Belonging is a fundamental human need. Researchers describe belonging as, "a major factor that contributes positively to an individual's psychological development." Beyond its implications for mental health, belonging plays a specific role in education. Research shows that belonging positively affects engagement, behavior, safety, and academic performance. Based upon an analysis of Chesney Elementary School Educational Effectiveness Survey results,  a need for school improvement actions exists for students to feel a sense of belonging, to feel safe, and to feel supported throughout the school community.

1. PBIS
2. SEL Daily Lessons
3. Morning Meetings, Mindful Mondays, and Friday Affirmations
4. Trauma Sensitive School Practices (Amygdala Groups, Zone of Regulations, Calm Down Corner and Chill Zones)
5. CES Clubs (Girls on the Run, Sparkettes, Gardening, Sports Club, Coding, Readers Rally, Game Club, Chorus)

EES Student Survey

Percent increase on Educational Effectiveness Survey in the Social Support areas of:

• I enjoy coming to school. (Baseline: 86%  Target: 90%)
• I feel safe at this school. (Baseline: 86% Target: 90% )
• Adults in this school help me plan and set goals for my future. (Baseline: 85% Target: 90%)

A multi-tiered system of supports (MTSS) is a proactive and preventative framework that allows us to integrate data and instruction to maximize student achievement and support students’ social, emotional, and behavior needs from a strengths-based perspective. such a multi-tiered system affords CES a strategic pathway to address and reduce educational inequities, providing each and every student and staff members with targeted supports and enrichment that increase opportunities to succeed. During the 2022-2023 school year, more than 20% of Chesney Elementary School students demonstrated a school wide need for intervention support.

1. Administer iReady, a universal screener to examine the academic needs of each and every student.
2. Teach the academic standards and respond to student needs using high-yielding instructional strategies, small group instruction, formative assessments, and progress monitoring.
3. Offer daily Reading and Math interventions along with extensions during Instructional Focus (AKS/CQI) Time while also using the MTSS Air Rubric to monitor progress toward school wide implementation.
4. Provide Tier 3 Reading and Math interventions to eligible students.
5. Execute PBIS, SEL, and Restorative Practices school wide.

 iReady Universal Screener

Percent of Students in Kindergarten through Fifth Grade Demonstrating Median Typical Growth between Fall and Spring in Reading (Baseline: 84% Target: 87%)

Percent of Students in Kindergarten through Fifth Grade Demonstrating Median Typical Growth between Fall and Spring in Math (Baseline: 90% Target: 93%)

GA Milestones Assessments

Percentage of Student Groups Scoring in Proficient and Distinguished on GA Milestones Reading (Baseline: 40% Target: 50%) and Mathematics (Baseline: 49% Target: 52%)

GA Milestones Assessments

Percentage of Student Groups in Third through Fifth Reading on Grade Level (Baseline: 55.3%% Target: 60%)

ACCESS

Percentage of Multilingual Learners (MLL) Progress Toward Language Proficiency-CCRPI (Baseline: 92% Target: 94%)

At Chesney Elementary School, we are confronted with students entering the classroom who are further behind their grade level peers than they would typically be due to limited educational opportunity, access, and readiness. Expanding opportunities and access to each and every student at CES would not only expose all students to high-quality curriculum that reflects grade level expectations but also increases pathways for all students to demonstrate eligibility for gifted programming. During the 2022-23 school year, less than 15% of CES enrollment were served via the gifted program. In addition, based upon an analysis of the Chesney Elementary School Educational Effectiveness System results, a need for improvement action exists for students to have access to rigorous courses and support, academically challenging instruction inclusive of interest-rich learning experiences.

1. Administer iReady, a universal screener to each and every student three times per year.
2. Analyze and use iReady data to identify academic and non-academic strengths of students who demonstrate a profile of the gifted and talented.
3. Provide Accelerated Mathematics to Fifth Grade Students who demonstrate an academic strength in mathematics.
4. Offer a “Thinking Skills” enrichment course that yields access to rigorous instruction, support, and challenging learning experiences
5. Provide and engage Kindergarten through Fifth grade students in rigorous STEM Problem and Project Based learning, Coding, Robotics, Computer Science, and Enrichment Math. opportunities.

CogAT

Increase the Number of Gifted and Talented Representation from underrepresented student racial and ethnic groups

Hispanic Outcome: 37%

Hispanic Target:  41%

EES Survey: Student

Percent increase on Educational Effectiveness Survey in 3 of the High Standards and Expectation Categories:

Access to rigorous courses (Baseline: 91% Target: 93%)

Provide lessons that challenges student to learn  (Baseline: 96% Target: 97%)

Help students learn by challenging them with interesting activities in class (Baseline: 90% Target: 91%)

In Gwinnett County Public Schools, the Results-Based Evaluation System promotes continuous quality improvement by identifying the overall strengths and areas of improvements. RBES also  reflects school wide expectations for both the academic press and supportive community. In addition, the RBES acts as a catalyst for school improvement, a tool for school wide academic gap closures, a vehicle for monitoring progress toward annual goals and as a system of accountability. Based upon the end of year student performance assessment data, a need for improvement actions exist to support and increase student achievement.

1. Employ the Chesney Elementary School Instructional Framework which begins with the Academic Knowledge and Skills (AKS), is cemented in responsive teaching.
2. Enact the Chesney Elementary School Collaborative Framework where Collaborative Learning Teams (CLTs) journey through the Plan, Do, Check, Act Cycle and where they analyze and utilize both formative and summative assessment data to monitor the progress of each student group toward reading and math proficiency. 
3. Provide Reading and Math interventions via small group instruction as well as personalized pathway of instruction via iReady, Amplify, and LLI.
4. Conduct weekly Learning Walks to monitor the overall effectiveness of Chesney Elementary School.

iReady Universal Screener

Percent of Students in Kindergarten through Fifth Grade Demonstrating Median Typical Growth between Fall and Spring in Reading (Baseline:  84% Target: 87%)

Percent of Students in Kindergarten through Fifth Grade Demonstrating Median Typical Growth between Fall and Spring in Math (Baseline:  90% Target: 93%)

GA Milestones Assessments

Percentage of Student Groups Scoring in Proficient and Distinguished on GA Milestones Reading (Baseline: 40% Target: 50%) and Mathematics (Baseline: 49% Target: 52%)

GA Milestones Assessments

Percentage of Student Groups in Third through Fifth Reading on Grade Level (Baseline: 55.3%% Target: 60%)

Good two-way communication between families and schools is necessary for your students' success. Not surprisingly, research shows that the more schools and parents schools share relevant information with each other about a student, the better equipped both will be to help that student achieve academically. Chesney Elementary is highly diverse and is a school where more than 29 different languages are spoken. As a result of such great diversity among our CES families, it is not effective to rely on a single method of communication to reach all homes with a given message. It is essential that a variety of strategies are adapted to the needs of each and every CES family and be incorporated into the school’s overall two-way communication plan, especially when it comes to parents having opportunities to provide input into school improvement. Based upon an analysis of Chesney Elementary School Educational Effectiveness Survey results,  a need for school improvement actions exists for parents and families to render input in the school’s improvement plan.

1. Employ two-way communication between school and families using ClassDojo, CES Website, and Constant Contact.
2. Engage families via Principal Town Hall meeting, Title I Parent Engagement meetings, and Parent-Teacher Conferences.
3. Elevate student voice via Chesney ES Student Council, Ambassadors, and Monthly Student-Principal Chat and Chews.
4. Host CES School Council and PTA meetings and use both as opportunities to solicit additional feedback and input for school improvement actions.

EES Survey: Parents

Percent increase on Educational Effectiveness Survey in the Parent and Community Involvement:

Parents/families have input into plans for improving this school (Baseline: 86% Target: 87%)

Parent organizations at this school actively encourages all families to participate. (Baseline: 90% Target: 91%)

We will build our parents' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise.

1. Offer and host regular parent meetings, cultural events, family nights, and festivals throughout the semester to support the whole family.
2. Offer and host regular parent meetings throughout the semester to support in students' academic needs in the four core: Reading, Math, Science, and Social Studies.
3. Offer quarterly Principal Town Halls where parents can ask questions, provide input and feedback in the school improvement process.
4. Provide English classes for parent who desire to learn the English language.
5. Orient all new CES Families to the school by providing each family with the school's academic and extracurricular offerings as well as its counseling and intervention services to support the whole child.

EES Survey: Parents

Percent increase on Educational Effectiveness Survey in the Parent and Community Involvement and Monitoring of Teaching and Learning Categories:

I am given opportunities to discuss my students' progress at this school. (Baseline: 90% Target: %)

I feel welcomed at this school. (Baseline: 93% Target: %)

Parent Attendance: Title I Events

Target:  75% of Chesney ES Families will attend at least one Title I event.