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. Continue Year 3 Implementation of PBIS
2. Continue Year 2 of Character Strong (SEL Daily Lessons)
3. Host Morning Meetings, Mindful Mondays, and Friday Affirmations centered on but not limited to Respect, Overcoming Challenges, and Problem Solving
4. Continue Year 3 of Trauma Sensitive School Practices (Amygdala Groups, Zone of Regulations, Calm Down Comer and Chill Zones)
5. Host 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: Almost Always True

• I enjoy coming to school. Target: 41%
• I am good at figuring out the best solution to problems I'm facing. Target: 41%
• Setbacks don't discourage me. Target: 30%
• Most students are respectful of others at this school. Target: 17%

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 2023-2024 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 each and every student two times per year.
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. Conduct Champ Talk monthly to provide strategies, monitor student progress, and identify next steps for positive learning outcomes.

iReady Universal Screener (Meeting Typical and Stretch Growth)

Percentage of Kindergarten through Fifth students demonstrating sufficient growth in the first semester to allow them to meet their annual typical and/or growth target by the end of the school year.

• Fifty-five (55%) or more of Chesney ES Students in kindergarten through fifth grade will demonstrate sufficient growth in the first semester to allow them to meet their annual Typical growth target in iReady Reading by the end of the year.
• Fifty (50%) or more of Chesney ES Fifth Students in kindergarten through fifth grade will demonstrate sufficient growth in the first semester to allow them to meet their annual Typical growth target in iReady Math by the end of the year.
• Thirty-five (35%) or more of Chesney ES Students in kindergarten through fifth grade will demonstrate sufficient growth in the first semester to allow them to meet their annual Stretch growth target in iReady Reading by the end of the year.
• Thirty (30%) or more of Chesney ES Fifth Students in kindergarten through fifth grade will demonstrate sufficient growth in the first semester to allow them to meet their annual Stretch growth target in iReady Math by the end of the year.

GA Milestones Assessments (Proficiency Rate)

Percentage of Student Groups Scoring in Proficient and Distinguished on GA Milestones Reading. Mathematics, and Science Assessments

GA Milestones Assessments (Reading on Grade Level)

Percentage of Students Performing at or above grade level on the Reading portion of GA Milestones Assessments

ACCESS

Percentage of Multilingual Learners (MLL) Progress Toward Language Proficiency-CCRPI

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 2023-24 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 two 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 and Language Arts to Fifth Grade Students who demonstrate an academic strength in mathematics and Language Arts.
4. Offer a “Thinking Skills,” Computer Science, STEM, and Problem and Project Based Learning enrichment courses that yield access to rigorous instruction, support, and challenging learning experiences.
5. Teach and expose all students to the expected level of the standard while also providing high levels of scaffolds and supports via whole and small group instruction.
6. Implement a schoolwide goal-setting process for Chesney Elementary students and teachers.

CogAT 

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

EES Survey: Student

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

• My teacher tells me the purpose for each lesson or activity. Target: 37%
• Work I do in this school is useful and interesting to me. Target: 43%
• My teacher often tells me how I am doing in class. Target: 44%
• Adults in this school help me plan and set goals for my future. Target: 52%)

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. Engage in ongoing Professional Learning centered on EL Education, Effective Math Instruction, and MTSS.
5. Implement a schoolwide goal-setting process for Chesney Elementary students and teachers.
6. Conduct weekly Learning Walks to monitor the overall effectiveness of Chesney Elementary School.

iReady Universal Screener (Meeting Typical and Stretch Growth)

Percentage of Kindergarten through Fifth students demonstrating sufficient growth in the first semester to allow them to meet their annual typical and/or growth target by the end of the school year.

• Fifty-five (55%) or more of Chesney ES Students in kindergarten through fifth grade will demonstrate sufficient growth in the first semester to allow them to meet their annual Typical growth target in iReady Reading by the end of the year.
• Fifty (50%) or more of Chesney ES Fifth Students in kindergarten through fifth grade will demonstrate sufficient growth in the first semester to allow them to meet their annual Typical growth target in iReady Math by the end of the year.
• Thirty-five (35%) or more of Chesney ES Students in kindergarten through fifth grade will demonstrate sufficient growth in the first semester to allow them to meet their annual Stretch growth target in iReady Reading by the end of the year.
• Thirty (30%) or more of Chesney ES Fifth Students in kindergarten through fifth grade will demonstrate sufficient growth in the first semester to allow them to meet their annual Stretch growth target in iReady Math by the end of the year.

GA Milestones Assessments (Proficiency Rate)

Percentage of Student Groups Scoring in Proficient and Distinguished on GA Milestones Reading. Mathematics, and Science Assessments

GA Milestones Assessments (Reading on Grade Level)

Percentage of Students Performing at or above grade level on the Reading portion of GA Milestones Assessments

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 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 parents 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. Target: 59%)

I feel welcomed at this school. Target: 68%

Parents/families have input into plans for improving this school. Target: 45%

Parent Attendance: Title I Events

Percent of Chesney ES Families in attendance for at least one Title I event