Title 1 Schoolwide Plan
Chestatee Elementary School
Revised Sept 25, 2014
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Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
School Name:
Chestatee Elementary School
School Mailing Address:
6945 Keith Bridge Rd
Gainesville, GA 30506
LEA Name:
Forsyth County Schools
LEA Title One Director/Coordinator Name:
Fonda Harrison
LEA Title One Director/Coordinator Signature:
Date:
LEA Title One Director/Coordinator Mailing Address:
1120 Dahlonega Highway, Cumming, GA 300
1120 Dahlonega Highway
Cumming, Georgia 30040
Email Address:
FHarrison@forsyth.k12.ga.us
Telephone:
770-887-2461 ext. 202243
Fax:
770-888-1158
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Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
Planning Committee
NAME
Fonda Harrison
Amy Reutter
Polly Tennies
Jordan Livermore
Kristen Miskovsky
Meg Killingsworth
Sharon Nizialek
Holly Mullinax
Theresa Carley
Lindsey Prosser
Craig Ahrens
Abby Keyser
Deb Fahey
Staci Wacker
Carolyn Craddock
Julie Hubbard
Amelia Wolfer
Scarlett Mason
Rock Reed
Tamela Stanford
Linda Ratliff
Joy Stanley
Lee Anne White
Leigh Middleton
Kelly Pirkle
Amy Kreuger
Cary Kermicle
Shaun Howard
Karen Vincent
Britney Humphries
Sherry Chadwick
Emily Scott
Staci Smilnak
Katy Zarfoss
POSITION/ROLE
Chief Academic Officer
Federal Program Specialist/Title 1 Support
Principal
Assistant Principal
Assistant Principal
Kindergarten Teacher
First Grade Teacher
Second Grade Teacher
Third Grade Teacher
Fourth Grade Teacher
Fifth Grade Teacher
Gifted Teacher
Special Education Teacher
Instructional Paraprofessional
Instructional Technology Specialist
Fine Arts Chair
Title 1 Coach
Title 1 Teacher
Title 1 Teacher
Title 1 Teacher/Parent Coordinator
Title 1 Teacher
Parent/President of Local School Council
Title 1 Parent
Title 1 Parent
Title 1 Parent
Title 1 Parent
Title 1 Parent
Title 1 Parent
Title 1 Parent
Title 1 Parent
Title 1 Parent
Title 1 Parent
Title 1 Parent
Title 1 Parent
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TABLE OF CONTENTS
1. Conduct a Comprehensive Needs Assessment………………………………………..Page 6
 Description of School
 Team Members
 Data Sources
 Strengths and Weaknesses
 School Improvement Plan
 School Goals
 Subgroups
2. Develop Schoolwide Reform Strategies that are scientifically research…………….Page 14
based and directly tied to the comprehensive needs assessment and
academic standards
 Providing opportunities for all children to meet and exceed
 Effective means of raising student achievement
 Increasing the quality and amount of learning time
 Address the needs of all, especially targeted populations
 Consistency with school Improvement plans
3. Employ Highly Qualified Instructional Staff……………………………………………..Page 17
 Summary of qualifications
 Strategies to attract staff
4. Plans for Delivery of Meaningful Professional Development…………………………Page 18
 Enabling all students to meet and exceed performance standards
 Inclusion of all Stakeholders
 Align with School Improvement Plan
5. Strategies to increase Parental Involvement ………………………………………….Page 21
6. Plans for assisting transitions related to Elementary School ………………………...Page 30
 Pre-Kindergarten Students
 Middle School Students
7. Measures to include teachers in the decisions regarding the use ………………….Page 32
of assessment to provide information on, and to improve, the
performance of individual students and overall instructional program
8. Coordination and integration of Federal, State, and Local services ……………….Page 33
and programs
 List of state and local educational agency programs
and other federal programs that will be included
 Description of how resources from Title I and other
sources will be used
 Plan developed in coordination with other programs
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9. Activities to ensure that students who experience difficulty mastering …………….Page 35
standards shall be provided with effective, timely assistance
 Measures to ensure that students’ difficulties are identified
on a timely basis
 Periodic training for teachers
 Teacher-Parent Conferences
10. Description on how individual student assessment results and ……………………..Page 36
interpretation will be provided to parents
11. Provisions for the collection and disaggregation of data on the …………………….Page 37
achievement and assessment results of students
12. Provisions to ensure that disaggregated assessment results for …………………..Page 37
each category are valid and reliable
13. Provisions for public reporting of disaggregated data………………………………..Page 37
14. Plan developed during a one year period, under LEA, after ……………………….Page 38
considering the recommendation of its technical assistance
providers
15. Plan developed with the involvement of the community to be ……………………..Page 38
served and individuals who will carry out the plan
16. Plan available to the LEA, parents, and the public…………………………………..Page 38
17. Plan translated to the extent feasible………………………………………………….Page 38
18. Plan is subject to the school improvement provisions of ……………………………Page 39
Section 1116
Appendix………………………………………………………………………………………Page 39
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1. Comprehensive Needs Assessment
Rooted strongly in the community as the oldest school in Forsyth County, Chestatee Elementary has a rich
history. We currently serve a student population of 959 students. The racial composition of our school is 80%
White (Non-Hispanic), 15% Hispanic, and 5% other. To date, our economically disadvantaged population has
increased to 49 percent through redistricting and local economic downturn. Chestatee houses Kindergarten
thru 5th grade students, and also supports Head Start and Georgia Pre-Kindergarten classrooms. It was a
Targeted Assistance Title I School for many years and received the Distinguished Title I School Award in
2009, 2010, and 2011. The 2014-2015 school year is Chestatee’s second year with schoolwide Title I status.
Several people have been involved in determining the direction of the school through the interpretation of data.
Chestatee has a Leadership Team that meets regularly with representation from all areas within the school.
Additional members have joined this team from within the school and community to provide input into the
Schoolwide Plan.
School Improvement/Schoolwide Title 1 Planning Team
Polly Tennies-Principal
Kristen Miskovsky-Assistant Principal
Sharon Nizialek-First Grade
Theresa Carley-Third Grade
Craig Ahrens-Fifth Grade
Julie Hubbard-Fine Arts
Carolyn Craddock-Instructional Technology
Joy Stanley-Local School Council Chair
Leigh Middleton- Local School Council
Sherry Chadwick- Local School Council
Faith Patton-Title 1 Parent
Kelly Pirkle-Title 1 Parent
Cary Kermicle-Title 1 Parent
Amanda Battles
Linda Ratliff-Title 1 Teacher
Scarlett Mason-Title 1 Teacher
Jordan Livermore-Assistant Principal
Meg Killingsworth-Kindergarten
Holly Mullinax-Second Grade
Lindsey Prosser-Fourth Grade
Deb Fahey-Special Education
Staci Wacker-Para Professional
Abby Keyser-Gifted Teacher
Lee Anne White- Local School Council
Karen Vincent- Local School Council
Britney Humphries-Title 1 Parent
Shaun Howard-Title 1 Parent
Emily Scott-Title 1 Parent
Staci Smilnak-Title 1 Parent
Amelia Wolfer-Title 1 Coach
Tamela Stanford-Title 1 Teacher/Parent Involvement
Rock Reed-Title 1 Teacher
Multiple sources of data reveal the needs of our students and our families. The Leadership Team discusses all
generated data. This data has been derived from the following locations:
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Comprehensive GAPSS analysis conducted by an outside team of educators
CRCT scores for third-fifth grades in all content areas
Universal Screening through AIMS web for Kindergarten thru third grade students
Georgia Writing Assessments for 5th grade students
Supplemental Writing Assessment for 4th grade students
Standards Based Report Cards
Cognitive Abilities Test for 3rd grade
Needs Assessment Surveys for Parents
Feedback surveys from Parent Workshop Programs
Teacher Surveys for needs and input
ACCESS data generated from ELL testing
Georgia Kindergarten Inventory of Development Skills (GKIDS)
Benchmark Reading Leveling of K-5 students using Fountas and Pinnell
Student growth percentiles for fourth and fifth grades
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Chestatee has a long history in the community and several generations of our current students also
attended Chestatee. The demographic makeup of the student populations has remained fairly
consistent for the last several years.
Student Demographics
2009
2010
2011
2012
2013
2014
%: 2009
%: 2010
%: 2011
%: 2012
%: 2013
%: 2014
102
154
145
147
157
147
9.72%
14.72%
14.66%
14.76%
15.11%
15.30%
Asian
*
*
*
*
*
*
*
*
*
*
*
*
Black (not Hispanic)
*
*
11
*
11
16
*
*
1.11%
*
1.06%
1.66%
Am. Indian/Alaskan
*
*
*
*
*
*
*
*
*
*
*
*
26
23
17
14
17
24
2.48%
2.20%
1.72%
1.41%
1.64%
25.03%
*
*
*
*
*
1
*
*
*
*
*
*
White
907
846
805
819
845
763
86.46%
80.88%
81.40%
82.23%
81.33%
79.56%
Female
483
494
472
466
494
478
46.04%
47.23%
47.72%
46.79%
47.55%
49.84%
Male
566
552
517
530
545
481
53.96%
52.77%
52.28%
53.21%
52.45%
50.16%
Total
1049
1046
989
996
1039
959
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
Hispanic
Multi-Racial
Pacific Islander
Student Demographic Information for Chestatee
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ESOL/EL Program Participation
Chestatee Elementary School
100
82
80
69
71
60
40
22
19
20
21
0
Program Participation
EL/Monitored
2012
2013
2014
ESOL student information from Chestatee
The Migrant Education Office at the Georgia Department of Education provides a Current Enrollment Report
(CER) and New Participant Report (NPR) each month of the school year (if the system has new migrant
students enrolled) to the Forsyth County Central Office. Kathy Jolly, Director of ELL Services, completes a
Priority for Services (PFS) form for each new student and submits it to the MEP office at GA DOE for review.
PFS students are identified per their academic needs, including mobility and EL status. All PFS students are
given priority for supplemental tutoring services based on the district's Implementation Plans approved by the
state. In addition, Mrs. Jolly checks the national Migrant MSIX data base provided by USED's Migrant
education office to review assessment and enrollment data for the student. SLDS in Infinite Campus also
provides assessment information. Locally, the district's Comprehensive Needs Assessment committee reviews
student attendance and grades at the end of each grading period and makes recommendations for
adjustments to tutoring or other support services as deemed necessary. Mrs. Jolly contacts ELL Coordinators
at each school, as well as ESOL teachers to notify them when new migrant students arrive. They also are
notified if the GaDOE MEP office designates a migrant student as PFS.
Currently, we have two identified Migrant students who attend Chestatee Elementary School, one second
grader and one fourth grader. These two students have qualified for additional tutoring due to noted academic
gaps through the Universal Screening conducted at Chestatee. This tutoring will be provided during the school
day by a highly qualified, certified teacher. In addressing needs of Migrant students, less than 1% of the
student population falls into this category; however, those with this need are being served.
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Make-up of Special Ed Classifications
2014-2015
21
1
blind
speech
18
autism
23
SDD
1 1 1
4
85
MID
Moderate
Severe
27
8
EBD
SLD
Chestatee’s Special Education population clearly defined
A careful study of the data of Chestatee over a period of years was conducted. Using system expectations
and state norms, we were able to discern the following strengths and weaknesses.
Strengths Revealed
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Thorough analysis of data guides school wide instructional decisions through such structures as
EAGLE time, Learning Academy, and Professional Learning (GAPSS).
Faculty demonstrates understanding of the power of professional collaboration (GAPSS)
Implementation of The Chestatee Way, our school wide discipline focus (Teacher Surveys), leads to
well managed classrooms and an improved atmosphere for student learning.
Supportive risk-free classroom environments provided by staff demonstrate warmth, respect, and trust
between teachers and students (GAPSS).
Pre K and Headstart programs housed on campus provide a solid foundation for economically
disadvantaged students.
Growth was shown on the CCRPI from 78.4 on the 2012 revised score to 83.2 for the 2013 score.
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Exceptional performances in reading: currently, 97.3% of 3rd graders, 98.2% of 4th graders, and 98.7%
of 5th graders met or exceeded standards in CRCT for 2014. The Median Student Growth Percentiles
(SGPs) of typical growth (based on 2013 data) for 4th and 5th grade populations also support this
analysis as recorded in the chart below.
Reading:
Median Student Growth Percentiles (SGPs)
4th grade
5th grade
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All SWD
ELL ED
Hispanic
59
53.5
61
58.5
61
50
65
56
50
54.5
Exceptional performances in math: currently, 98.1% of 5th graders met or exceeded standards in
CRCT math.
Formative reading assessments following the Fountas and Pinnell leveling system target accurate
instructional levels for K-5th grades.
Community volunteer opportunities have greatly increased with the addition of the Watch Dog Dad
program and the Chestatee Chicks (volunteer group of Mothers).
Chestatee’s usage of Bring Your Own Technology (BYOT) has been showcased on tours by the
County, featuring innovative instructional practice for educators from North America
An innovative strategy to conduct personalized writing conferences led to a 15%percent increase in
5th grade writing scores on the Georgia Writing Assessment.
Weaknesses Revealed
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A need to place greater emphasis on instructional strategies that will challenge a broader spectrum of
students (those meeting and exceeding standards) (GAPSS)
An avenue for providing more opportunities for enrichment was noted (Local School Council)
Use strategies and processes to increase the use of higher order thinking skills and problem solving
by all students (GAPSS)
Increase the student use of technology to research, create documents, and/or projects, and to
demonstrate a greater understanding of learning goals (GAPSS)
Increase rigor and expectations of students through expanding the use of self-monitoring and selfevaluation tools (GAPSS)
Make connections across content areas to develop literacy skills (GAPSS)
Provide opportunities for teachers to plan across grade levels and vertically align curriculum(GAPSS)
Extend learning time for PL1s who need additional time to master content (CRCT retest results)
Examine effective delivery models used to serve PL1s in reading and math that are served through
special education programming (CRCT)
A need for developing a solid foundation of number sense in all grade levels (CRCT)
A need to incorporate reading into the content areas, especially Social Studies, to allow for an
increase in student knowledge base for those curriculum areas (CRCT)
Root Causes
In discussing the root causes of weaknesses at Chestatee Elementary, we have found it is necessary to
create goals and expectations that are of a high caliber for all students regardless of where they are
performing currently. It is imperative that we create opportunities for students to excel through the use of high
content engagement. Students should be asked to integrate subjects and perform tasks that will stimulate
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their minds through technology and other tools. Rigorous class work will provide more opportunities for
students to succeed. Professional Learning will grow teachers’ abilities to plan for instruction, especially in the
area of performance based instruction and assessing.
School attendance greatly impacts the success of students academically. Motivating the students to attend
through a schoolwide effort will be vital to increasing daily attendance. Counselors have developed and
monitor a schoolwide incentive program to help increase student attendance.
Communicating expectations of course work is necessary. A strong partnership with the home will enable
parents to support the work of the school. By increasing parental knowledge of expectations and providing
opportunities for parents to learn more about instruction and their children’s learning, we will greatly impact
future student success. Parental Involvement will be a key schoolwide goal. In order to enable parents to
attend family functions, such as Curriculum Night and Title 1 Family nights, Chestatee furnishes dinner
through the funds of local business and community partners. These nights are also planned in conjunction
with other school activities in order to encourage attendance of the families.
Language within a classroom can have a tremendous impact. Using a common instructional language in math
problem solving as well as other areas of the curriculum will strengthen the understandings that students gain
in the classroom. When planning for long term success, making sure that our teachers are vertically aligned
will benefit the curriculum delivery and student success. With the assistance of Brian Lack, K-12 Math
Specialist, we will be focusing on common language for math instruction through the use of number talks.
A number of economically disadvantaged students come to school lacking basic language skills. Utilization of
the Language for Learning Program enables students to acquire critically needed basic language skills. This
program is utilized by our Speech pathologist to meet the needs of targeted students.
Several parents of Chestatee students are not fluent in English. Having parents that have difficulty with
English hinders them from supporting their child on homework assignments. Language can be an important
bridge for school work since it is the language of instruction occurring during the school day.
Several PL1 students were determined to have attended multiple elementary schools. Transient school
attendance can have a negative impact on school performance. Identifying gaps in instruction will be critical.
Quickly being able to assess where students are performing and providing remedial support are crucial to
student success. Identifying gaps in instruction will be critical.
School Improvement Plan
The purpose of our Leadership Team is to address the highest instructional need demonstrated through our
data analysis. The current school improvement plan is to raise the CCRPI in math from Kindergarten to 5 th
grade and integrate ELA/Social studies. For that reason, we are addressing schoolwide the need to see
improvement in math, ELA and Social Studies. In math, we identified a school wide need for improvement in
the domain of numbers and operations.
With a school wide focus to improve in the area of number sense, we will utilize county office personnel and
school based faculty to deliver professional development to the entire faculty. We will place a strong emphasis
on number talks to build a basic understanding of number sense. Building a strong foundation for number
sense in the lower grades will have a positive impact on upper grades as the vertical teams work together
toward the same goal.
It is our intention to create strong students who are able to justify and explain their answers in the core subject
area of math. A noted weakness in mathematics is within the CRCT domain of numbers and operations. As
the foundation of number sense is strengthened through number talks and student discussions, it will also lead
to a beneficial impact on problem solving.
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Grade
3rd
4th
5th
% Does Not Meet
% Meets/Exceeds
15.3
84.7
14.6
85.4
1.9
98.1
Math Achievement 2014: CRCT
The data for this past year supports the need to focus on math standards primarily for the 3rd and 4th grades as
recorded in the chart above. Realizing that these scores are a result of the child’s cumulative educational
experience to date, there is support for a schoolwide focus in mathematics.
The school year 2013-14 was the last year for the administration of the CRCT in Georgia. Given that the
Georgia Milestones will be the new measure used for this current year, and the fact it is currently unknown
how the results will be reported or if there can be any comparison to the CRCT, we will be setting our goals
based on the median Student Growth Percentiles. The following chart contains data for the current year in the
area of mathematics for the 4th and 5th grades (based on 2013 data). The anticipated date for 2014 data is late
October of this year.
Math:
Median Student Growth Percentiles (SGPs)
4th grade
5th grade
All SWD
ELL ED
Hispanic
40
50.5
31
32.5
51
77
67.5
82
75
82.5
(based on 2013 data)
After analysis of this data, including the weakness for our ELL and ED subgroups, we will address the
following goals for math: Chestatee 4th grade students will increase their median student growth percentile
from 40% to 50% as indicated on the Georgia Milestones Mathematics Test and reported as Student Growth
Percentiles in the total student population for the 2014 test administration.
Chestatee 4th grade ELL students will increase their median student growth percentile from 31% to 35% as
indicated on the Georgia Milestones Mathematics Test and reported as Student Growth Percentiles in the total
Student population for the 2014 test administration.
Chestatee 4th grade ED students will increase their median student growth percentile from 32.5 % to 35% as
indicated on the Georgia Milestones Mathematics Test and reported as Student Growth Percentiles in the total
Student population for the 2014 test administration.
An additional noted weakness was revealed by the CRCT in ELA as indicated by the following chart.
3rd
4th
5th
% Does not Meet
% Meets and Exceeds
10.7%
89.3%
7.9%
92.1%
2.6%
97.4%
ELA Achievement 2014: CRCT
Analysis of this data in conjunction with the 2013 median SGPs, (shown below), indicates a need to improve
ELA skills, especially in the subgroups of our ELL and Hispanic populations.
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ELA: Median Student Growth Percentiles (SGPs)
4th grade
5th grade
All SWD
ELL
ED Hispanic
42
42
55 34
48.5
44
38
30 40
27
(based on 2013 data)
The curriculum area of Social Studies was also found to be a weakness for Chestatee. This was confirmed
through analysis of CRCT scores as well as the median SGPs for 4th and 5th grades.
PROGRESS
3rd
4th
5th
Indicator
Progress-Social Studies
% Does not Meet
% Meets and Exceeds
19.6
80.4
17.5
82.5
9.4
90.6
Social Studies Achievement 2014: CRCT
Performance
on
Standard
Total CCRPI
Points Per
Indicator
100.0%
25
Count of
Students
with Typical
/ High
Growth
182
Count of
Students
with SGPs
Performance
on
Indicator
Per Subject
304
59.9%
The format for the Georgia Milestones test will include English Language Arts skills in the reading component.
For the past two years, the Chestatee master schedule has included a block of time dedicated to Social
Studies/Reading. All teachers understand how vital it is to teach reading through the content areas, and in
doing so, we can improve ELA skills while focusing on Social Studies texts during the reading block.
Our goal for Social Studies will be: The percentage of 4th and 5th grade students making typical to above
average growth will increase from 59.9% to 64% as indicated on the Georgia Milestones Social Studies and
Language Tests and reported on the CCRPI Progress section for total student population.
Over the last two years, we have tracked Fountas and Pinnell Levels for the purpose of instructional planning.
The chart below indicates the percentages of students who met or exceeded grade level expectations in
grades Kindergarten through second grade.
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Now that the F & P leveling system will be the SLO measure used by the county, we will continue to track
grade level expectations for planning instructions; however, we will set the following goal to align with the SLO
measure. Eighty percent of all students grade k-3 will meet expected growth to high growth based on Fountas
and Pinnell targets.
It is crucial that we gain parental support for students’ learning. We have created a goal for parents to attend
our family events for Title 1 at the school. Title teachers will utilize several strategies to increase parental
involvement for all parents. Our goal is to increase attendance by 15 families for the year. We will combine
efforts with other school functions in order to accomplish this goal, including student performances and PTA
meetings. We also provide dinner (funded by community business partners) to encourage family attendance.
During the 14-15 school year, we will be tracking attendance of individual families and incorporating a system
of rewards for families meeting the targeted attendance goal.
Participation in Parent Workshops
2011-12
47 families attended Title 1 workshops.
2012-13
60 families attended Title I workshops.
2013-14
73 families attended Title I workshops.
2014-15
Target: 90 families will attend Title I workshops.
Parent Involvement Performance and Targets for 2014/15
Subgroups
All subgroups, Racial and Ethnic groups, Economically Disadvantaged, Students with Limited English
Proficiency and Students with Disabilities will be expected to achieve at the same high level. The Academic
Support Team, or AST Team, is a group of teachers that meets weekly to collaborate on best instructional
practices for at risk populations. The composition of the team is made up of Title 1, EIP, and ELL teachers. In
addition, the Special Education Team collaborates to address the needs of its student population. A focused
initiative was offered to Hispanic families to support continuous learning over the 2014 summer months. The
goal of the program is to lessen the effects of summer regression and to provide the families with strategies to
help their child academically.
2. Schoolwide Reform Strategies
All of the research-based strategies and interventions currently in place at Chestatee are based on proven
effective practice. Resources used to develop this work include What Works in Schools, Translating Research
into Action by Robert Marzano, Effective School Interventions, second edition, Evidence-Based Strategies for
Improving Student Outcomes by Natalie Rathvon, Classroom Instruction that works with English Language
Learners by Jane Hill and Kathleen Flynn, and Number Talks: Helping Children Build Mental Math By Sherry
Parrish. Through the use of research- based strategies, we have leveraged the ability of all students to meet
and exceed Georgia proficiency standards. Opportunities are available for every child and teacher.
The ways in which Chestatee addresses the needs of all children in the school include the following actions:
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A dedicated Response to Intervention time is conducted school wide, four days a week.
Using TINA surveys and other available data, a multiple criterion analysis is conducted on the student
body twice a year. The needs of all students are addressed, and all children are placed in a rank
order of service needs.
A Universal Screening is conducted three times a year for students in K-3rd grades.
A master schedule has been designed for Chestatee to optimize instructional minutes and increase
the quality of learning. Students receive a daily guided reading and guided math time in addition to
integrated content subjects of Science/Math and Social Studies/Reading to address all student needs.
An embedded professional learning with a focus on collaboration for all staff is beneficial. Staff
members as well as county office personnel conduct the professional development.
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As our culture moves forward with an emphasis on technology driven information, the use of
technology to support learning is vital. Chestatee is a Bring Your Own Technology (BYOT) School
and encourages active participation with learning and devices. A number of Title I devices are also
utilized in by Title teachers in small groups and are available for checkout by the classroom teachers
to enhance instruction.
A combination of small group instruction within the classroom, as well as pull out models, is utilized to
benefit our students.
Leveled libraries are accessed for the use of students that are learning to read and need support.
Many of the books are non-fiction and support the Common Core standards for all grade levels.
The students incorporate writing into all subject areas - reading, math, science, and social studies.
A web based program, Scootpad, is accessible for all students to have standards- based practice on
math work at school and at home. The program monitors student progress and gives specific
feedback when difficulties occur. The program is engaging for the students and provides continuous
opportunities for repeated drill and practice. It provides teachers with formative data which can used
to address student needs.
A High Flyers ceremony is held once a month for students who are achieving academically and
socially. The students are recognized for positive character traits displayed throughout the month.
The principal has an annual breakfast for Honor Roll students in February.
A school wide positive reinforcement program is used by all staff members and bus drivers alike.
Students earn Bravo Bucks for desired behaviors, and a drawing is held weekly to earn school shirts
and gear.
A series of Parent Workshops is held for our community. Attendance is not only recognized with a
drawing for 2 iPods, that the school supplies, but will also be tracked and rewarded individually once a
family meets the yearly attendance goal.
The Title Instructional Coach performs duties outside of the school day including data analysis,
identifying professional development needs, and scheduling for small group support.
Principal Chats are held quarterly to inform parents of pertinent topics and to allow parents a forum for
addressing questions or concerns.
All students K-3rd grade will be tracked for their Student Learning Objective using the Fountas and
Pinnell leveling system. Data will be analyzed and used to plan for instruction through the use of data
teams. Charts are posted in the staff DATA room and reviewed periodically to set new goals for
targeted students.
Based upon effective means of raising student achievement, with a focus on students farthest away from
developing proficiency, the following actions are supported:

The Instructional Support Teams (ISTs) meet twice a month to discuss students’ needs. The teams
create individual goals and monitor progress of implemented interventions. Some research-based
interventions that are used for IST students include: Read Naturally, SRA, multisensory strategies,
Repeated Fluency Practice, Corrective Reading, Repeated Drill, Touch Math, SIMS Math, and Guided
Reading/Math.
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




The Student Support Team (SST) meets to address students that have demonstrated a PL1
performance or a possible PL1 need. Some research-based interventions that are used for SST
students include Stop and Think, Language for Learning, Mimio Sprout Reading, SIMS Strategies,
Orton Gillingham, and FASTT Math.
The goals are monitored more closely, and layered interventions may be used. The frequency and
intensity are increased. Progress monitoring will occur with AIMS web probes.
A group of at risk students will be supplied with personal tablets to use to increase their technology
access. The tablets will be sent home with the students for practice at home. This group, called
Project Connect, will meet frequently with the counselor, Instructional Technology Specialist, and
Assistant Principal to discuss their work and performance.
The use of technology programs supports remediation in reading and math. Specific software
programs are Mimio Sprout and Mimio Reading, Read Naturally, RAZ kids, Scootpad, Fastt Math,
TenMarks, Coach, Science A to Z, Focus Math, Envision Math, BookFlix, TrueFlix, and Dimension U
(Tabula Digita). As the budget allows, we plan to include other electronic software and educational
apps to support differentiated instruction for at-risk students. Specific hardware includes laptops,
desktops, Interactive White Boards, iPads, iPods, and iPad minis. Additional resources needed to
support the technology include iPad mini cases, VGA adapters, multiport chargers for Apple devices,
and lightning adapters.
Additional resources, It Makes Sense! Using Ten-frames to Build Number Sense by Melissa Conklin, It
Makes Sense! Using the Hundreds Chart to Build Number Sense by Melissa Conklin, and Number
Talks: Helping Children Build Mental Math and Computation Strategies by Sherry Parrish have been
purchased by the school to address the needs in the area of math, specifically the domain of numbers
and operations.
We will increase the amount and quality of learning time by leading the following activities.





The summer learning activities target at risk students as determined by multiple criteria. Our
Academic Tech Camp and Kindercamp run simultaneously for one week, three hours per day.
Academic Tech Camp provides academic support in June in the subject areas of math and reading
through the use of iPods, iPads, laptops, and interactive white boards. Small group instruction
focuses on specific standards through the use of these technological devices to further support the
skills needed by these students.
Kinder Camp targets incoming kindergarten students with no preschool experience who need
additional support in order to be ready for kindergarten. Parents of these students are invited to
participate in a Parent Academy that is conducted simultaneously. Parents are engaged in activities
which are designed to help them support their child academically. They are provided with practical
strategies utilizing household items to teach basic skills, as well as educational materials specifically
targeting basic math and reading skills.
Chestatee offers a Summer Book Club called “Page Turners” which is designed to provide an
opportunity for Title 1 students and parents to come to the Chestatee Media Center once a week for 2
hours, for 5 sessions to promote summer skill retention and reading. Multiple criteria will be used to
identify K-5 students who are targeted for the program.
Library books are available for students and parents to read together in the library, and computer
access will also be available. The parent resource room will be open for check out of support
resources.
Certified teachers are available to have read-alouds, group discussions, games that promote fluency
and comprehension, one-on-one reading conferences, craft activities related to a featured book,
technology enrichment, as well as support for parent needs.
The Learning Academy provides extra time to learn for at risk students during the school year in
reading and math. Targeted students in grades 3-5 meet twice weekly afterschool from 2:30 – 4:30,
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
January to March. The curriculum addresses individual needs through small group instruction and
skills are reinforced through technologically repeated practice.
An after school program, Math Masters, will be held once a week October through December to
meet the needs of targeted students in the area of math. Identified students will receive help two
hours per week after school and provided transportation.
Chestatee Elementary School will not be using Title 1 money to fund field trips.
3. Employ Highly Qualified Instructional Staff
All of the teachers and paraprofessionals at Chestatee Elementary School are highly qualified. Teachers have
a range of experience and certifications. (based on 2013 data – updated information expected October, 2014)




83 (100% HQ) Certified Staff
43 (52%) With a Masters Degree
18 (22%) With a Specialist Degree
Average years of experience 13.45
Additionally, Chestatee teachers have additional certifications.




10 ELL Certified
9 Gifted Certified
20 Special Education Certified
17 Reading Endorsement
Forsyth County Schools is committed to providing the best education possible for all students by assuring that
all children have equitable opportunities to receive quality instruction from highly qualified teachers. The
system has consistently met the goal of providing all students with highly qualified teachers at an average of
99 percent or higher since the signing of No Child Left Behind.
In Forsyth County Schools, all teachers are required to be highly qualified and in-field for their current teaching
assignment. Continuous monitoring and analysis of the highly qualified assignment of teachers based on
student demographics (poverty level, minority, etc.) is systematically done using information from the
Certified/Classified Personnel Information, Georgia Professional Standards Commission HIQ2 data, and local
system data. This ensures that poor and minority students are not taught by inexperienced, unqualified, or
out-of-field teachers at higher rates than other children. In addition, individual class sizes are monitored
routinely to maintain equal opportunity for all students according to the system's class size allotment criteria
and Georgia Department of Education rules. Forsyth County Schools provide notification to parents at the
beginning of each school year that describes how parents can request teacher qualifications for their child's
teacher. The Forsyth County School System maintains a high standard in its recruitment of teachers and
paraprofessionals. All teachers must be highly qualified or must be able to obtain highly qualified status within
one year (unless they are in an alternative preparation program) before being offered a teaching position in
Forsyth County. All paraprofessionals must be highly qualified before they can be hired. Title I may not
employ paraprofessionals with Title I funds. In addition, Forsyth County provides assistance to Englishcertified teachers to add ESOL (English as a Second Language) to their certificates and for ESOL teachers to
add English certification. Endorsement classes in ESOL, Reading, Gifted, Preschool Special Education, and
Teacher Support Specialist (Georgia's Mentor Teacher Program) are supported through Title IIA funds. Many
of the endorsements include at least part of the instruction online. Forsyth County Schools has reimbursed
teachers for taking and passing the appropriate content assessments, offered study sessions for teachers who
were required to take assessments, provided scholarships to teachers in alternative preparation programs,
and reassigned teachers to areas where they are highly qualified. The system will continue these procedures;
in addition, the system supports the use of distance learning/technology-based instruction in classrooms
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where this delivery model is appropriate. Title III funding supported summer school teachers who are fluent in
English, and that was the language of instruction.
FCS and Metro RESA are in a cooperative program that allows our teachers to participate in a one-year
supervised practicum for converting their teaching permits to clear, renewable certificates. A one-year
practicum program began in January 2010 for a new group of teachers to help them obtain their clear,
renewable teaching certificates. These teachers obtained their clear, renewable certificates in December of
2010.
In the spring of 2008, FCS classroom teachers were invited to participate in the first teacher efficacy survey.
The same survey was conducted in the spring of 2009 and 2010. The survey was designed to help school
and district administrators gain a better understanding of the kinds of things that create difficulties for teachers
in their school activities. Forty-one percent of classroom teachers participated in the survey in 2008, 37
percent participated in 2009, and 42 percent in 2010. The results of those surveys were given to key
leadership personnel for analysis and further study.
Chestatee Elementary School has established a partnership with the University of North Georgia to provide
UNG students that want to pursue careers in education a variety of practicum experiences. Through this
partnership, directors of student teaching, professors, and Chestatee’s administrators meet to place high
quality student teachers. By establishing this relationship, we are able to gain many viable teaching
candidates.
The high percentage of advanced degrees, along with the collaboration and mentoring of teacher candidates,
is evidence that Chestatee faculty members value lifelong learning. Their pursuit of such ensures we maintain
a highly qualified staff.
4. High Quality and Ongoing Professional Development
Chestatee Elementary has a Professional Development Plan that is created and periodically reviewed by the
Leadership Team. The Leadership Team designs the plan based on a careful study of the data that reveals
strengths and weaknesses of our student population. Teacher Leaders take an active role in leading their
teams through the professional learning. Each grade level has a designated Data Team leader who acts as
facilitator as the data team conducts the 5 steps of the data team process. We have included teachers,
principals, paraprofessionals, and other staff in our staff development to learn more about the root causes that
impact our identified needs in math, ELA, and social studies. A tightly focused approach to the Georgia
Curriculum expectations will aid in student academic achievement. Often professional learning is embedded
into the school day. Chestatee Elementary is committed to devoting money, time, resources, and personnel to
accomplish our school improvement goals. The root causes of academic problems are the main priority of our
instructional coach’s focus. See the following chart. Note that some sessions are open at this time to allow for
additional topics as needs are identified.
School-based Professional Learning Plan 2014-2015
Session
Power Learning: Session Title
By
1
Number Talks Follow-up/Summative Assessments
Ahrens/Wolfer
2
ITS Learning: Technology in the Classroom
Craddock/Wolfer
3
Social Studies: Unpacking the Standards/Common Assessments
Feicht/Craddock/Wolfer
4
Media: Professional Resources/ Getting
Ready for Parent Conferences
Wiggins/Grade
Chairs/Wolfer
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5
Data Teams/Title I Resources
Stanford/Grade
Chairs/Wolfer
6
Challenging Gifted/Higher Performing Students: Questioning & Feedback
Keyser/Wolfer
7
ITS Learning/Utilizing BYOT to Support Learning in Math and Social Studies
Craddock/Wolfer
8
Data Teams/Social Studies Follow-up
Feicht/Wolfer
9
Numbers and Operations
Ahrens/Wolfer
10
Data Teams: F & P Data
Grade Chairs/Wolfer
Data Teams: Math
Ahrens/Wolfer
11
12
13
14
15
No Prof Devl (testing weeks)
16
In addition, data from the spring staff needs assessment surveys are considered and addressed through
school-based teams. Title 1 teachers meet with the vertical teams to offer ideas for working with parents, as
well as planning academic activities to increase parental knowledge on how to work with their child at home.
Each grade level is also given a scheduled time to visit the parent resource room to become familiar with the
resources and programs offered to our parents. The role of the Title 1 program and how it is implemented are
also addressed at faculty meetings.
The Academic Support Team at Chestatee will be completing a book study on Eric Jensen's Engaging
Students with Poverty in Mind: Practical Strategies for Raising Achievement to gain further insights into
avenues for meeting the needs of our population. Highlights of the book will be shared with school faculty
through Power Learning and these resources will then be made available to faculty members for checkout.
Representatives of the Academic Support Team will also attend the Youth at Risk Conference and redeliver to
the entire team following the conference.
In response to the fact that only 53% on the 2013 Family Friendly Survey were aware that t he school has a
parent coordinator or family liaison available if families have questions or need assistance, will make a
concentrate effort to improve that percentage.
Our Parent Involvement Coordinator manned the Parent
Resource Room during Curriculum Night and welcomed parent in to become acquainted with the resources
available.
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Parent surveys indicated that only 33% of parent responded had taken advantage of the materials available for
use I the Parent Resource room. We will highlight a resource at each Family Night in order to familiarize the
families with the resources to which they have access.
Other Professional Learning utilizes Early Release Days and Teacher Work Days. All professional learning is
designed with the end result of helping Chestatee achieve its school improvement goals. See the following
chart:
Additional Professional Learning Plan 2014-2015
Session
Session Title
By
Date
Time
Pre Planning
Motivational Speaker: First Redeemer
John Gordon
7/31
3 hrs
Pre Planning
Performance Based Assessments
County Teams
8/1
3 hrs
Pre Planning
SLO: Fountas and Pinnell (K-3)
Math or Social Studies (4-5)
Central Office Personnel
Ahrens/Hundt/Miskovsky
8/4
7 hrs
2 hrs
Pre Planning
Mandated Reporting, ethics, TKES, Safety
Ches Admin
8-6
2.5 hrs
8-15
.75 hr
8/27
3 hrs
Common Planning
Number Talks
Brian Lack/
Ahrens/Wolfer
Ches Administrators/
Data Team Leaders
County Day
District Collaboration Day:
County Day
District Collaboration Day:
Effective Feedback
Central Office Personnel
10/17
3 hrs
County Day
District Collaboration Day:
Central Office Personnel
2-16
3 hr
Classroom Modeling
Close Reads in Science and SS (K-2)
Steve Straughan
Jan. 12-16
.75 hr
Classroom Modeling
Close Reads in Science and SS (3-5)
Steve Straughan
Feb. 9-13
.75 hr
District Collaboration Day:
Central Office Personnel
2-16
3 hr
County Day
In addition, faculty members are encouraged to attend conferences/workshops to further develop skills needed
to address the needs of our students. These workshops include Number Talks, National Youth-At-Risk
Conference, SIMS Math training, and Daily Five.
The District provides learning opportunities to teachers, principals, and paraprofessionals. Professional
learning is developed based on the results of the needs assessment surveys provided to all stakeholders and
from the data showing student needs. Numerous opportunities are provided for staff to engage in quality,
ongoing professional development including:




Reading, gifted, and ESOL endorsement programs. The endorsement programs are yearlong
endeavors with 150-200 hours of class time.
School improvement workshops at the district and school level that align to stated goals and priorities.
District collaboration days for grade level teacher and support teachers to review data, collaborate on
lesson plans, and align lessons with state and system standards and assessments.
See Table in section 8 for additional information on District funding.
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5. Increasing Parent Involvement
Chestatee follows the Joyce Epstein Six Types of Parental Involvement Model, which addresses parenting,
communication, volunteering, learning at home, decision-making, and collaborating with community. In
addressing how we meet all of the requirements, a plan was devised for the 2014-2015 school year.
Six Types of Parent Involvement at Chestatee
Parenting
ex. workshops on parenting and developing
home conditions that support student
learning, surveying parents, providing a
resource center,
helping staff understand families'
backgrounds and cultures
-
-
Parent/Teacher Chat
Parent Resource Room (open
during all conferences and parent
meetings)
Parent Surveys
Parent Liaison
Parent Meetings
Learning at Home
ex. Math Nights, Reading Nights, Parent
Resource Center, information about
community classes and resources, parent
meetings
-
Annual Meeting
Math Night
Literacy Night
Testing Information Night
Technology in the Classroom
Science Night
Kindercamp Parent Academy
Tech Camp
Math Masters
Home & School Connection
Summer Learning Packets
Parent Brochures (reading,
homework, testing tips)
Parent Resource Room (check out)
Communicating
ex. Telephone calls, emails, newsletters,
school website, parent conferences,
positive notes, home visits, parent
meetings, Infinite Campus
-
Parent/Teacher conferences
Phone Calls/Text Messaging
Emails/Facebook/Twitter
Parent Meetings
Letters
Website
Parent Surveys
Title I Teacher/Translator
Home & School Connection
Decision Making
ex. attendance at school improvement
team meetings, participation in advisory
meetings, LSC, PTA/PTO, completing
surveys
-
Parent Surveys
Staff Surveys
PTA
LSC
Title I Parent Volunteer for
Federal Advisory Committee
Volunteering
ex. encouraging parents to attend
events, Federal Advisory, Parent
Advisory, PTO/PTA, tutoring,
mentoring, Watch Dog Dads,
-
Watch Dog Dads
Chestatee Chicks
Federal Advisory Meetings
PTA
Media Center Volunteer
Chestatee Mentor Program
Community Organizations
Volunteer efforts
Collaborating with the Community
ex. allowing the community to use
school facilities, Partners in Education
Program, participation of community
members on LSC and Federal
Advisory committees, sharing
information with parents about
Literacy Forsyth, Lanier Tech, Head
Start, etc.
Visit from Hampton Park
Library (Summer Programs)
Papa John’s and Browns
Bridge Community Church
(Partners in Ed)
Lanier Tech (GED prep &
free English classes)
The Chestatee School-Parent Compact, Parent Involvement Plan, and Parent Involvement School Policy and
the Forsyth County District Title I Parent Involvement Policy represent how the six types of parent involvement
are effectively implemented. Parent activities and events are scheduled based on needs assessment results.
Chestatee maintains a Parent Involvement Policy that is revised annually. A strong commitment to involving
parents in our school guarantees high academic achievement. See below for Chestatee’s Parent Involvement
Policy.
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Chestatee Elementary School, Forsyth County Georgia
2014-2015 School Parental Involvement Policy
Revised on May 16, 2014
PART I: GENERAL EXPECTATIONS
In support of strengthening student academic achievement, each school that receives Title I, Part A funds must develop
jointly with, agree on with, and distribute to, parents of participating children a written parental involvement policy,
agreed on by such parents, that contains information required by section 1118 (b) (1) of the Elementary and Secondary
Education Act of 1965 (ESEA) (school parental involvement policy). The policy establishes the school’s expectations for
parental involvement and describes how the school will implement a number of specific parental involvement activities,
and it is incorporated into the school’s plan submitted to the local educational agency (LEA).
The school will adhere to the following as required by law:





Involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of
programs under Title I, Part A, including the planning, review, and improvement of the school parental
involvement policy and the joint development of the schoolwide program plan under section 1114(b)(2) of the
Elementary and Secondary Education Act of 1965 (ESEA).
Update the school parent involvement policy periodically to meet the changing needs of parents and the school
and distribute it to the parents of participating children and make the parental involvement plan available to the
local community.
Provide full opportunities, to the extent practicable, for the participation of parents with limited English
proficiency, parents with disabilities, and parents of migratory children, including providing information and
school reports required under section 1111 of the ESEA in an understandable and uniform format and including
alternative formats upon request, and, to the extent practicable, in a language parents understand.
If the schoolwide program plan under section 1114 (b)(2) of the ESEA is not satisfactory to the parents of
participating children, submit any parent comments on the plan when the school makes the plan available to the
local educational agency.
Be governed by the following statutory definition of parental involvement and will carry out programs, activities,
and procedures in accordance with this definition:
Parental involvement means the participation of parents in regular, two-way, and meaningful
communication involving student academic learning and other school activities, including ensuring –
(A) that parents play an integral role in assisting their child’s learning;
(B) that parents are encouraged to be actively involved in their child’s education at school;
(C) that parents are full partners in their child’s education and are included, as appropriate, in
decision-making and on advisory committees to assist in the education of their child;
(D) the carrying out of other activities, such as those described in section 1118 of the ESEA.
CHESTATEE ELEMENTARY SCHOOL PARENT INVOLVEMENT GOALS
(1)
(2)
(3)
(4)
Building relationships between the school and families;
Assessing family and student needs;
Providing academic support through Title I Family Meetings and academic resources;
Utilizing family and staff feedback to improve our instructional practices.
22 | P a g e
1.
Chestatee Elementary School will take the following actions to involve parents in an organized, ongoing,
and timely manner in the planning, review, and improvement of Title I programs including involvement
in the decisions regarding how funds for parental involvement will be used.





2.
Chestatee Elementary School will take the following actions to conduct an annual meeting, at a convenient
time, and encourage and invite all parents of participating children to attend, to inform them about the
school’s Title I program, the nature of the Title I program, the parents’ requirements and the school
parental involvement policy, the schoolwide plan, and the school-parent compact.



3.
Provide multiple times for the Annual Meeting;
Provide childcare and translation services for the Annual Meeting;
Invite parents through paper copies, Facebook, Twitter, Chestatee Elementary School website, email,
text, phone calls, and marquee.
Chestatee Elementary School will take the following actions to offer a flexible number of meetings, such as
meetings in the morning or evening, and may provide with Title I funds, transportation, child care or
home visits, as such services relate to parental involvement.



4.
Opportunities for parents to provide feedback at Title I Family Meetings through parent surveys;
Opportunities for parents to provide feedback through, Chestatee Elementary School website,
Facebook, Twitter, email, and paper surveys ;
Opportunities for parents of students participating in Kinder Camp to provide feedback;
Opportunities for parents to provide feedback through Spring 2014 parent surveys;
Opportunities for parents to attend meetings due to Chestatee’s provision for childcare and translation
services.
Provide multiple times for all Title I Family Meetings;
Provide childcare and translation services for all Title I Family Meetings;
Invite parents by providing emails, texts, phone calls, and posts on Facebook, Twitter, Chestatee
Elementary School Website, marquee, and paper copies of invitations.
Chestatee Elementary School will take the following actions to provide parents of participating children
the following:
 Timely information about the Title I programs:
o Title I Communication Folders
o Personal emails
o Newsletters
o Personal Phone Calls
o Principal Chats
o Updates at Title I Family Meetings;
o Website

Description and explanation of the curriculum in use at the school, the forms of academic assessments
used to measure student progress, and the proficiency levels students are expected to meet:
o Curriculum Night
o Title I Annual Meeting
o Technology in the Classroom Night
o Math Tools & Games Night
o Literacy Night
o Science Night
o “Are You Smarter Than a 5th Grader?” Night
23 | P a g e
o
o
o
o

5.
Opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate,
as appropriate, in decisions relating to the education of their child, and respond to any such suggestions
as soon as practicably possible:
o Chestatee’s Parent Resource Room
o Parent Teacher Conferences
o Parent Surveys
o Title I Communication Folders
Chestatee Elementary School will take the following actions to jointly develop with parents of
participating children a school-parent compact that outlines how parents, the entire school staff, and
students will share the responsibility for improved student academic achievement and the means by which
the school and parents will build and develop a partnership to help children achieve the State’s high
standards.









6.
Quarterly Title I progress reports given in addition to the report card
Chestatee’s Parent Resource Room
Principal Chats
Parent-Teacher Conferences
Parent Advisory Committee will help update the Chestatee Elementary Title 1 School-Family Compact
Opportunities for parents to provide feedback will be presented on campus through the use of the lobby
bulletin board in May
Opportunities for parents to provide feedback will be presented though Chestatee Elementary School
website, Facebook, Twitter, email, and paper surveys
Opportunities for parents of students participating in Kinder Camp to give feedback to school and
district Title I staff
Opportunities for discussions among grade levels during grade level meetings to provide ideas and
feedback
Drafts emailed to all staff for suggestions
Paper copies provided for staff review at faculty meetings
Opportunities for staff feedback provided via email
Organized activities at faculty meetings for staff feedback.
Chestatee Elementary School will build the school’s and parents’ capacity for strong parental
involvement, in order to ensure effective involvement of parents and to support a partnership among the
school involved, parents, and the community to improve student academic achievement, through the
following activities specifically described below:
A. Chestatee Elementary School will provide assistance to parents of participating children, as appropriate, in
understanding topics such as the following, by undertaking the actions described below:
 the State’s academic content standards;
 the State’s student academic achievement standards;
 the State and local academic assessments including alternate assessments;
 the requirements of Part A;
 how to monitor their child’s progress, and
 how to work with educators.
o
o
o
o
Curriculum Night
Technology in the Classroom Night
Math Tools and Games Night
Literacy Night
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o
o
o
o
o
o
o
o
o
o
o
o
Science Night
“Are You Smarter Than a 5th Grader?” Night
Quarterly Title I progress reports given in addition to the report card
Chestatee’s Parent Resource Room
Principal Chats
Parent- Teacher Conferences
Weekly emails
Newsletters
Personal phone calls
Parent surveys
Classroom gold communication folders
Title I blue communication folders
B. Chestatee Elementary School will provide materials and training to help parents to work with their child to
improve their child’s achievement, such as literacy training and using technology, as appropriate, to foster
parental involvement, by;
o
o
o
o
o
o
o
o
o
o
o
Curriculum Night
Technology in the Classroom Night
Math Tools and Games Night
Literacy Night
Science Night
“Are You Smarter Than a 5th Grader?” Night
Chestatee’s Parent Resource Room
Provide support for family literacy though partnership with Hampton Park Library
Parent-Teacher Conferences
Weekly emails
Newsletters
C. Chestatee Elementary School will provide training to educate the teachers, pupil services personnel,
principal, and other staff in how to reach out to, communicate with, and work with parents as equal partners,
in the value and utility of contributions of parents, and in how to implement and coordinate parent programs,
and build ties between parents and the school, by:




Power learning sessions
Staff meetings
Parent Involvement Coordinator available for consultation
Title I Instructional Coach
D. Chestatee Elementary School will, to the extent feasible and appropriate, coordinate and integrate parental
involvement programs and activities with Head Start, Even Start, Home Instruction Programs for Preschool
Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other
activities, such as parent resource centers, that encourage and support parents in more fully participating in
the education of their children, by:





Providing classroom space for a Georgia Pre-Ks and a Headstart
Providing copies of the Community Resource Guide
Curriculum Night
Technology in the Classroom Night
Math Tools and Games Night
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





Literacy Night
Science Night
“Are You Smarter Than a 5th Grader?” Night
Chestatee’s Parent Resource Room
Kindergarten screening
Summer Kinder Camp and Parent Academy
E. Chestatee Elementary School will take the following actions to ensure that information related to the school
and parent programs, meetings, and other activities, is sent to the parents of participating children in an
understandable and uniform format, including alternative formats upon request, and, to the extent
practicable, in a language the parents can understand:
 Provide interpretive services to non-English speaking parents for all Title I Family Nights to the
extent practicable;
 Provide translated documents needed for parent communication to the extent practicable;
 Provide interpreters for non-English speaking parents to the extent practicable;
 Provide translation of documents on the school website, to the extent practicable.
F.
Chestatee Elementary School will provide other reasonable support for parental involvement activities under
section 1118 as parents may request, by;



Providing parents with procedures for communicating with Chestatee concerning questions or issues
(Chestatee’s Suggestion/Concern Procedure);
Providing support as parents may request;
Collaboration with other Title I schools concerning resources and strategies.
PART III. DISCRETIONARY SCHOOL LEVEL PARENTAL INVOLVEMENT POLICY
COMPONENTS
NOTE: The School Level Parental Involvement Policy may include additional paragraphs listing and describing other
discretionary activities that the school, in consultation with its parents, chooses to undertake to build parents’ capacity for
involvement in the school to support their children’s academic achievement, such as the following discretionary activities
listed under section 1118(e) of the ESEA:
Indicate which of the following discretionary school level parental involvement policy components the school will
implement to improve parental involvement.
_X_
___
_X_
___
_X_
_X_
Involve parents in the development of training for teachers, principals, and other
educators to improve the effectiveness of that training;
Provide necessary literacy training for parents from Title I, Part A funds, if the
school has exhausted all other reasonably available sources of funding for that training;
Pay reasonable and necessary expenses associated with parental involvement
activities, including transportation and child care costs, to enable parents to
participate in school-related meetings and training sessions;
Train parents to enhance the involvement of other parents;
In order to maximize parental involvement and participation in their child’s education, arrange school
meetings at a variety of times or conduct in-home conferences with teachers or other educators who
work directly with participating children and parents who are unable to attend conferences at school;
Adopt and implement model approaches to improving parental involvement;
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_X_
___
Establish a schoolwide parent advisory council to provide advice on all matters related to parental
involvement in Title I, Part A programs;
Develop appropriate roles for community-based organizations and businesses, including faith-based
organizations, in parental involvement activities.
In order to involve parents in the development of training for teachers, principals, and other educators to improve
the effectiveness of that training, Chestatee will use input provided by parent surveys and Chestatee’s Parent
Advisory Committee.
Chestatee will provide childcare and translation services at the Annual Meeting and all POP Night Meetings.
Chestatee will also provide transportation to Kinder Camp and the Parent Academy.
In order to maximize parental involvement and participation in their child’s education, Chestatee arranges school
meetings at a variety of times. Phone conferences are provided for parents who are unable to attend conferences.
Chestatee follows the Joyce Epstein Six Types of Parental Involvement Model, which addresses parenting,
communication, volunteering, learning at home, decision-making, and collaborating with community.
Chestatee has established a schoolwide parent advisory council to provide advice on all matters related to parental
involvement in Title I. The committee will meet quarterly.
Chestatee conducts an annual Parent Needs Assessment in May. We also provide an opportunity for parents
to give us ongoing feedback through our web page and online surveys e-mailed to parents. Opportunities for
written feedback at all Title 1 events are also provided. As an extra incentive, a drawing is held in December
and May for parents that attend workshops to receive prizes donated by the school that support education.
Parents that attend workshops all receive materials to use with their children at home to support academics. A
system for tracking Family attendance is also kept for rewarding families that meet the targeted goal for
meetings attended.
The following Title I Family Nights are offered:






Annual Meeting, What is Title 1?
Literacy Night: Author’s Presentation
Technology in the Classroom
Math Tools and Game Night
Science Night
Are You Smarter than A 5th Grader?
Chestatee also supports a Parent Resource Room designed to invite our families in to the school. Materials
are available for checkout and a certified teacher is also available to discuss school concerns. Some of the
materials that parents can checkout include books on tape, games for learning, and manipulatives for both
Reading and Math. Flashcards and workbooks for practice are also available, as well as books for parents,
Leapfrog Reading Sets, and leveled books for students. The Inventory Display and Management system has
been improved this year so that accessibility is more parent friendly. Parents can take brochures and literature
related to school concerns and successes including a Good Study Skills pamphlet. Almon C. Hill is a district
parent resource center that is also available for our parents use.
Chestatee's Parent Involvement Coordinator manages the Parent Resource Room and is available during
scheduled hours to assist parents with questions and offer suggestions for activities and ideas to support
learning at home. In addition, she also collaborates with other PICs in the county to plan for and implement
strategies and/or programs to increase parent involvement.
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A member of Chestatee's Title 1 staff attends the January Family Engagement Conference when offered. This
year the Title I teachers will submit an application for Family Friendly Schools. We plan to collaborate with
other Title I schools in Forsyth County currently designated as such to gain valuable information and
suggestions. Chestatee’s Parent Involvement Coordinator also attends PIC meetings with the DOE for
collaboration and information gathering.
Chestatee’s Parent Advisory Committee and Title 1 Teachers meet to discuss parent needs. The Lead Title 1
Teacher and the Parent Involvement Coordinator meet with them to solicit feedback on events and activities
as the year progresses, and to ensure that we are being responsive to our parent population. Parents have
participated in the revisions and in the approval of our School wide Title 1 Plan. Parents have been involved in
the development and planning. We value their contributions. They will be involved in all future revisions.
Chestatee uses a Parent-School Compact, as shown below.
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During our first planning session with our Parent Advisory Committee, we work together with our parents to
seek input and revise as needed. We have involved parents in the planning, review, and improvement of the
Schoolwide Program Plan. During the revision, we share our compact many times and ask for feedback.
Parents, students, and teachers all sign the compact, and it is on file at the school. Compacts are also posted
on the school webpage for more accessibility.
Information that Chestatee Elementary sends home is translated to Spanish to provide equal access to all
parents. Invitations to parents’ workshops, compacts, required notifications, PTA communications, and other
items are accessible in two languages. Currently, a Title 1 folder is sent home with all participants in the
program. The folder includes information for parents and results of individual screenings. The Title 1 folders
are sent quarterly.
Parents are encouraged to volunteer at Chestatee Elementary and are actively encouraged to volunteer when
their schedule allows. Several opportunities exist for parents to become more involved. Watch Dog Dads is a
program that asks fathers and father figures to volunteer one day a school year to make a difference in the
lives of their children. This program has grown over the last few years and currently involves 80+ participants.
Other opportunities exist for moms who routinely volunteer, known as the Chestatee Chicks, which include
room parent positions, assisting with small groups, and working in the media center. Many parents volunteer
to help during class celebrations as well. Our Chestatee Field Day is a community event and involves the
largest number of volunteers at any single event throughout the year. Volunteers are greeted with a light
breakfast and supplied with lunch to express our gratitude for their devotion to our school. In our Parent
Resource Room, materials are available for parents to check out to assist them with academics at home.
29 | P a g e
Also, in the Parent Resource Room, parents are occasionally invited to come to special sessions for specific
activities.
During the summer, Chestatee offers a KinderCamp for incoming at risk kindergarteners and their families.
Students are selected for the camp based on data gained from our Kindergarten screening in the spring.
Transportation is provided on school buses for incoming students and parents. While students attend a
kindergarten readiness class, parents receive training on how to make a successful transition into public
school. Parents learn about student academic and social expectations and how to support their child for the
school year.
Several community partnerships support our students. Many churches in the community have made financial
donations to the school to assist with food and medical needs. Businesses within the community help to
support families by providing school supplies and by funding our Sacks of Love program for children to receive
backpacks of food on the weekend. In the spirit of giving, teachers at Chestatee have made special
contributions for the families by creating food baskets for the holiday and also serving a Thanksgiving meal to
Chestatee parents and children. Chestatee faculty also partners with the YMCA and local churches to support
our students with the Christmas Angel tree, buying gifts for needy kids. By addressing our basic needs, we are
able to build on academic successes within our community.
6. Transitions Related to Elementary School
Several activities are planned with the purpose of beginning a strong kindergarten year for our prekindergarten students. Two schoolwide registration days are held for incoming students and parents are
welcomed to the building as they complete several pieces of enrollment data. During this time, parents sign
up for individual assessment times for their children. Many staff members contribute personal time to
accurately get beginning kindergarten assessment data from each student.
Parents are invited to several events to assist with the beginning of Kindergarten. A Kindergarten Safari is
held in April to familiarize parents with the expectations and requirements for kindergarten. Children are also
invited to attend this fun evening and participate in activities designed to excite them about the upcoming
school year. Parents are able to ask questions and speak to kindergarten teachers about what an actual day
is like for kindergarteners. At this time, all parents are invited to attend our Summer Bus Round Up.
Chestatee Elementary pays all bus drivers to participate in a mock bus ride that is held a week before the
opening of school. Together, parents and kindergarteners ride the bus to their new school. Meeting the bus
driver and having safety conversations are excellent ways to encourage bus ridership. When parents and
students arrive at school, they are welcomed with punch and cookies as well as a school tee shirt that displays
the year they will graduate from high school, all of which are provided by our community business partners.
Chestatee Round-up for Kindergarten Families
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Through the use of our data from screening new students, we are able to identify at risk students who would
benefit from more preparation for the school year. A Kinder Camp is held for students and their parents to
attend during the summer. This camp involves exciting readiness activities as well as parent education
components. The camp has a bilingual instructor to assist with access to all information for all parents and
students. Parents are provided with ideas and strategies for using everyday common objects for teaching an
academic skill.
Chestatee also provides a site for housing a Head Start Program. Currently we have two classes on campus
serving 33 students. Enrollment for this program is managed by Ninth District Opportunity. Head Start
admission is based on need and families qualify for the program based on income guidelines. The program
has strong parent resource components, and the school social worker partners with Ninth District to help
identify Chestatee families who are the best candidates for these programs.
The goal of a successful transition to middle school is of utmost importance for all fifth grade students.
Beginning in the spring of the 5th grade year, middle school band and chorus members conduct performances
here on the Chestatee campus for our students. Additionally, the Chestatee Chorus, composed of 4th and 5th
grade students, is invited to perform at the middle school by singing the National Anthem before one of their
basketball games. Students are encouraged to consider the choices that they will make on their schedule for
the coming school year. Informative parent nights are held at both middle schools into which Chestatee feeds
so that parents can become familiar with the options that students may have.
Chestatee Chorus performs at Little Mill Middle School
Teachers of elementary school, counselors, and assistant principals of middle and elementary school meet to
discuss placement options for all students academically. In particular, special education students will have
transition IEP meetings to guarantee continued delivery of appropriate services.
During 5th grade graduation, a middle school principal will attend and speak to the students and families about
what the upcoming year will entail. The bridge between both schools has been built to ensure a continued
story of success for all students.
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7. Decisions concerning Assessment Information
Instructional Support Teams (ISTs) hold meetings every two weeks; during these meetings teachers are
actively involved in reviewing and analyzing data on targeted students. Members of the teams include all
certified teachers at Chestatee, divided by grade levels. There are six team leaders who facilitate the data
process. A team leader will review universal screenings, common assessments, and other data with his/her
group to identify students that struggle and collaboratively plan appropriate interventions. By working as a
team, teachers share ideas and plan together for the most at risk population. Prior to each meeting, data is
collected for the students that are identified as Tier 2, or IST students and is input into RTI desktop. By
reviewing and tracking the data as a group, the team can determine the success of the intervention and if
needed, modify the interventions to meet the needs of the student. Students that show little to no progress with
IST are referred on to the Student Support Team, or SST. This team, which includes a School Psychologist,
Assistant Principal, Social Worker, and parent works together to identify a more intensive intervention
approach.
In addition, teachers use recommended interventions during Eagle Time, our school wide Response to
Intervention (RTI) time. This half hour, scheduled four days a week, Tuesday through Thursday, is designed
for all students to receive needed research-based strategies, interventions, and programs. The formation of
the groups is led by teachers and administrators who are addressing the needs as identified through analysis
of multiple data. Interventions are provided for reading, math, writing, and behavior needs. Chestatee also
provides several enrichment opportunities to address the needs of our higher performing students including
the Eagle Eye, our school newspaper, and a STEM like group which allows our Science Olympiad students
time to engage in hands on activities and prepare for competition in the Science Olympiad events.
Within our classrooms, teachers have been very responsive to the needs of their developing readers.
Chestatee supports the Fountas and Pinnell leveling system for guided reading. Our teachers conduct these
formative assessments three times a year, or as needed, and place students on their instructional level from
32 | P a g e
A-Z. Small guided reading groups are formed to instruct children on their levels with the goal of increasing a
student’s ability to comprehend and read fluently. Movement among the groups is led by teacher decisionmaking when needed. These practices have been in place at Chestatee for many years, and now are being
used for our SLO measure for grades K-3.
An Interim Assessment is given to all students in second through fifth grades in Forsyth County. The subject
areas are reading/language arts and math. Teachers analyze the results of these assessments to plan
instructional strategies that target identified weaknesses for students. Assistant Principals lead their teams in
addressing student needs as identified through this common assessment. Potential candidates for our
Learning Academy, an after school tutoring program, can be identified by an analysis of weaknesses in
Interims in conjunction with classroom performance, and standardized report card grades.
In addressing the needs identified in our school improvement goal, teachers work in grade level data teams to
analyze math data on a regular basis. Teachers collaborate on various strategies to enhance the instruction to
meet the needs of struggling learners. They also respond to higher performing students by brainstorming
ways to challenge this student population. During our District Collaboration Development Day, data teams
analyzed math data specific to their grade level and will routinely revisit to modify and update as needed.
8. Coordination and Integration of Federal, State and Local services and programs
The table below shows the amounts of each federal fund allocated to the school, illustrating the coordination.
The following federal funds have been allocated to our program.
Description of Services
Chestatee Elementary
Amount
2014-2015
Title I
Title I – A
District:
$2,419,762
Show how the funds are coordinated for
the improvement of the entire school.








School Allocation:
$419,400




Parent Involvement
Technology Purchases
After School: Learning
Academy, Math Masters and
Summer Programs: Kinder
Camp, Book Clubs
Professional Learning
Instructional Resources
Resource Materials
Tutors
Transportation for Parents to
Meetings
Parent Training Materials
Teacher salaries
Extended learning
opportunities
Parent Involvement
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Parent Involvement:
$5138





Grant
Title II
Homeless
Grant
Title II-A
District:

$40,117

District:
$368,633
Title III
Title III-LEP
Professional Learning
Resources and Supplies
Transportation, childcare, and
translation services
Parent Academy
Parent Training Programs
Tutors (only in non-Title I
schools) and Tutoring Supplies
Homeless students school fees

Calculators for homeless
students



Travel
Registration, materials,
Consultants
District:

$268,232 FY15- Title III LEP
Grant



Translations for ESOL
Program
Tutors, Supplies,
Materials
Professional Learning
EL Parent Outreach
Summer Intervention
Materials and Programs for
K-12 English Learners
$23,215.00 – Title III
Immigrant Grant FY1
*Services for Immigrant
students and supplemental
instructional resources (Title
III Immigrant Grant)
Migrant
Migrant
District:
$36,152.79





Supplemental Tutoring
Parent Outreach
Preschool Services
Services for Drop Outs & Out
of School Youth
Summer Intervention
Materials and Programs for
Eligible K-12 Students
(a) List of State and Local Educational agency programs and other Federal Programs that will be
included:
*Early Intervention Program
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*Gifted Program
*English Speakers of Other Languages
*Migrant Program
(b) Description of how resources from Title 1 and other sources will be used.
State and federal funds are equitably divided and disbursed among all schools in the system in
accordance with program requirements and guidelines. Title 1 funds are always used to supplement
programs, not supplant. Title 1 funds are used to provide staff, (such as an Instructional Coach, and
dedicated teachers to instruct at risk students) to provide small group instruction, provide funds for
teachers to work with students in extended day opportunities,(such as After School Tutoring and
Summer Programs), assist parents in supporting their children, and provide necessary materials and
resources.
(c) The Title I Plan is developed in coordination with other programs. At Chestatee, we have worked hard
to coordinate our plan in conjunction with programs that are available to our school. The consolidated
application is reviewed and revised each year. Each spring, input is gathered from multiple sources
including parents, teachers, paraprofessionals, support staff, and administrators to ensure
coordination among programs.
9. Activities to ensure students with difficulties receive timely assistance
We are providing activities to ensure that students who experience difficulty mastering proficient or advanced
levels of academic achievement standards shall be provided with effective, timely assistance. Students that
are shown to have difficulties in school are invited to join a program of assistance. This program could be EIP
(Early Intervention Program) or Title 1. Both programs serve students in Reading/ELA and Math. Through
identification from the TINA multiple criteria, students are served in pullout or inclusive small groups to support
student needs toward making academic gains in needed areas. To participate in these programs, parents
must provide permission to participate. Parents are informed of eligibility from Chestatee staff members at the
beginning of each semester. In addition, students that qualify from our multiple criteria sheet can also be
offered after school tutoring opportunities to strengthen academic weaknesses in reading and math. Chestatee
supports a Math Masters initiative to support struggling math students once a week beginning in October and
running through December. Additionally, a Learning Academy for students in grades 3-5 is conducted twice
weekly for a 9-week period prior to the state testing. During this time, students receive help in the targeted
areas of reading or math, or both, where needed.
Periodic training for teachers in the identification of weaknesses and appropriate assistance for the identified
weaknesses is ongoing. The IST team actively monitors the progress of students to ensure that children who
need assistance receive it in a timely manner. The IST team meets every other week to review student
progress and to update the role of any needed interventions. Ongoing monthly training is provided to the IST
team leaders. They in turn teach their grade level teams about interventions and monitoring. Those teacher
leaders guide and train their specific teams to become highly effective in identifying student needs and
determining appropriate interventions. The collaborative power of teams of teachers working together ensures
that all students’ needs are met.
Students carry communication to their parents in the schoolwide gold folder. This folder is sent back and forth
daily, and student work samples are sent home weekly. Students who participate in support programs have
their progress monitoring data sent to their parents quarterly through Title folders to inform parents of gains
that are being achieved. The progress monitoring is consistently done with probes from AIMS web.
Multiple days are set aside for parent -teacher conferences in October and March. During these conferences,
information is shared including what the school will do to assist the students, what the parents can do to help
the students, and what additional assistance is available at the school and in the community. Teachers also
35 | P a g e
share data from the County Interims to inform parents of targeted areas for improvement or strength areas in
which the child should be challenged. Parents are encouraged to meet personally with teams of teachers that
work with their child; however, teachers will schedule a phone conference if parents have difficulty leaving
work and getting to campus. The school will procure the services of translators if additional Spanish- speaking
adults are needed to facilitate conferences. During parent- teacher conferences, teachers will share up- todate performance levels, answer questions and concerns from families, and share information about how
parents can support their students’ learning at home. Parents are encouraged to visit the Parent Resource
Room at this time to check out Title 1 materials for use with their children at home.
Progress within all academic programs is communicated with a standards- based report card; these are
distributed to parents on a quarterly basis. Parent -teacher conferences are scheduled each semester for
conversations to be held with families about student progress. Translators are available during this time, as
well as the support teachers who partner with classroom teachers in discussing strengths and weaknesses. In
addition, all Chestatee teachers have a phone line and extension as well as a school email address that are
given to the parents of the children they serve. Parents are encouraged to reach out to the school if there are
any questions or concerns.
10. Description on how Individual Student Assessment results and interpretation is provided to
Parents
Parents in Forsyth County have access to an online gradebook of information called Parent Portal. Within this
online tool, parents will find all assessment information recorded for students covering their entire school
history. Weekly grades are posted for 4th and 5th graders, while every child’s report card for k-5 is viewable
through Parent Portal. Parent Portal serves as a great tool for parent communication. Currently, 276 Parent
Portal accounts have been activated for our student body. Activation is encouraged and promoted through
Curriculum Nights and Title I meetings throughout the year.
Also available through Parent Portal is access to their child’s individualized goal statement which he/she has
added to ITS Learning. Each child, K-5th, will determine a personalized goal and will post it on line via ITS
Learning and will be viewable by parents through Parent Portal.
Parents receive weekly work samples that are sent home via the Chestatee Daily Gold Folders. Parents have
the opportunity to send communication back to school through this folder if they have any questions about the
work that their children are completing.
Students complete both formative and summative work each quarter in all grades. Report cards are shared
with parents every nine weeks. Students also take standardized tests in the spring in third through fifth
grades. The results from these tests are placed in the report card and sent home at the end of the school
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year. When communicating information about assessments and report cards, a translation of information into
Spanish is included when needed to provide access for all Spanish speakers.
There are several forums for parents to receive personal assistance with interpretation of their child’s test
scores. During our Family nights, provided by Title 1 teachers, parents are assisted with how to read the test
results. When the actual report is received, the message with the scores has been written in language that is
easy for parents to interpret. Another opportunity occurs when the principal hosts a Principal Chat meeting and
discusses reading test results with parents in attendance.
11. Provisions for the collection and disaggregation of data on the achievement and assessment
results of students
The state of Georgia provides critical information to the schools on student performance. Information on
student performance is collected through the following exams: GKIDS, Georgia Milestones Assessment
System, CoGAT, and ACCESS. In addition, Forsyth County provides the means for our teachers to analyze
data from AIMS web and Interim Assessments given twice a year. Using this data, decisions are made for
students to participate in needed programs. A review of data is an ongoing process and is always conducted
with teachers, parents, and other stakeholders. The new state assessment, Georgia Milestones Assessment
System, will incorporate writing into the assessment.
12. Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Tests administered through the state of Georgia are considered to be valid and reliable. Multiple sources of
data are used to present the most accurate information for each student. Information on Chestatee Elementary
School’s test performance is accessible on the Georgia Department of Education website. In addition, it is
available on the Forsyth County Schools website under the R4 Dashboard.
A weekly report of at risk students is generated from several risk factors monitored on Infinite Campus, an
online data system. This report is sent to the elementary school administrators by the Forsyth County Schools
Central Office to ensure that no student is overlooked for assistance. All stakeholders are made aware of
Chestatee’s performance through newsletters and our school’s webpage.
13. Provisions for public reporting of disaggregated data
There are many ways that the public can increase its awareness of Chestatee’s performance. Through the
use of the Internet, our school’s information on past test performance is posted on the Georgia DOE web site,
Forsyth County’s website, and the Chestatee School web page.
For parents who do not have access to Internet, paper copies of a school newsletter have been sent home
detailing school performance. Forsyth County News also publishes several articles about school performances
throughout the year. We also include a verbal reporting of the school’s progress into our parent workshops,
principal chats, LSC and PTA meetings, as well as meetings of the Board of Education.
14. Plan developed during a One- Year Period
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The Schoolwide Title 1 Plan was developed during a one-year period and each year the plan is revised.
Numerous stakeholders were involved in the writing of the schoolwide plan and the draft of the plan was
presented in many forums; feedback, questions, and concerns were solicited. The most recent plan was
submitted for state approval in the spring of 2014. Teachers, parents, and the community are asked to
participate in the development and revision each year. The plan was revised in February of 2014 in response
to needs that were identified during the school year.
15. Plan developed with the involvement of the community to be served and individuals who will carry
out the plan
Many stakeholders had input into the schoolwide Title 1 Plan. The Title 1 Plan was presented at many
gatherings: Local School Council, Leadership Team, Parent Workshops, Principal Chats, Volunteer
gatherings, and PTA meetings. In addition, parents who wished to view the plan were invited to visit the
Parent Resource Room at the school to see the draft that was currently being revised and to offer their
comments. An online opportunity was provided for parents to give feedback and suggestions.
Chestatee’s web page
16. Plan available to the LEA, parents, and the public
Copies of the Schoolwide Title 1 Plan are available to the LEA, parents, and public. Chestatee has made the
Schoolwide Title 1 Plan accessible to our stakeholders by having print copies in the Parent Resource Room
and front office for viewing and input. The approved Schoolwide Title 1 Plan will be posted on the school web
page for viewing and for input for annual revisions. Copies of our approved plan will be available for viewing at
the Forsyth County Board of Education Offices on Dahlonega Highway in Cumming, Georgia.
17. Plan translated to the extent feasible
Translators are available at Title 1 meetings when discussions of the plan are being held. There are also
several faculty members who are bilingual. When discussion of the plan is held, parents are able to ask
questions and give feedback to the same language speakers. If the need arises for a translated copy of the
Schoolwide Title 1 Plan, Title funds can be used to accomplish this. At this time, parents have access to our
bilingual staff members and will receive answers through their assistance.
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18. Plan is subject to the school improvement provisions of Section 1116
The Title 1 School Improvement Plan supports the School Improvement Plan that is in place. Both are based
on the needs of the students as determined through our assessment data. Both are periodically reviewed and
revised. The school’s Leadership Team works in tandem with the Title 1 School Improvement Planning team
to ensure that provisions of Section 1116 are met. The Leadership Team and School Improvement Planning
Team will work together to assist students in meeting and achieving state standards.
Appendix for Schoolwide Plan
Item A: Involving All in the Plan
Stakeholder
Groups
Kinder Camp Parent
Meeting
Administration, Title I
teachers
Watch Dog Dad Kick Off
Dates
June 15, 2011
June 12, 2012
October 2011
SIP-Related Topics of Discussion

Faculty and Staff
Meetings
Preplanning and Monthly
Local School Advisory
Council
Quarterly
Leadership Team/
Schoolwide Title 1
Planning Committee
Preplanning and Monthly
Steering Committee
Monthly


Targeted Assisted and Schoolwide Title
I programs
Discussion of Title I Schoolwide Plan
Transitional Planning
Parent Involvement
Community Involvement
Collaboration on vision
Belief Statements
Planning instructional programs and
goals
Communications
Annual Report
Transitional Planning
Input on Title I plan
Writing Discussions on Title I Plan
Revisions/Editing on Title 1 Plan
Prioritizing Needs for Schoolwide Plan
Review of Content of Title 1 Plan
Review of Data and Instructional
Strategies
Communications
Overview of SIP
Leadership Team/
Schoolwide Title 1
Planning Committee
On-going


Communications
Review of Content of Title 1 Plan
August 28, 2012
















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