literacy Interventions Specialist will also train the Title 1 Instructors regularly throughout the year. There is one Title 1 Instructor for each grade level K-5 working with students individually or in small groups who need intensive direct instruction in reading comprehension, fluency and/or vocabulary. They are under the direction of the classroom teacher. Assessments Chamberlain assessments are as follows: Kindergarten Indiana Reading Diagnostic Assessment three times a year

High frequency words every quarter with benchmarks Name assessment and letter identification every quarter with benchmarks

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Hearing and reading sounds in words every quarter with benchmarks First Grade Indiana Reading Diagnostic Assessment three times a year

High frequency words every quarter with benchmarks Rigby reading level assessed twice a year with instructional level recorded otherwise with benchmarks Pass at 90% or above on guided reading running record Hearing and reading sounds in words every quarter with benchmarks Quarterly Essential Learnings test every quarter GCS writing rubric every quarter with benchmarks

Second Grade High frequency words every quarter with benchmarks

Rigby reading level assessed twice a year with instructional level recorded other two quarters with benchmarks Pass at 90% or above on guided reading running record Hearing and reading sounds in words every quarter with benchmarks Quarterly Essential Learnings test every quarter GCS writing rubric every quarter with benchmarks Acuity testing three times a year

Third Grade

Rigby reading level assessed twice a year with instructional level recorded other two quarters with benchmarks Pass at 90% or above with 100% comprehension questions Quarterly Essential Learnings test every quarter GCS writing rubric every quarter with benchmarks Acuity testing three times a year

Fourth Grade Rigby reading level assessed twice a year with instructional level recorded other two quarters with benchmarks Pass at 90% or above with 100% comprehension questions Quarterly Essential Learnings test every quarter GCS writing rubric every quarter with benchmarks Scholastic Reading Counts and Inventory Acuity testing three times a year

Fifth Grade Rigby reading level assessed twice a year with instructional level recorded other two quarters with benchmarks Pass at 90% or above with 100% comprehension questions Quarterly Essential Learnings test every quarter GCS writing rubric every quarter with benchmarks Scholastic Reading Counts and Inventory

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Acuity testing three times a year General Student in grades 2-5 participate in 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. A blue literacy folder is kept in every student’s cumulative folder. Included in this are a student composite; Rigby Assessment graph and a running record, if necessary; 4 writing prompts with graded rubrics attached; Observation Survey assessments for the primary grades; and final IRDA information at Kindergarten and First Grade. This information is timely and beneficial for the next year’s teacher. An Excel Spreadsheet is kept with all student information included so a running history is kept of academic achievement. 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. IEP goals for ENL students are based on the LAS level scores and language acquisition.

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Component #3: Provide an assurance that the school will spend not less than 10% of the funds made available to the school by Title I for each fiscal year that the school is in school improvement status, for the purpose of providing to the school teachers and principal high quality professional development. The amount of $23,700 will be carefully and fully spent to assure high quality professional development for all the Chamberlain Elementary teachers, particularly in the continued study of the five components identified by the National Reading Panel and in assessment for student growth.

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Component #4: Describe how funds for professional development will be used to remove the school from school improvement status. The expenditure of funds will occur in the following ways: Chamberlain Elementary School will continue to focus on the 5 components of the National Reading Panel. Robert Marzano and Associates will train staff in academic vocabulary building, best practice instruction and assessment throughout the year. To improve vocabulary scores Chamberlain students use Marzano’s academic vocabulary program in grades K-5.

Common language is developed grades K-5. Academic words are chosen for each grade level for students to understand, know, and be able to use. Professional development is done with staff

To improve reading comprehension scores Chamberlain students use Making Meaning materials grades K-5.

Making Meaning develops common language, clear targets, and assessments for grades K-5. Deeper comprehension strategies are stressed. Professional development is done with staff. Speaking, listening skills and self-responsibility are developed with students

To improve writing scores Chamberlain students use Being a Writer materials grades K-5.

Being a Writer curriculum develops common language, clear targets, and assessments for grades K-5. Curriculum/strategies match with Making Meaning curriculum/strategies. Speaking, listening skills and self-responsibility are developed with students.

Rick Stiggins and the Education Testing Service will continue to train staff in quality assessments and grading practices. A Literacy Interventions Specialist will work with “tangled readers” and provide support and help to students and staff working with them. The large group Chamberlain staff will meet once a month for literacy professional development. Small group professional development will be teachers invited to study groups for an update of current practices and instructional resources. These professional development times will occur during the day and after school. The Literacy Interventions Specialist will train the Title 1 Instructors regularly throughout the year. This training will be in best practice literacy in vocabulary, reading comprehension, and fluency.

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Several staff members are trained by Dr. McGuire, an ophthalmologist, to assess and diagnose tracking problems in reading.

Students coming to resource team or recommended by teachers are assessed as to whether they may have tracking problems. Students who are so diagnosed do exercises at home and/or school.

Reflection times will be used by grade levels to analyze and evaluate data to inform instruction. Monies will be used for subs for these teachers when they meet. The Chamberlain Elementary staff will visit several schools in-state that have demographics similar to Chamberlain’s and who are doing better on state scores. Funds will be used for travel and food. The All Write consortium will be another resource for our teachers in reading and writing. Workshops and additional training with national experts will be available to teachers through this consortium. Access to professional resources for book studies and video learning will be made to teachers and Title One Instructors needing those resources. Some of these are as follows: Conferring The Art of Teaching Reading by Lucy Calkins More than Guided Reading by Kathy Mere Reading Essentials by Regie Routman Instructional Text Structures Nonfiction Matters by Stephanie Harvey Dependent Reader Training One Child at a Time by Pat Johnson When Kids Can’t Read – What Teachers Can Do by Kylene Beers Scientific Reading Assessment: Targeted Intervention and Follow-up Lessons by Maryann Manning, Shelly Chumley, and Clark Underbakke Title One Instructor Training Guided Reading by Fountas and Pinnell Observation Survey by Marie Clay The Art of Teaching Reading by Lucy Calkins More than Guided Reading by Kathy Mere Reading Essentials by Regie Routman

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Dependent Reader/Title One Instructor Training One Child at a Time by Pat Johnson When Kids Can’t Read – What Teachers Can Do by Kylene Beers General Classroom Training The Daily Five by Boushey and Moser Classroom Assessment for Student Learning by Stiggins, Arter, Chappuis and Chappuis A Repair Kit for Grading by O’Connor

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Component #5: Establish specific measurable objectives for continuous and substantial progress for each child enrolled in the school that will ensure that all such groups of students will, in accordance with adequate yearly progress, meet the State’s proficient level of academic assessment by school year 2013-2014 Chamberlain Elementary will continue to monitor the following measurable objectives to ensure that all students meet the State’s proficient level of achievement: 80% of the students, grades 1-5, will achieve reading benchmarks at their grade level or ENL level benchmark by the end of the year as determined by the Rigby assessment. 80% of the students in grades 3-5 will meet or exceed their level as measured by Acuity. There will be an increase of 10% in the number of students in grades 3-6 passing ISTEP. Every child in Kindergarten will score in the developing level or higher on the final IRDA given in the spring. Special Education Students Students will demonstrate 6 months of academic gain from the previous year’s annual spring testing. Academic growth will be shown using the PIAT (Peabody Individual Achievement Testing) ENL Students Measurable progress is made using the LAS Links language assessment. LEP students will show an increase of at least 1 LAS level on the LAS Links test. Please see the following page on the current AYP status of Chamberlain Elementary School.

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2007 AYP Results for Chamberlain Elementary School

Indiana Department of Education

1829 Chamberlain Elementary School

Pupils English English Math Math Other Indicator Safe Harbor 95% Part

Conf Int Conf

Int '06 '07 Engl Math Other Lang Math

2315 1829 Chamberlain Elementary School * Overall 201 54.2 * 57.9 60.9 56.4 N Y Hispanic 92 44.6 * 54.2 54.3 52.7 N Y White 85 63.5 53.7 70.9 52.2 Free Lunch 153 51.6 * 56.8 58.8 55.3 N Y Limited English 93 41.9 * 54.2 55.9 52.7 N Y Special Ed 30 26.7 * 45.5 40.0 * 43.9 Y Y Y < 40 Enr AYP History: 2002=Y,2003=Y,2004=N,2005=N,2006=N,2007=N Title 1 School Improvement: Choice, Supplemental Services

*=Did Not Meet Explanation

English/LA Results by Subgroup, Chamberlain Elementary School

Students Enrolled at Least 162 Days in School and Year (2005-06) Prior to Test Year (Fall 2007)

Pupils State Not Pass State Pass

Reg State Pass Plus State Pct

Pass Corporation StatePct Not

Tested

Female 95 308902 43 70640 51 207258 1 31004 55% 62% 77%Male 106 322512 49 106439 52 199051 5 17022 54% 55% 67%Grade 3 50 78135 18 18887 28 50213 4 9035 64% 61% 76%Grade 4 59 77744 33 19972 24 50960 2 6812 44% 56% 74%Grade 5 46 77876 12 19226 34 52198 0 6452 74% 66% 75%Grade 6 46 79719 29 22196 17 52484 0 5039 37% 52% 72%Hispanic 92 38831 51 17682 41 20105 0 1044 45% 39% 54%White 85 483687 31 113243 48 327818 6 42626 64% 71% 77%Free Lunch 153 235737 74 98688 77 130145 2 6904 52% 44% 58%Special Ed(w/o ISTAR)

30 92987 22 58777 8 32102 0 2108 27% 24% 37%

Limited English 93 28271 54 14182 39 13418 0 671 42% 34% 50%

Mathematics Results by Subgroup, Chamberlain Elementary School

Students Enrolled at Least 162 Days in School and Year (2005-07) Prior to Test Year (Fall 2007)

Pupils State Not Pass State Pass

Reg State Pass Plus State Pct

Pass Corporation StatePct Not

Tested

Female 95 308902 42 78695 50 183176 3 47226 56% 65% 75%Male 106 322512 37 81917 54 184552 16 57105 66% 71% 75%Grade 3 50 78135 21 23165 19 46242 10 8842 58% 57% 70%

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Grade 4 59 77744 26 19247 28 45956 5 12737 56% 66% 75%Grade 5 46 77876 13 17940 31 46064 2 14126 72% 69% 77%Grade 6 46 79719 19 15607 26 47496 2 16742 61% 64% 81%Hispanic 92 38831 42 15135 47 21191 3 2990 54% 55% 62%White 85 483687 25 100390 46 292117 15 91530 72% 77% 79%Free Lunch 153 235737 63 88990 79 129247 11 17704 59% 57% 62%Special Ed(w/o ISTAR)

30 92987 18 50148 11 37605 1 5597 40% 38% 46%

Limited English 93 28271 41 11308 48 14806 4 2452 56% 52% 61%

Percent Passing ISTEP for Grades Tested at Chamberlain Elementary School

Year Tested Grade English/LA Math 2005-06 (Fall 2005) 3 54 54 2005-06 (Fall 2005) 4 54 48 2005-06 (Fall 2005) 5 58 60 2006-07 (Fall 2006) 3 52 52 2006-07 (Fall 2006) 4 52 60 2006-07 (Fall 2006) 5 49 53 2007-08 (Fall 2007) 3 62 59 2007-08 (Fall 2007) 4 46 61 2007-08 (Fall 2007) 5 70 76

Highly Qualified Teachers 2006-07, Chamberlain Elementary School

FTE Teachers (Core Subjects) FTE of Teachers Highly Qualified Pct

21.4 19.2 90%

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Component #6: Describe how the school will provide written notice about the identification to parents of each student enrolled in the school, in a format and, to the extent practicable, in a language that the parents can understand. May 2008 All parents are mailed information in both English and Spanish regarding their option for Parent Choice and attending a parent meeting explaining AYP status, ISTEP data and procedures for taking advantage of Parent Choice. June 2008 The meeting is held on June 9. A Spanish-speaking interpreter is present along with the building administrator and Title 1 coordinator from Central Office.

SEPTEMBER 2008 Title 1 parents are mailed an invitation in both English and Spanish regarding a Title 1 Annual Parent Night including a dinner and informational meeting at the school. Childcare is provided at the school during the event. The invitation is on bright-colored paper with large titles, graphics, and bullet points to be eye-catching and easy-to-read. Part of the invitation contains an RSVP section for parents to complete and return to the office. The meeting’s content is presented in both English and Spanish and includes a power-point and handouts discussing school data, what children should be learning at each grade level, how their children were identified, and what kinds of services they may be receiving throughout the school year. Title 1 parents along with other school parents receive a letter to a math night on September 25. A number of math games are explained and played that deal with time and money so parents can help their students at home. OCTOBER 2008 Title 1 parents along with the other school parents receive a letter about Parent/Teacher conferences. 97% of parents attend conferences on October 22 and 23.

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DECEMBER 2008 Title 1 parents along with other school parents are sent a letter asking for updated family contact information along with the present contact information. JANUARY 2009 Title 1 parents receive an invitation in both English and Spanish regarding a Title 1 Parent Night including a dinner. The agenda is about assessments we use at Chamberlain and the content they assess. ISTEP, reading levels, and writing rubrics are explained. The invitation is tri-fold on bright-colored paper with large titles, graphics, and bullet points to be eye-catching and easy-to-read. Part of the invitation contains an RSVP section for parents to complete and return to Chamberlain. The meeting’s content is presented in both English and Spanish and includes plenty of time for questions and ideas for future meetings. .

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Component #7: Specify the responsibilities of the school, the LEA, and the SEA serving the school under the plan, including the technical assistance to be provided by the LEA. School Responsibilities Chamberlain Elementary School administration will ensure proper parent notification. Administration will also supervise collaborations, policy and practice, evaluations and ensure appropriate staff development activities as explained earlier in components 3 and 4. LEA Responsibilities Goshen Community Schools will provide technical support for data gathering for the improvement of the Title 1 program. Goshen Community Schools will support the participation in professional development that fosters increased student achievement. Goshen Community Schools has received additional funding for the ENL program and will provide resources for training of ENL. Goshen Community Schools provides support by hiring a teacher part-time to oversee the SES programming and school improvement initiatives. SEA Responsibilities The state educational agency has provided Chamberlain Elementary with a school improvement plan template, will provide on-going technical assistance, and monitor progress of the school improvement plan.

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Component #8: Include strategies for effective parent involvement in the school. Chamberlain 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 will be 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 Discuss what Title 1 services are available for their children Understand the academic data of the school

Understand the support the school can give and ways the parents can support their children at home

Title 1 parents will be invited to two literacy meetings and two math meetings during the school year. A parent meeting will be 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. Once a quarter a meeting is held with Hispanic families to address their particular concerns. PTO meets 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, 96% 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 will investigate a partnership with the Indiana Center for Family, School and Community Partnerships.

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Component #9: Incorporate, as appropriate, activities before school, after school and during any extension of the school year. All kindergarten students are served by full day kindergarten. We will have four full day classrooms to service students in the 2008-09 school year. This is an increase of two full day kindergartens from 2007-2008. At-risk students in grades kindergarten through 5 from Chamberlain Elementary have the opportunity to participate in Winners Club, funded by a 21st Century grant, which provides tutoring and homework assistance. These students can go to Winners Club by their own choice or are expected to go by teacher request. These same students as well as others may participate in an extended summer school opportunity which is 3 hours a day, 5 days a week for 3 weeks. A summer library is available at Chamberlain for students to take books out to read at home. This is a collaboration between Chamberlain and the Goshen Public Library. All of the reading activities that happen at the Library happen at Chamberlain. Selected kindergarten students continue going to school for three weeks in June immediately after school is over. This is 3 hours a day, five days a week, for three weeks. Academic at risk students, grades K-5, attend summer school for eight days from 8:30-2:00.

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Component #10: Incorporate a teacher mentoring program. Chamberlain Elementary School provides an experienced, trained mentor for all 1st and 2nd year teachers.

New teachers attend a week long class conducted by the corporation to familiarize them with practices and policies of Goshen Community Schools. The mentor teachers meet regularly with the new teachers and provide support and technical assistance to them. The new teachers participate in the corporation new teacher support class which meets periodically throughout the year. Additional mentoring assistance for the new teacher and all teachers can be obtained from the Literacy Coordinator/Intervention Specialist, the cognitive strategies coach, math mentors, and the principal.

Title One Instructors Participate in regular professional development activities presented by the Literacy Coordinator/Intervention Specialist and the Cognitive Coach Small Group Literacy Instruction-Grade One Two reading recovery trained teachers instruct first grade students in literacy individually or in small groups. This is done to be able to help more students than is possible in a regular reading recovery program.

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Bibliography

Clay, Marie M., 1991. Becoming Literate. Portsmouth, NH: Heinemann.

Clay, Marie M., 2001. Change Over Time. Portsmouth, NH: Heinemann. Coil, Carolyn. 2000. Teaching Tools for the 21st Century. Marion, IL Pieces of Learning

Collins, Kathy, 2004. Growing Readers. Portland, Maine: Stenhouse Publishers Fountas, Irene, and Gay Su Pinnell. 1996 Guided Reading: Good First Reading All Children. . Portsmouth, NH: Heinemann. Fountas, Irene, and Gay Su Pinnell, Phonics Lessons K Letters, Words, and How They Work. Portsmouth, NH: Heinemann. Daniels, Harvey, Arthur Hyde and Steven Zemelman. 2005. Best Practice: Today’s Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann. Harvey, Stephanie and Anne Goudvis. 2000. Strategies that Work. Portland, Maine: Stenhouse Publishers National Reading Panel. 2000. Report of the National Reading Panel: Teaching Children to Read. Washington, DC: National Institute for Child Health and Human Development, Department of Health and Human Services. Tucker, Bethanie H., 2001, Tucker Signing Strategies for Reading, Highlands, Texas, aha! Process, Inc. Zimmerman, Susan and Hutchins, Chryse, 2003. 7 Keys to Comprehension. Three Rivers Press New York, New York

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