Rockdale County Public Schools
Schoolwide Title I Plan
Peek’s Chapel Elementary School / Plan Originated: / August 2005Plan Revised: / August 1, 2016
- A comprehensive needs assessment:
Peek’s Chapel Elementary opened during the 2001-2002 school year. Due to the fact that the facility was not ready at the projected completion date, students were housed at Honey Creek Elementary for one school year. The facility was completed and ready for the opening of the 2002-2003 school year. The school is located in a fast-growing suburb of Atlanta; enrollment has grown steadily since its beginning, reaching an enrollment of 637 students as of this revision. As the enrollment grew, so did the school’s transiency rate. The transient population percentage (based on the number of students who entered or withdrew during the course of the school year) was 77% in 2005-2006 and 75% in 2006-2007.
Student Enrollment 2008-2015
2008-2009 / 2009-2010 / 2010-2011 / 2011-2012 / 2012-2013 / 2013-2014 / 2014-2015 / 2015-2016
598 / 630 / 621 / 610 / 623 / 621 / 641 / 629
The predominant ethnic population at Peek’s Chapel Elementary School is African American. While the Hispanic population in Rockdale County has grown over the past several years, the Hispanic population of Peek’s Chapel is less than 5%. This low percentage is partially due to the fact that many of the Hispanic students in the area attend other schools in the system that house English Language Learner (ELL) programs. Peek’s Chapel has seen an increasing enrollment of African-American students; the White/Non-Hispanic student enrollment has decreased over the years.
Ethnic Background of Students
Ethnicity / 2008-2009 / 2009-2010 / 2010-2011 / 2011-2012 / 2012-2013 / 2013-2014 / 2014-2015 / 2015-2016
Native American / 2% / 0% / .17% / 0.33% / .48% / .49% / -
Hispanic / 3% / 5% / 3.09% / 2.95% / 4.33% / 3.09% / 5.65% / 6%
Asian/Pacific Islander / 0% / 2% / 1.89% / 1.3% / 1.28% / 1.46% / 1.09% / 1%
African-American / 84% / 83.% / 85.4% / 83.93% / 84.59% / 86.17% / 85.71% / 86%
White/Non-Hispanic / 8% / 7% / 5.5% / 5.74% / 4.82% / 5.20% / 3.45% / 3%
Multi-racial / 5% / 3% / 3.95% / 5.08% / 4.5% / 3.58% / 3.45% / 4%
Our school wide plan is written for all students in the school based on the following areas of need:
- Asteady rate of students qualifying for the free/reduced lunch program.
Enrollment / 641 / 629
F/R / 80% / 83%
- Continued high numbers of students referred for special services including the following enrollments:
- Gifted Education
- Special Education
- Early Intervention Program
Gifted / 11.5%
Special Ed / 10.7%
EIP Segments / 215
In addition, our high transiency rate as well as a lack of parental participation in both the classroom and Parent Teacher Association indicates that students require additional assistance in order to achieve academic success and social growth.
- Focus on student growth in all academic areas, increasing the percent of students in the typical/high growth ranges. Chart below indicates the percent of SY 2016 3rd and 4th graders in each of the identified categories: *test scores including all students from initial testing in April.
Achievement Levels 2, 3, 4 / 65.5% / 83% / 68.5% / 71.50%
- Increase in student reading achievement in 5TH grade
- Increase the percent of students achieving a Lexile of 650 and 850 in in 3rd and 5th grade respectively.
% of students At/Above Lexile of 650 (3rd) 850 (5th) / 43% / 69%
- Professional growth for individual teachers and staff to support all academic content areas and classroom management to reduce the number of minor incidences that disrupt classroom instruction.
# of Incidences / 95 / 111 / 41
- Schoolwide reform strategies:
By using only LEA provided funds, class sizes in 5th grade fall between 25-27 students. To reduce this ratio to maximize effectiveness, Peek’s Chapel’s Title 1 funds will be used to add 1 additional classroom teacher, creating class sizes of approximately 20 students, which will in-turn reduce small groups for learning to less than 15.
In addition to reduced class sizes and small group learning, students in grades 1st -5th will be clustered based on their gifted eligibility with a gifted endorsed teacher for advanced content instruction, or participate in a gifted collaborative model. K-2nd grade gifted students will be clustered in their classes and will meet with a county gifted endorsed teacher once a week in addition to being served through the collaborative model on a daily basis. Third through fifth grade students will attend the county’s gifted program at the Program Challenge Center one day a week. EIP teachers will provide remediation initially to students based on end of the year eligibility following the RCPS EIP guidelines. As their schedules allow, they will provide services for students who are recommended by their teachers based on their at-risk status.
Grades 1-5 students will utilize STAR360 monthly to monitor their reading and math progress, focusing on scale scores and Lexile. Students will utilize student data notebooks to track and monitor their progress as well as set monthly goals. According to John Hattie’s publication Visible Learning, student goal setting/self-reported grades has an effect size of 1.44 along with teaching self-verbalization/self-questioning with an effect size of .64. In addition to STAR360, K-2 teachers will utilize Saxon Phonics to teach phonics, which phonics instruction yields an effect size of .60. Grades 3-5 will utilize Achieve3000 independently and in small groups on a regular basis, tracking and monitoring their own progress focusing on scale score and Lexile. Students will use student data notebooks to track their progress and monitor their goals. Stretch passages will be used to support below grade level readers by classroom and support teachers. The inclusion, collaborative, and resource models will be used for identified special education students in the areas of reading, math, and writing. These models will enable teachers to provide on-grade level instruction, as well as remediation activities, as needed.
As students monitor their own progress, teachers will monitor progress and student achievement through the implementation of a multi-tiered process. Grade-level teachers will continue to meet weekly within the instructional schedule in professional learning committees (PLC) to participate in professional learning, review student work, and chart student growth and achievement. Teachers will meet weekly with the schoolwide RTI Student Support Team (SST) which includes the RTI chair, assistant principal, school psychologist, principal, teacher and parent to discuss strategies, analyze student assessments, and make recommendations for continued support of identified students at the tier three level. Teachers will continue to review multiple pieces of student achievement data, including mastery of report card standards, and will develop tier two intervention groups as needed.
Administration will lead quarterly data meetings which will include classroom teachers and support personnel. During these meetings the group will review quarterly progress and achievement based on benchmarks, STAR360 assessments, Achieve3000, and other data available. This data will guide and inform safety net caseloads to include EIP, Tier 2 groups, and tutoring in order to meet the needs of each student.
Plans are in place to continue programs that are currently effective and add new programs that will benefit and accelerate the learning of our students. These programs include:
- Accelerated Reader
- Before/After School Tutorial Programs (Reading, and Math)
- Kindercamp
- CHAMPS (Choosing Healthy Activities and Methods Promoting Safety)
- 4th-5th grade Chorus
- 4-H
- Reading Bowl Team
- Robotic/Rockbots-LEGO Club
- Honors Day Programs
- Oratorical Showcase
- Spelling Bee
- Young Georgia Author’s Writing Competition.
Our goals and activities support Rockdale County Public Schools’ strategic goals of increasing student achievement, effective and efficient use of resources, and stakeholder satisfaction. In addition, the goals and activities are aligned with the AdvancED accreditation and school improvement expectations and process. Through the development and quarterly monitoring of the Strategic School Improvement Plan, progress on meeting specific goals focusing on academic achievement, quality instruction, classroom management, student engagement and parental involvement is updated regularly. The staff continues to examine the effectiveness of each program and initiative. Teachers will meet weekly to analyze test data: Georgia Milestones, RCPS SLO Assessments, county benchmarks, pretests/posttests, and weekly common assessments. They will identify strengths and weaknesses, create an instructional plan of action, and implement research-based instructional strategies in the classroom. Student success in reading, writing, math, science and social studies will be documented using county benchmarks, mastery checklists, progress reports, report cards, performance-based assessments, and weekly assessments. All Peek’s Chapel students will participate in curricular activities to master the curriculum standards as set by the state of Georgia.
- Instruction by highly qualified (HQ) teachers.
At the heart of the school is the dedicated staff. During the 2016-2017 school year, Peek’s Chapel employs two administrators, one media specialist, a digital learning specialist, 42teachers, and one counselor. Additionally, Peek’s Chapel employs 14 paraprofessionals with 5 classified staff. Peek’s Chapel has a 100% highly qualified, certified staff. The majority of the staff has advanced degrees; several are presently enrolled in advanced degree programs and/or additional certification classes.
Administrators attend local and state job fairs as scheduled, post available positions on TeachGA and use the school’s website to attract teacher candidates. Candidates for hire are screened first by the principal and assistant principal, and must have certification in their field and a successful completion of the GACE. Candidates are recommended to an interview team consisting of administrators, counselor and teachers as part of the hiring process. Once hired, new teachers are provided with a mentor to assist them in becoming acclimated to the school, lesson planning, classroom observing, and professional growth. New teachers also meet with the administrative team for reflection on their teaching and support of school-wide processes.
Faculty and staff members are provided training for new program initiatives which will enable them to be qualified to teach our students. Current initiatives include training for classroom management, technology, reading, and writing. Faculty and staff members are encouraged to attend workshops and training sessions offered through other programs and individuals.
Rockdale County follows the state of Georgia’s guidelines in implementing TKES (Teacher Keys Effectiveness System) as an evaluation instrument. Informal and formal evaluations are administered and supervised by the school’s administration. Teacher progress is monitored through the administration, district coaches, and mentors. As a component of Teacher Keys, teachers will utilize teacher growth plans in setting individual professional goals. Feedback to teachers and a focus on the growth of these goals are the foundational elements of the Teacher Keys.
- In accordance with Section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.
The professional learning plan for Peek’s Chapel is based on the school strategic improvement plan goals, strategic plan, AdvancEd self-assessment and an analysis of staff members’ needs and is available for all faculty and staff. All training is focused on the outcome of 100% of the student body meeting or exceeding standards. Based on data analysis of the Georgia Milestones, RCPS Summative Assessments, Star EL, SRI, quarterly benchmarks and classroom performance, training sessions are planned to assist faculty and staff members in identifying areas of need and/or planning interventions and strategies. Each year staff members complete the SAI survey and school generated surveys to give feedback that is used to develop the school’s professional learning plan.
Each staff member is afforded the required time necessary to complete training. Technology training, programs that enrich the teaching of the curriculum, and training to meet the social, emotional, and behavioral needs of the student body will continue to be a part of the school’s professional learning plan.
The Strategic School Improvement Plan encompasses all areas deemed appropriate for school improvement, based on current data. Increasing student reading levels will be a focus. As a part of professional learning current materials used will be reviewed for rigor and relevance. Current practices for reading instruction will be evaluated and professional learning will be implemented to enhance any areas seen as a deficit. Teachers will receive additional training in using, interpreting, and planning instruction based on the STAR assessments and Achieve 3000. In addition, teachers in grades K-2 will be provided the opportunity to earn their reading endorsement during the 2016-2017 school year.
Target areas of professional learning will include reading, technology, math, and student engagement to reduce classroom disruptions. Teachers will continue to be encouraged to attend conferences, county level training sessions, and other school programs to gain new strategies and techniques. They are given time to collaborate with fellow teachers on a daily basis, at weekly grade level professional learning community time, and at faculty meetings. Peek’s Chapel will use a vertical team approach with representative staff members from each grade level working together to set academic goals for our students.
- Strategies to attract high-quality highly qualified teachers to high-need schools.
Strategies to attract highly qualified teachers to our school will be employed. Administration will attend job fairs as scheduled and, along with members of the Interview Team, will seek the most qualified teachers. As positions come available, potential candidates will be invited to participate in the interview team process.
- Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.
Parents have multiple opportunities to be involved in their child’s education at PCE. A strong PTO Board and membership support numerous activities throughout the school year, and parents are active as volunteers. In addition, parents and community members serve on the School Council, Strategic Planning Team, and Title I Committee.
At the beginning of the school year, parents and students are invited to attend Open House where students meet their teacher and parents have the opportunity to ask questions about the upcoming school year and learn about volunteering opportunities. Curriculum Nights are scheduled for each grade level during the first few weeks of each semester of school. Parents are given specific information about the curriculum, daily instructional schedule, attendance, communication, assessments, classroom and school procedures, standards-based grading and reporting, and ways to support their child at home. Communication tools for parents include school agendas, communication folders, classroom newsletters, the school’s web site, Facebook, parent/teacher conferences, phone messages, itsLearning, Infinite Campus Parent Portal, progress reports, and report cards.
Surveys have been completed by parents to gain their input in planning training opportunities that are applicable to their needs. Parenting classes will include technology resources, math and reading strategies, and test-taking strategies. During Kindercamp, parents are provided with resources and strategies to use in assisting their child with the transition to pre-kindergarten and/or kindergarten.
Parent, student and teacher conferences are held school-wide two times per school year. Additional conferences may be scheduled by the parent or teacher as needed. Parents are provided with an update on their child’s progress, areas of strength and need, and resources to assist the student and parent. A copy of each child’s Georgia Milestones/RCPS Summative Assessment scores are sent to parents along with a cover letter that explains the test scores and offers additional assistance through the school’s testing coordinator, counselor and classroom teacher. Upon completion of the quarterly benchmarks, letters are sent home to make parents aware of student results. Parents are given the option of scheduling a conference with school personnel for more information.
Parent participation in PTO membership and events is highly encouraged. PTO meetings include student performances and recognition, parent tips, and informational sessions on the curriculum, and community services. The annual fall festival involves many parents and also reaches out to include community members as they make donations to the events and/or participate in the activities. In addition, the PTO works to support classroom instruction by encouraging parents to serve as volunteers.