Chamberlain
Elementary School
School Improvement
PL221 Plan 2014-2015
Kimberly E. Branham, Principal
Chamberlain Elementary
428 N. 5th Street
Goshen, Indiana 46528
School Name: Chamberlain Elementary School 1829
Corporation: Goshen Community Schools 2315
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Chamberlain Elementary School Improvement Plan
2014-2015
Table of Contents
INTRODUCTION
Goshen Community Schools and City of Goshen ............................................................................................ 3-6
Chamberlain Elementary School Profile ........................................................................................................... 7-9
Description and Location of Curriculum ........................................................................................................... 9-11
Titles and Descriptions of Assessment Instruments ....................................................................................... 11-14
SUMMARY OF EDUCATIONAL DATA
Specific Areas Where Improvement Is Needed Immediately ......................................................................... 14-15
ISTEP+ Passing Percentages ........................................................................................................................ 15-18
Analysis of Student Achievement ................................................................................................................... 18-19
Attendance Data and Objective .......................................................................................................................... 19
CONCLUSIONS ABOUT CURRENT EDUCATIONAL PROGRAMMING
Curriculum Support of Academic Standards ....................................................................................................... 19
Instructional Support of Academic Standards ..................................................................................................... 19
Major Curricular Areas ................................................................................................................................... 19-21
High Ability Program ...................................................................................................................................... 22-25
Parental Participation in School ..................................................................................................................... 25-27
Technology as a Learning Tool ...................................................................................................................... 27-29
Safe and Disciplined Learning Environment .................................................................................................. 29-30
Cultural Competency .......................................................................................................................................... 30
Professional Development ............................................................................................................................. 30-33
STUDENT ACHIEVEMENT GOALS
Student Achievement Goals, Objectives, and Strategies ............................................................................... 33-35
BENCHMARKS FOR PROGRESS ..................................................................................................................... 35
STATUTES AND RULES TO BE WAIVED ......................................................................................................... 35
THREE-YEAR TIMELINE .............................................................................................................................. 35-36
ADDENDUM
PRIORITY PLAN 2013-2014 – JANUARY 2014 SUBMITTED TO IDOE (STUDENT ACHIEVEMENT PLAN)
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School Improvement Process
The PL221 has been updated, revised, and reviewed for the 2014-15 school year. The
original PL221 plan was developed during the 2011-2012 school year through a process
that included three second grade teachers/TAP Mentor Teachers, one fifth grade
teacher, one English Learner (EL) teacher, one art/EL teacher, one Goshen Community
Schools Title I coordinator, two TAP Master Teachers and the principal. Included within
this group are highly trained math and literacy personnel trained in Math Curriculum and
Literacy Collaborative; all teachers trained in SIOP, best practice instruction for English
Language Learners; a Ruby Payne trained consultant; and three certified EL teachers.
This report is revised annually as required. All teachers will receive copies of the Plan
and will implement the Action Plan during the 2014-15 school year. This will be done
with support from the TAP School Leadership Team and the School Wide Improvement
Team under the guidance of the principal.
Goshen Community Schools and Surrounding Area
Goshen is located in north central Indiana, about three hours east of Chicago, three
hours south-west of Detroit, and three hours north of Indianapolis. This city of Goshen is
home to 32,064 (2012) residents and is the county seat for Elkhart County. Goshen
Community Schools encompasses all of Elkhart Township.
Goshen is an incorporated city, served by a mayor and city council. The city of Goshen
encompasses 13.2 square miles and approximately 32,064 people. Goshen enjoys a
diversified economy. The chief industries include recreational vehicle manufacturing,
manufactured homes, a cancer treatment center, and a liberal arts college. In addition,
Goshen hosts many agribusinesses: dairy, poultry breeding/processing, fruit, corn, and
soy beans. The service industry is growing in this city. Recently, large chain and retail
stores have entered the business market. These additions include Wal-Mart, Target,
Lowe’s, Menards, Kohls, and Sam’s Club.
The varied economic opportunities have supported the population growth within this city.
The type of employment available in Goshen attracts many young families with children.
The median age of residents is 32.4 years with the largest percent of the population
falling in the 25-44-age range. This young adult range composes 28.1 percent of the
population. The second greatest concentration of residents is in the 45-64 range, which
is 22.3 percent of the population. (STATS Indiana, 2004).
The Goshen Community School district comprises an area of 36 square miles and has a
system-wide enrollment of 6,497. The demographics of Goshen Community Schools
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are represented by 44.8% White, 48.6% percent Hispanic, 2.9% Multiracial, 2.4% Black,
1.1% Asian, and less than 1% Native American. The socio-economic makeup for this
school corporation is 56.1% free lunch students, 31.1% paid, and 12.8% percent
reduced. In addition, there are 1859 Limited English students with over 30 different
languages spoken. The school corporation has seven elementary schools, one middle
school and one high school, and two alternative schools.
Other educational opportunities provided within the Goshen Community School district
includes: in-patient school at Oaklawn mental health facility, special needs pre-school,
Head Start, and two parochial schools: Bethany Christian School and St. John’s Catholic
School.
The residents of this school corporation are provided with a plethora of community
resources. LaCasa helps families with housing, translation, and emergency assistance.
The Maple City Health Clinic and the Center for Healing and Hope provide health care
and health education classes. Goshen Hospital provides several health, nutrition, and
educational opportunities for this school community. In addition to health care and
housing, educational opportunities are enhanced through partnerships with Boys and
Girls Club, Goshen College, and the Greencroft Retirement Community. Each of these
agencies provides individuals and/or programs which augment the varied educational
programs residing within Goshen Community Schools. From volunteers in the classroom
to providing mentors and tutors for students, these community resources are an integral
part of our school community. These community resources provide a rich foundation for
all students.
Following is Goshen Community Schools’ vision, mission, and guiding principles. As a
corporation and at Chamberlain Elementary School we are developing knowledge and
application with Marzano’s Three Commitments:
*Develop a System of Individual Student Feedback at the District, School, and
Classroom Levels
Phase 1:
Track student progress on selected learning goals using a
formatively based system of assessment
Phase 2:
Design learning goals in all subject areas and redesign
report cards
Phase 3:
Implement the new report cards in a staged fashion
*Ensure Effective Teaching in Every Classroom
Phase 1:
Systematically explore and examine effective pedagogy
and develop a model or language of instruction
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Phase 2:
Phase 3:
Phase 4:
Have teachers systematically interact using the model or
language of instruction
Have teachers observe Master Teachers applying
instructional strategies
Monitor the effectiveness of individual teaching styles
*Build Background Knowledge for All Student
Phase 1:
Identify academic terms in language arts, mathematics,
science, and social studies to be taught at each grade
level
Phase 2:
Implement the academic vocabulary program district wide
using a common approach to instruction
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GOSHEN COMMUNITY SCHOOLS’ MISSION AND VISION
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Chamberlain Elementary School Profile
Chamberlain Elementary is a kindergarten through grade five public school that was built
on the present site in 1862. The wood frame structure was replaced by a six-room brick
facility in 1882. In 1895 a four-room brick building was added. The present Chamberlain
Elementary School building was constructed in 1939 and remodeled in 1955, in 1986,
and again in 2006. It currently houses 375 students with 29 certified staff and 31 parttime and full time support staff members. It is one of seven elementary schools in
Goshen Community Schools. Chamberlain Elementary School is located at 428 North
Fifth Street in Goshen, Indiana.
Since Chamberlain educates a child population of 89.4% free and reduced lunch the
vision of Chamberlain is to not allow socio-economics to determine the quality of a
child’s education. The staff believes positive relationships, hard work, a growth mindset
and continual learning will overcome many obstacles. Many interventions are put in
place to encourage and support children’s learning.
Vision Statement
Chamberlain is a community of hope where all children and adults are involved and
supported in achieving academic, social, physical, spiritual, and emotional excellence.
Mission Statement
Chamberlain Elementary School is a community of parents, students, and staff working
together to instill in each other a positive self-image, individual responsibility, a desire to
be life-long learners and problem solvers, and to be the best we can be.
Guiding Principles
 Everyone can and will learn.
 We learn in different ways and in different time frames.
 Everyone has equal value and worth. We build positive relationships with
each other and treat each other with respect.
 Mistakes are a natural part of the learning process.
 Each person is responsible for their choices.
 Feedback is essential to the learning process.
 Success generates success.
We will:


Embrace the belief that effort, making and learning from mistakes, resiliency,
perseverance and positive relationships lead to student achievement.
Be willing to live in ambiguity, ask clarifying questions, confront the brutal
facts, and still choose to be positive.
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


Be willing to learn and value learning from and with others.
Hold ourselves accountable to the Chamberlain plan and corporation
guidelines while being willing to change by outside mandates and/or
Chamberlain group consensus.
Build strong partnerships with parents through phone calls, emails,
newsletters, and meetings.
Participate in all Professional Development planned for the school year.
Students will leave Chamberlain knowing:
 They have an important part to play in this wonderful world.
 Mistakes are a natural part of life.
 Learning isn’t an isolated process.
 Cooperation and collaboration accelerates learning.
 Their strengths and what they do well.
 Their weaknesses and have formed strategies about how they can work with
them.
Instructional Staff
Chamberlain Elementary School is a K-5 public Title I school serving 375 students.
Students are taught by 29 highly-qualified certified instructional staff members with a mix
of veterans and younger teachers. Most instructional staff members have been trained
in literacy, math and best practice in teaching English Language Learners.
Support Staff
31 support staff are employed at Chamberlain. The office is operated by a full-time
secretary and book keeper, one five hour nurse, one full-time Hispanic Family/ School
Liaison, one 80% counselor, a full-time Principal, a full-time TOSA assistant Principal
(TOSA- Teacher on Special Assignment to the Principal), and a full time Technology
Resource Coordinator (TRC). There is one Media Resource Specialist and a head
custodian with 1.5 additional custodial positions. The cafeteria has a manager, a cook,
and four part-time cafeteria helpers. There are two highly-qualified assistants, five Title
1 Instructors, one full-time ELL paraprofessional and two paraprofessionals working with
Special Education children. A 40% Speech and Language Pathologist, a 20%
psychologist, and a part-time Schools Resource Officer complete the support staff.
Student Attendance, Enrollment, Diversity, and Mobility
The attendance goal of Chamberlain Elementary school is 97% or higher. Chamberlain
Elementary has had an attendance rate of 95.5% or higher over the last ten years. The
attendance rate for 2013-14 was 95.2%. The enrollment in Fall 2013 was 375 students
with the following numbers at each grade level:
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Kindergarten
1
2
3
4
5
62
65
66
66
56
63
The Chamberlain student body is diverse with the following ethnic groups represented in
2013-14: 61.9% Hispanic, 29.3% White, 1.7% Multiracial, 5.9% Black, .8% Asian, and
.3% Native American.
89.4% of the student population receives economic assistance, 47.2% of our students
are English Language Learners, and 9.6% receive Special Education Services. Each
year around 25% of the student population grades 3-5 move before or between one
year’s ISTEP test to the next year’s test. 35-49% of the student body will enroll in
Kindergarten and stay at Chamberlain until they graduate from fifth grade. The other 5165% of the student population will come and go.
The Chamberlain staff believes that the above factors do not and cannot preclude
children from being well-educated.
Description and Location of Curriculum
Chamberlain staff provides a guaranteed and viable curriculum based on Indiana state
standards. Language Arts and Mathematics curriculum calendars are provided and
utilized. The curriculum units are in three week chunks and common assessments are
completed at the end of each three week segment.
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Each grade level has a consistent master schedule allocating specific amounts of time to
each subject area. The staff is a committed staff with high expectations for students and
the willingness to learn. Professional development is valued and time is given for
colleagues to collaborate on data and instruction, to learn new skills and application, and
to develop grade level plans. All of this is designed so all students meet the state
standards.
All students receive Tier 1 instruction in the regular education classroom. Some students
receive Tier 2 instruction and fewer yet receive Tier 3 instruction. Our goal is to have
minimal pull-out from the classroom as all teachers are committed to working with all
students.
The Curriculum includes:
Curriculum and Learning Goals based on Common Core Standards
 Language Arts:
o Chamberlain has a core reading program Houghton Mifflin Harcourt
“Journeys”.
 Math:
o Core Mathematics Program: Math Expressions
o Chosen academic vocabulary included with state standards
 Social Studies and Science:
o The social studies standards are embedded in the language arts
context and as a stand alone.
o The science standards are embedded in the math context and as a
stand alone in the Core materials of National Geographic Science.
Curriculum grids are provided for each grade level for scope and sequence.
The Principal and the TAP Leadership Team (TLT) provide leadership for the
educational program. The School Wide Improvement Team provides direction with input
from all staff. The corporation’s Executive Director for Elementary Education serves as
a consultant to the principal and gives leadership on issues of corporation curriculum
alignment, textbook adoption, and special services support for school curriculum goals.
The instructional resources that back-up the curriculum are as follows:
 Instructional Resources
 Houghton Mifflin Harcourt Journeys
 Math Expressions/GCS Math
 Vocabulary- Academic (Marzano)
o Math
o Language Arts
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o Social Studies
o Science
 Guided Instruction
o Small Group Reading Block with teacher and interventionists
 Tucker Signing
o Introduce and teach all students full alphabet at Kindergartenthen use with students that need it
o 1st grade does a review at the beginning of the year with
everyone and then uses with those students that need it
 Testing genre

Technology
 Weekly computer lab time
 Math IXL
 RA-Z Kids
 Brain Pop
 ALEKS (Math)
 Mobile Lab Computers Totaling: 70 Computers
 iPAD Labs: Totaling 60 iPads over the course of
2014-15
Titles and Descriptions of Assessment Instruments
Chamberlain Elementary School’s beliefs about assessments are as follows:
Effective Assessment
 Curriculum Calendars in 3 Week Segments with 3 Week common assessments
built by teachers and managed through “STI” Data Management.
 Begin instruction with assessment already clarified for teacher and students.
 Curriculum and assessment drive decision making and intervention paths.
 Providing student feedback, intervention, and support is crucial for learning.
 Assessment is a tool that measures student growth and progress.
 Assessment is for teachers, students, parents, & community.
 Assessment needs to be both individual based & standardized.
 Students need to take ownership for their learning with self assessments.
 Assessment drives instructional decisions.
Assessments
Chamberlain Elementary School uses the following assessments to drive instruction,
give students feedback on their learning, and to provide Tier 2 and/or Tier 3
interventions.
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Kindergarten
Learning Goals
mClass in language arts and math three times a year
Progress monitoring throughout the year
Common Assessments, based on curriculum calendars, are administered every 3 weeks
High frequency words every quarter with benchmarks
Writing Rubric every quarter
,
First Grade
Learning Goals
mClass asessment three times a year
Progress monitoring throughout the year
Common Assessments, based on curriculum calendars, are administered every 3 weeks
High frequency words every quarter with benchmarks
Writing rubric every quarter with benchmarks
Second Grade
Learning Goals
mClass math/LA assessment three times a year
Progress monitoring throughout the year
Common Assessments, based on curriculum calendars, are administered every 3 weeks
High frequency words every quarter with benchmarks
Writing rubric every quarter with benchmarks
Third Grade
Learning Goals
Acuity testing three times a year
Scholastic Reading Inventory
Common Assessments, based on curriculum calendars, are administered every three
weeks
Fountas and Pinnell Benchmark Reading Assessments assessed twice a year
with instructional level recorded other two quarters with benchmarks
In the fall, students below grade level are assessed
In the spring, all students are assessed
Writing rubric every quarter
Fourth Grade
Learning Goals
Acuity testing three times a year
Scholastic Reading Inventory
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Common Assessments, based on curriculum calendars, are administered every3 weeks
Fountas and Pinnell Benchmark Assessments assessed twice a year with
instructional level recorded other two quarters with benchmarks
In the fall, students below grade level are assessed
In the spring, all students are assessed
Writing rubric every quarter
Fifth Grade
Learning Goals
Acuity testing three times a year
Scholastic Reading Inventory
Common Assessments, based on curriculum calendars, are administered every3 weeks
Fountas and Pinnell Benchmark Assessments assessed twice a year with
instructional level recorded other two quarters with benchmarks
In the fall, students below grade level are assessed
In the spring, all students are assessed
Writing rubric every quarter
General
Student in grades 3-5 participate in math and language arts Acuity testing in the fall and
two other times during the year. These scores provide data points to determine growth
and/or the need for remediation. ISTEP+ data is used at grades 3-5. IREAD data is
used for 4th graders based on 3rd grade scores.
Google Document Spreadsheets are kept with all student information and data.
Teachers have access to the information for the students in their classroom. IEP goals
for special education students include academic goals based on the current grade level
standards. ILP goals for ELL students are based on the LAS level scores and language
acquisition.
Below
Each teacher keeps track of the teacher section for progress monitoring. In the student
section, these are the assessments that the student is to know and understand and
progress monitor for themselves:
Teacher

ISTEP+
March and May
o
Sub-groups
o
Fountas & Pinnell Benchmark Reading Assessment(F&P)
o Aug./Sept. for below level readers
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o
o
Acuity
May for all students
Grades 3-5
o
o



mClass
Grades K-2
SRI
Grades 3-5
 Levels/Lexile
 Growth
Learning Goals
Grades K-5
o
Progress Monitoring
Writing Rubric
Grades K-5
o
Quarterly
Math
o
mClass
Grades. K-2
o
Acuity
Grades 3-5
September, November, April
September, November, April
Quarterly
Students









F & P Benchmarks
Classroom Data Progress Charts
3 Week Assessment Data
Acuity
mClass
SRI
o
Levels
o
Growth
Learning Goals
o
Progress Monitoring
Writing Rubric
o
Quarterly
Math
o
mClass
o
Acuity
Grades K-5
Grades K-5
Grades 3-5
Grades K-2
Grades 3-5
Grades K-5
Grades K-5
Grades K-2
Grades 3-5
SUMMARY OF EDUCATIONAL DATA
Specific areas where improvement is needed immediately
The School wide Team reviewed ISTEP scores, Acuity scores, and mClass scores.
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The analysis of the 2014 ISTEP scores shows that Chamberlain Elementary 3rd, 4th, and
5th graders have improved from 2013 scores in ELA and in Math in all grade levels.
Continuous improvement needs to take place and increasing growth in all areas. There
is need to improve most in the areas of vocabulary, conventions and literary response in
language arts. In math, the students need to improve most in measurement, number
sense and computation. The analysis of mClass and Acuity aligns with the data that is
available to be correlated.
ISTEP Scores-Percent Passing 2014 (growth TBD on release from IDOE)
3rd Grade:
4thGrade:
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5th Grade:
Cohort Data 2013-2014 School Year
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Benchmark progress in mClass for grades K-2
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Analysis of Student Achievement
Chamberlain’s TAP School leadership Team (TLT) meets once a week for 1.5 hours,
grade level teams meet weekly for 45-60 minutes. Grade level meetings are referred to
as Professional Learning Communities (PLC), these meetings have a focus on
curriculum, instruction, and assessment. In addition, after a 3 week progress check,
assessments are given. The teachers, interventionists, and principal meet by grade level
to analyze data. Focus of instruction and grouping arrangements are decided on in these
meetings. Grades K-5 meet four times a year to look at data by grade level. Data is
looked at during PLC time weekly but four times a year a comprehensive look at data is
held mClass and Acuity scores and reading levels are analyzed.
In addition to these meetings, the Child Study RTI Team meets weekly to discuss
individual students in the areas of academics, emotional, and behavioral concerns.
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Interventions are decided upon and put into practice at these meetings. Besides the
assessments in the Titles and Descriptions of Assessment Instruments section,
information from the nurse, guidance counselor, Tracking and Teaming assessments,
school psychologist, attendance records and parent input are evaluated to develop the
above plans. This year the RTI process is being revisited to increase the opportunities
and documenting of interventions.
Attendance Data
Chamberlain Elementary School has a committee of the registrar, guidance counselor,
nurse, Parent Liaison, TOSA, and principal who meet monthly at the “Office Talk”
meeting to discuss attendance and other issues school wide. There is a county wide
plan that we follow on attendance that includes five steps. Letters, visits, and parents
coming in to school to create a plan are all avenues that are used in helping children get
to school. The staff believes that excellent relationships between adults and children are
the best way to have excellent attendance by students. The staff works well at creating
these relationships with students and parents. Our attendance has been at 95.5% or
higher over the last 10 years except for one year.
Chamberlain’s attendance goal is 96.5%.
CURRENT EDUCATIONAL PROGRAMMING
Curriculum Support of Indiana Academic Standards
Goshen Community Schools has developed curriculum based on Common Core and
was updated to the 2014 Indiana Academic Standards. Chamberlain staff uses the
Indiana Standards as the basis for instruction. Parents can access the standards
through the website or be provided a hard copy of the standards upon request.
Chamberlain’s Instructional Strategies that Support the Achievement of Indiana
Academic Standards
The Chamberlain Staff is continuously looking at instruction to ascertain best strategies
to increase student achievement of State Standards. All instructional strategies are
evaluated on the effectiveness and efficiency of delivering the Indiana Academic
Standards. The principal is in charge of the instructional leadership and of observing
and evaluating instructional practices of teachers. Teachers meet together regularly as
PLC’s and across grade levels to evaluate and improve instructional practices.
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Curriculum Calendars
Chamberlain Elementary bases curriculum planning on the district calendars, the
calendars were written in 2013 and revised in the summer of 2014. Teachers provide
whole group instruction, small group instruction, guided reading groups, conferring with
individual students, and independent student reading. Chamberlain teachers utilize
Houghton Mifflin Journeys as a core tool for instruction.
Whole group
Teachers emphasize reading comprehension by using the curriculum calendar as a
guide and materials from the Journeys Core Reading Program.
Chamberlain staff continues increasing academic vocabulary (Marzano, 2005) ability in
students. Learning goals, a system of student feedback and high probability learning
strategies are taught, as well. This was started in 2009-2010.
Small group
Teachers work with 3-5 students at the same reading level and in their area of interest,
during the 60 minute small group time. Depending on student achievement and
progress toward grade level learning targets, students will receive instruction daily, or 3
times a week with on-level materials.
Teachers ask, and guide students through, varying levels of questions (based on
Blooms Taxonomy) before reading, during reading, and after reading activities.
Phonemic awareness, phonics, fluency, reading comprehension, and vocabulary are
worked on with students in their small group. Each grade level has access to a guided
reading leveled library housing a large collection of sets of books to facilitate this
strategy. (Clay (1991), Fountas and Pinnell (1996)
Students who are below grade level in grades 1-3 receive an intensive Leveled Literacy
Intervention(LLI). This is a small-group, supplementary intervention program designed
to help teachers provide powerful, daily, small group instruction for the lowest achieving
children. (Fountas & Pinnell, 2008)

Participants include low-achieving children who are not receiving another
supplementary intervention

English Language Learners can also benefit from LLI. Each LLI lesson
provides specific suggestions for supporting English language learners.
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Independent student time includes: skill based activities, learning stations, intervention
needs, and student selected reading where the student reads silently from a book of
their own choosing. Lifelong readers know their preferences for books and this is
developed by children as they make their own choices. Students learn vocabulary as
they read and figure out meaning from the text and become better readers according to
the number of minutes they read each day (Jenkins, Stein, and Sysocki, 1984; Pinnell,
Pikulski, and Wixon, 1995).
For further reading comprehension and vocabulary building, Chamberlain teachers use
some components of Susan Zimmerman, Seven Keys to Comprehension and Harvey,
Goudvis, Strategies that Work. These strategies form the base and are used
instructionally throughout the building.
Making Connections
Questioning
Visualizing and Inferring
Determining Importance in Text
Synthesizing Information
Fix-Up-Strategies
A bridge from the new to the known
The strategy that propels readers forward
Strategies that enhance understanding
The nonfiction connection
The evolution of thought
Cultivating awareness
There are a number of mental models that Chamberlain students and teachers are
taught and use across the grade levels to give visuals for students to remember
processes of thinking. This helps students transfer from the concrete to the abstract.
These mental models are based on Reuven Feuerstein’s mediated learning and Ruby
Payne’s work.
Question Answer Relationship
Reading Comprehension
Smart Seven
Reading Comprehension
Sentence Frame
Writing
Question Stems
Reading Comprehension
There is a Master Teacher and Mentor Teacher who give support and work with each
teacher on instructional effectiveness along with the principal. There are 5.5 Title 1
Instructors at Chamberlain working with students using LLI, other reading strategies and
math strategies. They are under the direct supervision of the classroom teacher.
Tucker signing program (signing for each letter) is used by kindergarten and first grade
teachers and Title 1 instructors as an additional learning tool for the kinesthetic learner.
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Uninterrupted Reading Instruction Block
Chamberlain will continue the 2 hour daily time allotted to the teaching of literacy in the
language arts block to maximize the effectiveness of teaching literacy. 90 minutes of this
time will be uninterrupted time. This will be scheduled at the same time each day to
allow for systematic routine instruction. (Pinnell and Scharer 2003, Cunningham and
Allington 1999, Zemelman et al.)
We use guided instruction during reading with individual conferring during the writing
block. Resource materials used during reading and writing are Houghton-Mifflin’s
Journey Series. Leveled Literacy Intervention (LLI), Making Meaning, Pearson
materials, leveled library sets, Being a Writer and Marzano’s work with academic
vocabulary will be interventions used to help students.
Math
Math Expressions is a complete Kindergarten–Grade 5 mathematics curriculum that
offers new ways to teach and learn mathematics. Combining the most powerful elements
of standards-based instruction with the best of traditional approaches, Math Expressions
uses objects, drawings, conceptual language, and real-world situations to help students
build mathematical ideas that make sense to them.
Science and Social Studies
The science and social studies state standards are taught through math and language
arts at Grades K-3. The state standards are taught through a departmentalized system
at grades 4 and 5.
Consistent Teacher Collaboration
Each certified teaching staff member participates in a 60 minute cluster group meeting
once a week. This cluster group, led by Master Teachers, focuses on one high quality
instructional strategy aimed at meeting student-learning needs. Data and action
research through field testing drives the learning in cluster meetings. Grade levels meet
at another time period for 45 minutes a week to work on curriculum, instructional help for
each other and some management issues. All school professional development times
occur at least once a month while. Grade Levels in addition to weekly PLC times, meet
once every 3 weeks for one hour to complete a Learning Log Data Meeting, to analyze
common 3 week assessment data. Teachers then, place students in “Success Groups”
based on the 8 Step Data Process. (Davenport)
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½ day data meetings occur every semester to analyze mCLASS, Acuity scores, reading
levels and teacher chosen assessments. Occasionally, cross grade level meetings are
held to build vertical alignment allowing the opportunity to strengthen points of weakness
in the curriculum. This practice is cited among the best by Zemelman et al. This
practice will be continually evaluated by teachers and the principal in order to increase
effectiveness.
Special Education
Chamberlain Elementary uses mostly a push-in program to create a greater block of
uninterrupted time for balanced literacy instruction without individual students leaving the
classroom as much. Tucker signing is used as needed to increase student literacy.
(Zemelman et al., Pinnell and Scharer, et al.) The special education teacher will be
training in the Fall 2014 on FunDations program; Wilson FunDations for K-3 is a
phonological/phonemic awareness, phonics and spelling program for the general
education classroom. FunDations is based upon the Wilson Reading System® principles
and serves as a prevention program to help reduce reading and spelling failure. Rather
than completely replacing core curriculum, FunDations provides the research-validated
strategies that complement installed programs to meet federal standards and serve the
needs of all children. (Wilson Language)
The RTI (Response to Intervention) process and programming are being utilized and
enhanced the fall of 2014 through collaboration with the special education teacher,
speech pathologist, school counselor, principal, ELL teacher, and school psychologist to
meet the needs of students.
ELL Students
80% of all teachers at Chamberlain Elementary have received scientifically based
specialized ELL training called SIOP, (Sheltered Instruction Observation Protocol). This
is a comprehensive, well articulated model of instruction for preparing teachers to work
with English learners. Echevarria, Vogt, Short (2000). All ELL students reading below
grade level receive an intensive half hour of LLI daily.
Level 1 ELL students receive direct teacher instruction in vocabulary.
Grapeseed is a program that takes place in Kindergarten, First Grade, and with students
in grades 2-3 that are at a low English proficiency.
Measurable progress is documented using LAS Links scores. ELL students are
expected to show an increase of one LAS level on the annual test.
23
High Ability Program
Goshen Community Schools’ Definition of High Ability
A high ability student is one who performs at, or shows the potential for performing at, an
outstanding level of accomplishment in reading/language arts and/or mathematics when
compared to other students of the same age, experience, or environment. A high ability
student is characterized by exceptional gifts, talents, motivation, or interests. A
multifaceted assessment plan is used to identify these students and nominations are
accepted from staff, parents, and students.
Goshen Community Schools’ Philosophy of High Ability
The Goshen Community School Corporation is committed to meeting the unique needs
of the high ability students through a range of services and differentiated instruction.
High ability students have a unique set of needs that must be addressed. Goshen
Community School Corporation is committed to helping high ability students with the
intellectual, social and emotional challenges that they might face.
GCS believes in order for high ability students to be academically successful it is
important to provide academic challenges at the intellectual, rather than the
chronological level of the student. High ability students work at a faster pace or at a
higher academic level than that of others of the same age or experience. High ability
students will be provided additional educational opportunities to broaden and enrich their
learning.
Differentiated Instruction for High Ability Students at Chamberlain
Guided Reading—
 High ability students will be grouped together for instructional reading.
They will develop as readers and improve their reading comprehension
through ability leveled reading materials and instruction.
Building Background Knowledge—
 High ability students will demonstrate extended and deeper knowledge of
vocabulary.
 High ability students will be grouped together at appropriate times to work
at developing knowledge and understanding of the vocabulary being
introduced.
Phases Two and Three of Math Expression’s Lesson Plans—
Indicators of a successful investigation part of the math lesson are:
 The teacher did not have to model in order for high ability students to
solve the math problems.
 High ability students confidently tackle difficult problems with eagerness
and perseverance.
24
Writers Workshop—
 High ability students will receive writing instruction appropriate to their
writing level. High ability students will be given regular opportunities to
demonstrate deeper and more extensive writing skills.
Kingore Observation Survey—Teacher assesses the different traits of high ability
students using the Kingore Observational Survey. The data gathered from this
survey is used to create a profile for the students that help teacher differentiate
instruction to capitalize on the strengths of high ability students.
ALEKS Math Software—Teachers in grades 3-5 give opportunity to high ability
students to use this math curriculum and instruction software program
designed for high ability students.
Parental Participation in Chamberlain Elementary School
Chamberlain Elementary School welcomes and wants parents to be an active part of
their child/ren’s education. We know their involvement in their child/ren’s education is an
important piece in their child being a winner and achieving their potential. At
Chamberlain there are monthly family nights (that include resources and support for
families, including family literacy and math times), after school activities such as Chess
Club, orchestra, athletic opportunities; PTO; Parent Information Meetings; Parent
Conferences; and Parenting Classes.
Chamberlain Elementary School will specifically have:
 The Title 1 Annual Parent Meeting
o Discuss what Title 1 services are available for their children
o Understand the academic data of the school
o Understand the support the school can give and ways the parents can
support their children at home
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Parents are invited to monthly family nights to promote family involvement, and
parents connecting with children.
A parent meeting is held to share student standards and expectations at each
grade level. Assessments of these standards and how to understand them are
shared.
Teachers informally talk with parents by phone, e-mail or letter about children’s
strengths and areas to strengthen. Weekly newsletters go home from a number
of teachers.
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Once a month a “Coffee and Doughnuts With the Principal” opportunity is offered
where parents are all welcome to both discuss a topic and have open table
conversation.
PTO meets monthly on a variety of topics.
A monthly newsletter goes home from Chamberlain Elementary on topics of
interest and activities for the month.
Parent/Teacher conferences are held for all parents with an average of, at least,
95% of parents attending.
Title 1 parents are on the PL221 team that gives oversight to the school
improvement plan.
Various books, pamphlets, and some videos are available for parents to take and
use.
Chamberlain Elementary conducted a parent involvement survey offered both in
English and Spanish the evenings of parent teacher conferences, incentives
were provided to promote participation.
Roles and Responsibilities
School and parent partnership is so important for a child’s success. Below are the roles
and responsibilities that Chamberlain Elementary teachers, parents and children agree
to do as partners to help children be winners in school and in life.
Chamberlain Elementary School
As a staff we will:
 Ensure that each day, every child learns at least one thing that they will
use for the rest of their life.
 Utilize student data to drive instrucitonal decision making.
 Provide an interesting and challenging curriculum to promote student
achievement.
 Participate in professional development opportunities that improve
teaching and learning.
 Communicate frequently and meet annually with families about student
progress.
 Actively participate in collaborative decision making with parents and
school colleauges to make our school accessible and welcoming to
families.
 Respect the school, students, staff and families.
Student/Parent Pledge
As a student, I will
 Come to school regularly and will be ready to learn and work hard.
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
Complete assignments, study and/or read everyday after school and
return homework.
 Respect the school, staff, students, and families.
As a parent, I/We will
 Read to our child or listen to our child read for 20 minutes each night.
 Have a quiet corner in our house for our child or children to do homework.
As the parent, we will supervise the homework and will help as
appropriate.
 Ensure that our child attends school every day and gets adequate sleep,
regular medical attention and proper nutrition.
 Attend Parent/Teacher conferences and other school functions.
 Encourage and support our child’s learning daily.
 Respect the school, students, staff and families.
Over the last five years parental participation in Parent/Teacher Conferences has been
at 95% or higher.
Chamberlain Elementary 3-Year Technology Plan (2011-2014)
Integration of Technology and the Internet into the Curriculum
The integration of technology and the internet into the curriculum can be a very powerful
instructional tool. Chamberlain Elementary will thoughtfully integrate technology and the
internet into the curriculum in a variety of ways.
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The Computer Lab has 30 computers that are used to integrate
curriculum standards, technology and the internet.
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There are 3 mobile labs, and there will be 2 iPad labs in fall 2014.
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Chamberlain utilizes mClass and Acuity software for progress monitoring
and for practice and extra remediation opportunities for student learning
of curricular standards during and beyond the regular school day.
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31 licenses of Scholastic System 44 are available to help students before,
during, and after school in phonemic awareness, phonics, and reading
comprehension.
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There are 90 licenses for students to access ALEKS. This is a math
program for students of all levels.
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Each teacher has an LCD projector and a document camera. There are
two sets of 30 clicker systems and 10 white boards (Mobi’s) for use with
students.
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The use of Scholastic Reading Counts and Scholastic Reading Inventory
(SRI) continues with Reading Counts being used to help monitor
independent reading progress and SRI being used to check on growth
and progress in reading comprehension. Scholastic Phonics Inventory
(SPI) is used. The SRI and the SPI help teachers target specific reading
needs within their classrooms.
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Teachers effectively use the internet to find ready-made teaching
resources. Students find and gather information using the internet and
other technology for research purposes. Students are taught Type to
Learn, at age appropriate levels, and research skills during the research
process making them good consumers of information.
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Teachers and students continue to use technological resources input and
electronic media for writing projects, newsletters, presentations and
instruction. Teachers use technology, spreadsheets and databases, to
analyze data to drive instruction.
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Students’ background knowledge is improved with virtual field trips.
Technology Professional Development Strategies
Professional development in technology will concentrate on improving student
achievement. The focus of professional development will be on instructional strategies,
teacher productivity, and effective use of student data.
Strategies that will be implemented will include the following:
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Provide training on new technology and software for teachers.
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The Technology Resource Coordinator maintains and provides training
on use and access of spreadsheets and databases on the District file
server.
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Use essential learning assessment and ISTEP results to identify areas of
strength and weakness.
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Strategy for Assessment
Technology needs assessment will be evaluated yearly to continually improve student
achievement. The technology team will be the clearinghouse for identifying new
technology which seems beneficial to students and staff. Implementation of new use will
be evaluated for its ability to improve student achievement and/or to benefit staff.
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Surveys will be used to measure technology needs-software, hardware,
and training.
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Professional development sessions will be developed by the tech team
based on need.
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Teachers share technological expertise with staff.
Technology issues are discussed by grade level during collaboration
times. These are brought to the technology team.
Evaluating the Overall Program
Since the end goal of technology is to improve student achievement and help teacher
productivity, the overall program needs to be assessed by the teachers. The technology
plan will be reviewed annually to assess the effectiveness of technology use at
Chamberlain.
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A yearly survey of professional development needs in the area of
technology will be given in the fall.
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A yearly survey in the spring will assess the technology needs of the
teachers.
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An annual survey of technology resources and systems utilized in the
building.
A Safe and Disciplined Learning Environment
Effective Discipline – Positive Behavior Interventions and Supports (PBIS)
The Chamberlain Way: respect, responsibility, safety
 Allow children choices when possible.
 Celebrate positive behavior.
 Give logical, appropriate consequences to inappropriate choices.
 Help the child understand the principles behind the rules.
 Have appropriate guidelines set up ahead of time.
 Help children know the consequences of their actions. There should be no
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surprises. Support child in taking responsibility for their action.
Focus on the positive. Weaknesses are many times strengths overdone. Help
them to see their strengths.
The school needs to be saying the same thing K-5 and be consistent in its
discipline.
Help child problem solve appropriate response to a troubling situation.
Emphasis on the behavior instead of the person.
Use discipline as a growth/learning process.
External boundaries help develop internal control.
The goal of effective discipline is to help the child become self-disciplined.
Positive Behavior Interventions and Support is the framework for the discipline plan at
Chamberlain. Our goal is for children to become increasingly responsible for their own
behavior and the welfare of the group.
Major guidelines for social and emotional success have been set at Chamberlain. These
values that we uphold at Chamberlain have been decided upon by parents and staff.
Chamberlain Elementary School also has a school safety and crisis team; regularly has
fire, storm and crisis drills; school doors are locked at all times, visitor badges and two
outside security cameras are used; developmentally appropriate bullying, drugs, fire
arms, alcohol and tobacco curriculum; annual inspection of playground equipment,
elevator, and fire alarm system; and trained staff in CPR and AED with an AED
available.
Cultural Competency
Chamberlain has 1 Special Education teacher, 1 (50%) Certified Interventionist, and 4
ELL teachers that provide support for these students to achieve academically. Most of
our communication to parents is written in English and Spanish to accommodate need.
80% of Chamberlain teachers have received training in SIOP, which is best practice
instruction in teaching other language learners, to support them in teaching the ELL
student. Much training has been done on teaching students living in poverty. All parent
meetings have Spanish translators available to support our families. The language arts
area of the curriculum creates more problems for our ELL and Spedical Education
students than does math. This is a continued emphasis for instruction.
Professional Development
We have different types of professional development at Chamberlain around one
common purpose. The common purpose is to help children learn at increasing rates and
to reach high levels of achievement. This year the Chamberlain staff is continuing the
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strategies of Robert Marzano on developing a system of individual student feedback,
building background knowledge and learning highly effective teaching strategies. The
individual student feedback includes using learning goals, tracking student learning with
assessments, and celebrating student success. The staff is also learning and practicing
instructional strategies to guide students on interacting with new knowledge most
effectively. This will be done in Cluster groups which is part of the TAP (Teacher and
Student Advancement Program). Professional Development is led by the Master and
Mentor Teachers and the Principal. Following are the levels of professional
development at Chamberlain and what each one entails:
TAP Cluster Groups
 This is a system of professional development that is ongoing, job-embedded,
collaborative, student centered and led by expert instructors.
 Cluster groups meet for one to two hours weekly during contract time in gradealike or subject-alike groups.
 Clusters are led by expert instructors in the school — the master and/or mentor
teachers — and their activities are focused on instructional practices as
determined by student needs
 Master and Mentor Teachers provide ongoing classroom-based support.
o This includes team teaching, conducting classroom demonstration
lessons, coaching, giving regular feedback on specific teaching and
learning innovations and conducting evaluations and post-conferences.
Whole Group Professional Development-Staff Meetings
 These meetings are focused on learning goals, assessments, student
feedback/progress and instructional practices.
 Marzano’s academic vocabulary six steps is periodically reviewed and discussed
 The Action Plan is reviewed periodically throughout the year
 There are some informative sessions to discuss school and corporation issues
 Grade levels meet across the corporation periodically to focus on instruction.
Grade Level Team Meeting Times - PLC
 Every grade level staff collaborates for at least 45 minutes every week.
 During their meetings they focus on the following:
 Student data decision making
 Assessment Planning
 Curriculum Calendar lesson planning pacing
 Upcoming items
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Chamberlain Team Meetings Norms/Protocols
I agree to:
o
o
o
o
o
o
o
o
o
o
o
o
o
Place the interest of students at the forefront of all discussions & decisions.
Share responsibility of making and supporting decisions.
To take responsibility for contributing time and effort necessary to reach the best
decision.
To participate in all discussions.
To be open and honest in a positive, constructive way.
To share rationale for my perspective and/or decisions.
Listen, honor, and respect all perspectives.
To listen with respect, empathy, and an open mind.
To treat each other with dignity.
Handle conflicts in a responsible way.
To share issues without sharing individual comments or personalities concerning
staff members.
To keep student information confidential.
To have a fresh perspective.
Curriculum/Assessment/Instruction Day1 half day per Semester / 8 Step Data Meetings
 Have celebration of student progress
The Professional Development times above are implemented to increase student
achievement and to bring cohesion and focus. These Professional Development
activities are designed to keep us thinking and implementing what we believe is
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important.
Essential Questions:
What do we want students to know and be able to do?
How do we know if they know it?
What do we do with students who do and don’t know the learning goals?
STUDENT ACHIEVEMENT GOALS
Student Achievement Objectives
 Specific areas where improvement is needed immediately
 3 Week Curriculum Calendars with Common Assessments to determine needs
and provide intervention and enrichment through Success Period (30 minutes
daily for all)
 Provide 2 and 3 level interventions that support instructional practices
 Utilize student progress data to drive instructional decision making.
Goal One:
Students on grade level or above show at least one year growth in
language arts. Below grade level students will show more than one year
of growth on these assessments each year.
Objectives:
Student’s ISTEP+, mClass/Acuity, Fountas and Pinnell Benchmark
Assessments, SRI, and Houghton-Mifflin Journeys series assessments
show at least one years growth for students on grade level; more than
one years growth for students below grade level.
Strategies:
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All certified teachers are proficient in the TAP instructional rubric
Commitment and Fidelity to 3 week curriculum calendaring and
pacing
All certified teachers collect data to see if their students are
making progress in achieving a school selected goal based on
data.
Every classroom has 2 “push-in” teachers for guided instruction
that will allow every student to have guided reading instruction
every day.
Selected students below grade level have an extended day using
Fountas and Pinnell Leveled Literacy Intervention, a research
based literacy program to increase reading and writing ability.
Students below grade level offered four week summer school.
IREAD Club for students who do not pass IREAD-3
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Goal Two:
Staff improves instructional effectiveness in the Marzano’s
learning goals process with an emphasis from the TAP
instructional rubric
Students monitoring of goals and progress.
Title 1 Instructors receive training in TAP instructional rubric.
Title 1 Instructors are trained in Leveled Literacy Intervention.
Classroom and grade level data utilization data walls
Daily 30 minute Success Period for students in literacy or math to
give intensive, lasered instruction on important skills they need.
To increase vocabulary achievement and build background
knowledge, Chamberlain students use Marzano’s academic
vocabulary program in grades K-5.
Professional development in learning goals, scoring scales,
literacy, and math continues with staff
To increase reading comprehension achievement Chamberlain
students use Houghton-Mifflin Journeys Series grades K-5.
Students on grade level or above show at least one years growth in math.
Students below grade level show more than one year’s growth.
AYP goals are met.
Objectives:
Student’s ISTEP+ and mClass/Acuity assessments show at least one
years growth for students on grade level; more than one year’s growth for
students below grade level.
Strategies:
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All certified teachers are proficient in the TAP instructional rubric
Title 1 Instructors intervene with below grade level math students
during and after school.
Students below grade level learn at summer school for four
additional weeks.
Students are taught to monitor their own progress in a variety of
math areas
Most grade level data is on the walls for all to see
Daily 30 minute Success Period for students in literacy or in math
to give intensive, lasered instruction on important skills they need.
To increase math achievement, Chamberlain students use Math
Expressions materials grades K-5.
34

Professional Development times are used to develop grade level
curriculum grids that provide for a guaranteed and viable
curriculum in math.
CHAMBERLAIN BENCHMARKS: Per Priority Plan
Chamberlain student attendance is 95% or higher.
There are no STATUTES AND RULES TO BE WAIVED
THREE YEAR TIMELINE
2014-2016
Strategy
What will be done?
Person(s)
Who will provide the
leadership to
assure this strategy
is accomplished?
Timeline
When will this
strategy begin and
end?
Resources
Budget
What existing
resources will be
used to
accomplish this?
Professional
Development in
Support of the
Activity
Expeditionary
Learning
Partnership
Agreement
All Staff
Led by Principal
Fall 2014 Preimplementation
year – ongoing
SIG 1003g and
private funding
though Horizon
Education
Alliance
Ongoing PD for all
staff
Full implementation
of Expeditionary
Learning grade K-5
All Staff
Led by Principal
Fall 2015 full
implementation –
ongoing
SIG 1003g and
private funding
though Horizon
Education
Alliance
Ongoing PD for all
staff
New Teachers will
be trained in a
system of
individual student
feedback-Learning
goals, effective
feedback, student
celebration and
scoring scale
All teachers
receive effective
instructional
practices in math
and language arts
Principal, Master
and Mentor
teachers
August 2014-2016
General Fund
Weekly sessions on
these strategies
Principal, Master
and Mentor
teachers
August 2014-2016
Title 1 Funds
Weekly at Cluster
Meeting
35
Grade levels
evaluate, analyze,
and change
instruction after
looking at data
Grade levels,
Master and Mentor
teachers
August 2014- May
2016
None
Once per three
weeks
August-May
Teachers analyze
ISTEP+, Acuity and
mClass data to
determine
instructional
changes that need
to be made
Grade levels,
Principal, Master
and Mentor
teachers
August 2014- May
2016
None
Within two weeks
after data is
available
Teachers submit
needed revisions to
curriculum
calendars
30 minute
regrouping of
students around
needed skills
“Success Time”
Principal, All
Teachers
August 2013
None
Ongoing
Principal,
Classroom
teachers, Master
and Mentor
teachers
August 2014-May
2016
None
Once every three
weeks
Every classroom
has 1 additional
teacher push-in for
60 minutes daily,
every student
receives guided
reading instruction
every day
TAP high quality
instructional rubric
is learned and
used by all
teachers. Teachers
use chosen
strategy to improve
reading
comprehension.
School Leadership
Team with TLT
(Tap Leadership
Team) evaluates,
analyzes and
applies the
analysis for the
next year’s action
plan.
Principal
August 2014-May
2016
Title 1 Funds
Every day
September-May
Principal, Master
and Mentor teacher
2014-2016
Title 1 Funds
Once a week at
Cluster Meeting
Principal, School
Wide Improvement
Team
August 2014-May
2016
None
August-May
36