Chappell Elementary School

International Baccalaureate

Primary Years Programme

Curriculum Guide

Chappell Cheetahs.jpg


Mission and Vision ………………..……………………………………………………………………….        2

International Baccalaureate Primary Years Programme ……………………………………………….               2-3

International Baccalaureate Learner Profile ……………………………………………………………..         4

Curriculum Framework ……………………………………………………………………………………        5-6

Action ……………………………………………………………………………………………………….        7

Exhibition ……………………………………………………………………………………………………        7

Academic Honesty Policy ………………………………………………………………………………….        8

Assessment Policy ………………………………………………………………………………………….        9-12

Learning Strategies Policy…………………………………………………………………………………..       13 - 15

Language Policy ……………………………………………………………………………………………..       16 - 19

Title 1 Program ………………………………………………………………………………………………..      19 - 22


We educate all students to be internationally minded so they will be college, career and community ready, inspired to succeed in our diverse world.


Chappell Elementary School believes that

The International Baccalaureate Primary Years Programme

Chappell Elementary School is committed to implement and further develop the International Baccalaureate Primary Years Programme (IBPYP) from 4K through Grade 5.  Chappell was officially authorized to offer the PYP in June, 2012 and will be participating in an IB Evaluation in spring of 2017.  Following the evaluation we will share the results of their feedback with our community.

Chappell School sets out to meet the diverse needs of the students through the Primary Years Programme, by ensuring that learning is engaging, relevant, challenging and significant.  The school follows a transdisciplinary model, whereby themes of global significance frame the learning throughout the primary years.  This means that students are encouraged to make connections between subject areas, and traditional curriculum areas are used as lenses to help students inquire into big ideas.  The PYP is both a curriculum framework and a philosophy that facilitates inquiry.  Through inquiry, the students are encouraged to question, wonder, doubt, speculate and generalize as part of their learning journey to construct meaning about the world around them.  Students have the opportunity to explore significant local and global issues and are also encouraged to consider situations critically from multiple viewpoints.

The PYP encourages students to become independent learners, and Chappell encourages them to make connections between life in school, life at home and life in the world. By helping students to see that learning is connected to life, a strong foundation for future learning is established.

Chappell encourages students to

Students will

Chappell is committed to

The International Baccalaureate Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.   (IB, 2013)

IB learners strive to be:

Inquirers                        They develop their natural curiosity.  They acquire the skills necessary to conduct        

inquiry and research and show independence in learning.  They actively enjoy learning

and this love of learning will be sustained throughout their lives.


Knowledgeable                They explore concepts, ideas and issues that have local and global significance.  In

                                so doing, they acquire in-depth knowledge and develop understanding across a

                                broad and balanced range of disciplines.

Thinkers                        They exercise initiative in applying thinking skills critically and creatively to recognize

                                and approach complex problems, and make reasoned, ethical decisions.

Communicators                They understand and express ideas and information confidently and creatively in

                                more than one language in a variety of modes of communication.  They work

effectively and willingly in collaboration with others.

Principled                        They act with integrity and honesty, with a strong sense of fairness, justice and

respect  for the dignity of the individual, groups and communities.  They take

responsibility for their own actions and the consequences that accompany them.

Open-minded                They understand and appreciate their own cultures and personal histories, and are

                                open to the perspectives, values and traditions of other individuals and communities.                                  They are accustomed to seeking and evaluating a range of points of view, and are                                        willing to grow from the experience.

Caring                                They show empathy, compassion and respect towards the needs and feelings of                                         others.  They have a personal commitment to service, and act to make a positive                                        difference to the lives of others and to the environment.

Risk-takers                        They approach unfamiliar situations and uncertainty with courage and forethought,

                                and have the independence of spirit to explore new roles, ideas and strategies.  They

are brave and articulate in defending their beliefs.

Balanced                        They understand the importance of intellectual, physical and emotional balance                                        to achieve personal well-being for themselves and others.

Reflective                        They give thoughtful consideration to their own learning and experience.  They are

able to assess and understand their strengths and limitations in order to support                their learning and personal development.

Curriculum Framework

The aim of the PYP is to create a curriculum that is engaging, relevant, challenging and significant, and is achieved through structured inquiry and the development of five essential elements:  knowledge, concepts, skills, attitudes and action.

Knowledge:  What do we want students to know?

While the PYP acknowledges the importance of traditional subject areas (language, mathematics, social studies, science, personal, social and physical education, and arts), it also recognizes the importance of acquiring a set of skills in context and of exploring content which transcends the boundaries of the traditional subjects and is relevant to students.

The PYP has six transdisciplinary themes that provide the framework for learning.  These themes are globally significant and support the acquisition of knowledge, concepts and skills of the traditional subjects.  

The PYP transdisciplinary themes are

Who we are                An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social                                and spiritual health, human relationships including families, friends, communities, and                                 cultures; rights and responsibilities; what it means to be human.

Where we are        An inquiry into orientation in place and time; personal histories; homes and journeys; the         

in place and time        discoveries, explorations and migrations of humankind; the relationships between and the                        interconnectedness of individuals and civilizations, from local and global perspectives.

How we express        An inquiry into the ways in which we discover and express ideas, feelings, nature, culture,

ourselves                beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our                                appreciation of the aesthetic.

How the world        An inquiry into the natural world and its laws; the interaction between the natural world        

works                        (physical and biological) and human societies; how humans use their understanding of                                scientific principles; the impact of scientific and technological advances on society and                                on the environment.

How we organize        An inquiry into the interconnectedness of human-made systems and communities; the

ourselves                structure and function of organizations; societal decision-making; economic activities and                        their impact on humankind and the environment.        

Sharing the planet        An inquiry into the rights and responsibilities in the struggle to share finite resources with                                other people and with other living things; communities and the relationship within and                                between them; access to equal opportunities; peace and conflict resolution.

Students inquire into, and learn about, these globally significant issues through units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme.  

Concepts:  What do we want students to understand?

The following key concepts are used to support and structure the inquiries.  The exploration of concepts leads to a deeper understanding and allows students to transfer knowledge learned in one area of the curriculum to another.

Form                        What is it like?  The understanding that everything has a form with recognizable features that                        can be observed, identified, described and categorized.

Function                How does it work?  The understanding that everything has a purpose, a role or a way of                                behaving that can be investigated.

Causation                Why is it like it is?  The understanding that things do not just happen, that there are causal                        relationships at work and that actions have consequences.

Change                How is it changing?  The understanding that change is the process of movement from                                one state to another.  It is universal and inevitable.

Connection                How is it connected to other things?  The understanding that we live in a world of interacting                        systems in which the actions of any individual element affect others.

Perspective                What are the points of view?  The understanding that knowledge is moderated by                                       perspectives; different perspectives lead to different interpretations, understandings and                                findings; perspectives may be individual, group, cultural or disciplinary.

Responsibility        What is our responsibility?  The understanding that people make choices based on their                                 understandings, and the actions they take as a result do make a difference.

Reflection                How do we know?  The understanding that there are different ways of knowing and that                                 it is important to reflect on our conclusions, to consider our methods of reasoning and the                        quality and the reliability of the evidence we have considered.

Skills:  What do we want students to be able to do?

Throughout their learning in the Primary Years Programme, students acquire and apply a set of skills which are valuable not only for teaching and learning that goes on within classrooms but also in life outside of school.  The PYP identifies five sets of transdisciplinary skills, or approaches to learning:

Attitudes:  What do we want students to feel, value, and demonstrate?

Chappell encourages attitudes that contribute to the wellbeing of the individual and of the group.  Students develop personal attitudes towards people, the environment and learning.  At Chappell we encourage appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance.

Action:  How do we want the students to act?

Students at Chappell are encouraged to take action as a result of their learning.  Action can be a demonstration of a sense of responsibility and respect for themselves, others and the environment.  Action usually begins in a small way but arises from genuine concern and commitment.  Action as a result of learning often happens beyond the classroom, and teachers at Chappell are always excited to know about action that the students take outside of school.

Grade 5 Exhibition

At Chappell, students in their final year of the PYP (Grade 5), participate in a culminating project, the Grade 5 PYP Exhibition.  It is not only a celebration as students move from the Primary Years Programme into the Middle Years Programme, but is also a final assessment where each student is required to demonstrate engagement with the essential elements of the PYP:  knowledge, concepts, skills, attitudes and action.  Students engage in a collaborative, transdisciplinary inquiry that involves them in identifying, investigating and offering solutions to real-life issues or problems.

Academic Honesty Policy

Academic honesty at the Primary School means that students engage in the inquiry process as principled learners and critical thinkers who respect the ideas of others.  In doing so, students are expected to make use of the essential elements of the PYP.

Students will develop an understanding of the following concepts:

Students will learn the following skills:

Students will become knowledgeable about

We will model and foster the following attitudes for the students:

Ultimately, we aim for the students to take action for themselves by applying their understanding, knowledge, skills and attitudes to take the initiative in being academically honest, and to take pride in their own accomplishments.  Should a student be found not following these guidelines consciously, a teacher will speak to him/her, ask the student to complete a reflection if deemed appropriate, and involve the parents if necessary.

September, 2016/May, 2017/May 2018

Assessment Policy

Chappell Elementary School

Purpose of Assessment

        At Chappell Elementary, the primary purpose of assessment and evaluation is to improve student learning.  Assessment informs teachers of what their students know; if students can transfer and apply what they have learned, and how to differentiate instruction.  Assessment also allows students to discover their strengths and weaknesses and set goals for future learning.  Assessment also informs parents of their child’s progress.  Lastly, assessment monitors the effectiveness of the school’s program and informs professional development.

High Quality Assessment

        Assessments are varied in type, and there are different purposes for assessments.  At Chappell Elementary, we believe that regardless of the purpose, there are shared characteristics of high quality assessments.  These characteristics include:

We believe in using varied assessment tools in all grade levels.  For example:


Assessment is used to support student learning and encourage student success.  It is integrated regularly with instruction. Teachers use the results to better their teaching practices based on student needs.

Practices common to all programs

  1. Formative assessment is an integral part of instruction.  Practices related to formative assessment include:
  1. Giving students frequent, specific and descriptive feedback on formative tasks.
  2. Giving students feedback that aims to improve performance.
  3. Giving students feedback that provides an incentive for improvement.
  1. Summative assessments are used as the basis for determining the understanding of standards and/or learning goals.  Practices related to summative assessment include:
  1. Gathering information to reflect on teaching practices.
  2. Opportunities for students to demonstrate what they have learned.
  3. Summative assessments are scored using common rubric and scored as a grade level team
  1. Reporting of student achievement occurs formally three times each year:
  1. One report at Parent-Teacher Conferences in November.
  2. Two more reports will be provided in February, and June
  3. One student-led conference will be held in March and is a practice for communicating student learning to parents. If requested an additional Parent-Teacher conference can be held in March.

Our Portfolio Agreements:

Purpose -  Our portfolio is a collection of student work which shows evidence of the process of learning and progress over time.  Our portfolios are collected electronically through ManageBac.  Parents will be provided access to ManageBac so they are able to access student portfolios.  Students will also share their portfolios during student led conferences.

Organization-   Students must collect and reflect on artifacts throughout the year in the following categories:   learner profiles, each transdisciplinary unit taught and specialists areas.  At the end of every transdisciplinary unit the artifacts need to be uploaded to the portfolio.  


District Assessment Requirements:

Name of


Content of Assessment

Purpose of Assessment

Frequency of Implementation

Proficiency Levels

Fountas and Pinnell Reading Records

Reading Processing

Reading Comprehension Reading Fluency (rate and accuracy)

Determine the independent and instructional level of all students

Provide the basis for guided literacy in all classrooms

Identify students for academic interventions and enrichment

Kindergarten -5th: May

End of year benchmarks:

Kinder – D-E

1st grade – J-K

2nd grade – M-N

3rd grade – P-Q

4th grade – S-T

5th grade – V-W

Running Records

Reading Processing

Reading Fluency

Reading Comprehension

Determine the independent and instructional reading level

Progress monitoring students’  reading processing

Determine reading strategies and levels for whole group and small group reading instruction

Kindergarten - 5th:

September, January, and May

End of year benchmarks:

Kinder – D-E

1st grade – J-K

2nd grade – M-N

3rd grade – P-Q

4th grade – S-T

5th grade – V-W

Forward Exam

Reading Comprehension



Science (4th only)

Social Studies (4th only)


Measure our students’ achievement with regards to the Wisconsin academic standards

Grades 3, 4, 5 –








Math and Reading

Universal screener to measure growth over time

1st -5th grade

September, January, May and when needed

Measure growth over time

Words Their Way Spelling Inventory

Spelling Patterns

Determine developmental Spelling stage

Inform whole group and small group phonics and vocabulary instruction

Progress Monitors students’ spelling growth

Kindergarten - 5th

September, January, and May

K- Middle        Letter        Name-Alphabetic

1st-Early        Within        Word        Pattern

2nd-Late        Within        Word        Pattern

3rd -Early Syllables and        Affixes

4th- Middle        Syllables and        Affixes

5th- Late        Syllables and        Affixes

Lucy Calkin’s Writing Performance


Writing Development (structure, elaboration, craft, language conventions)

Determine students’ writing level

Progress monitor students’ writing progression in use of structure, development, and language conventions

Inform whole group and small group phonics and vocabulary instruction

Kindergarten - 5th

Approximately September, January, and May

Kindergarten - 5th: Reach a scale score of 3 or higher

Physical Education Fitness Testing

Muscular Strength (Flexed Arm Hang)

Muscular Endurance(Curl-Ups)

Flexibility (Sit-and-Reach)

Cardiorespiratory                          Endurance (PACER)

To help determine the health status and physical fitness of an individual through goal setting and self improvement.

Fall (October) and Spring (April) (3rd-5th grade scores taken; 4K-2nd grade no scores taken)

Benchmarks: For each student to improve their score across the battery of tests between the fall assessment and spring assessment during the school year


Assessment is the process of gathering information on student learning from a variety of sources to understand how well students are achieving identified curriculum expectations.

Evaluation is the process of judging the quality of student work based on identified criteria and assigning a value to represent the level of achievement attained.

Formative assessment is the process of gathering information during the learning process. It involves constructive and specific feedback to students aimed to improve learning.  This evidence may be used for determining a grade/level when there is insufficient evidence from summative assessments.

Summative assessment may occur throughout a unit of inquiry.  Summative assessment is designed to allow students to demonstrate achievement toward the expectations of a unit of inquiry.  It forms the primary basis for establishing the report card levels of achievement.

Review of Assessment Policy:

        A committee will be formed annually to review the assessment policy.  The committee will be made up of the building principal, PYP Coordinator and 3 or more members of the building leadership team.  The purpose of this committee will be to review the current assessment policy, revise the policy as needed, and plan how to communicate our assessment policy to the staff and parents.

Revised September, 2016/May, 2017/May 2018

Chappell Elementary School

Learning Strategies Policy (revised October, 2016/May 2018)


  1. Individualized Education Plan (IEP) – a formal written plan developed for each student with an identified learning need.
  2. Inclusive Classrooms – classrooms that include students with a variety of learning needs.
  3. Accommodations – changes to instruction or assessment that allow an individual student to learn the curriculum and demonstrate that knowledge.
  4. Differentiated instruction – instruction in an inclusive classroom that is tailored to the individual needs of a learner.


  1.  Our mission:  We educate all students to be internationally minded so they will be college, career, and community ready inspired to succeed in our diverse world.   The purpose of the Learning Strategies Policy is to ensure that students with identified learning needs are supported so that they can live our Chappell mission statement.
  2. Chappell Elementary is committed to providing the IB Primary Years Program to every student regardless of his/her learning needs.  Our classrooms are inclusive and welcome diversity of learning styles.  This Learning Strategies Policy is designed to ensure that the special education needs of individual learners are met within this context.
  3. Students with special education needs are identified and accommodated so that they have equal access to the curriculum.  The Special Education teacher will work with the classroom teachers to ensure that differentiated instruction is provided in the classroom for special needs students.  We understand that differentiated instruction is good practice and do not confine differentiation exclusively to identified students.
  4. We believe that every student is the responsibility of every teacher.  This means that our teachers take ownership of the students with special learning needs in their classrooms and differentiate their instruction to meet those needs.
  5. During monthly collaboration meetings all staff meet to identify needs and strategies for all students.  Teachers are invited to share successful strategies they have developed.  In this way, professional development is on-going and teachers share their expertise.

Chappell Elementary is committed to making our classrooms safe, inclusive environments where every student has an opportunity to learn and grow so that they can realize their potential to shape a better world.

Green Bay Area School District

Board Policy 411

Equal Educational Opportunities

The Green Bay Area School District is committed and dedicated to the task of providing the best education possible for every student enrolled in the District, regardless of family circumstances, for as long as the student can benefit from attendance and the student’s conduct is compatible with the welfare of the entire student body. There shall be no discrimination by sex, race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, homelessness status or physical, mental, emotional or learning disability/handicap.

Reasonable accommodations of a student’s sincerely held religious beliefs shall be made with regard to examinations and other academic requirements. In order to receive such accommodations, a student, or parent/guardian of a minor student can notify the building principal or designee of potential conflicts. The student will be permitted to make up an examination or academic requirement another time for by alternative methods with our prejudicial effect.

Complaints regarding the interpretation or application of this policy shall be processed in accordance with established procedures. The procedures and forms for filing discrimination complaints shall be available from building principals or the District Equity Coordinator.

Annually, the District shall provide a Class I legal notice of this policy and its accompanying complaint procedures. In addition, a student nondiscrimination statement shall be included in the student and staff handbooks, course selection handbooks and other published materials distributed to the public describing school activities and opportunities.

Green Bay Area School District

Board Policy 342.1

Programs for Students with Disabilities

The District affirms its responsibility to make appropriate special education programs and related services available to students with disabilities in accordance with state and federal laws and regulations.

The District recognizes that special education programs and services are part of the total educational program in the District and not a separate entity. The District also recognizes the legal requirement that students with disabilities be educated in the least restrictive environment that is appropriate to their individual needs. Consistent with the philosophy, the District believes it is desirable that:

  1. Students with disabilities participate to the maximum extent possible in regular education programs – academic, non-academic and co-curricular, along with students who do not have disabilities. Special classes, separate schooling or other removal of students with disabilities from regular educational environment should occur only when the severity of the disability cannot be dealt with in a regular educational setting through the use of supplementary aids and services.
  2. Students with disabilities be in chronologically age appropriate environments.
  3. Programs for students with disabilities be distributed geographically within the District to the greatest degree appropriate and possible.
  4. Specific educational programs and services for a student with disability be determined by an individualized education program (IEP) team and be based on an assessment of the student’s individual needs. Students with disabilities shall participate in academic assessments required by law, with or without accommodations, or alternate assessments as outlined in the student’s IEP.

The District utilizes a special education handbook that outlines guidelines and procedures to be used by the District staff. The handbook also includes a section that outlines specific policies and procedures relating to students with disabilities. The section of the handbook shall meet legal requirements and be adopted by the School Board.

Within the parameters of state and federal laws governing the operation of programs for students with disabilities, there are due process safeguards for parent rights and appeal. Such provisions shall be adhered to by the District.

Green Bay Area School District

Board Policy 342.3

Programs for Gifted and Talented Students

The District provides for the continuous identification of potentially gifted and talented students in intellectual, creative, artistic, leadership and academic domains. Multiple criteria such as achievement tests, product and/or performance evaluations, and parent, teacher, peer, and self-nominations will be used to identify gifted or talented students. A student may be identified as gifted or talented in one or more categories.

The School Board shall provide access to appropriate programs for students identified as gifted or talented. It is recognized that educational alternatives may need to be provided for such students. These alternatives may include acceleration beyond specific grade level, subject and/or course included in the normal program and curriculum sequence consistent with a Board of Education approved program plan which will be periodically reviewed.

The District shall provide opportunities for parent participation in the planning of student’s proposed program.

Green Bay Area School District

Board Policy 342.8

Section 504/ADA Educational Opportunities

The District shall provide a free and appropriate public education to each student within its jurisdiction without discrimination because of the student’s disability or handicapping condition. Reasonable accommodations shall be provided to allow students with disabilities/handicaps to have an equal opportunity to participate in school and school-related activities.

It is the intent of the District to ensure that all students with disabilities/handicaps as defined by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) are identified, evaluated and provided with appropriate educational services in accordance with legal requirements and established procedures outlined in the District’s Section 504/ADA handbook.

Language Policy 


Language Profile

Practices of Teaching Language

We believe in providing a balanced literacy program in which students are actively engaged.

        Practices for Reading include:

Practices for writing include:

Practices for Speaking and Listening include:

Practices for Viewing include:

Practices to support Language Learners Second Language Acquisition include:

Mother Tongue Support

Language Policy Review Cycle

        We will review our policy on a yearly basis along with all other policies.  We will make sure that the policy continues to link to relevant PYP policies and documents and is shared with the school community.  We will gather input from the school community during our review process.  We will collect feedback using such things as:  surveys, discussions and through the use of technology and social media.

October, 2016/May, 2017/May 2018

Green Bay Area School District

Board Policy 341.1

Reading Instruction Goals

Reading is a communication process integrated with other language processes such as listening, speaking, writing, and reasoning. As a language process, it must be grounded in the communication of meaning. The program design for comprehensive literacy encompassing these elements shall create a learning environment that encourages, recognizes, and values individual differences, respects individual needs, capabilities, and interests so that students reach proficiency and become contributing members of society.

A planned, comprehensive literacy program will provide authentic reading, writing, listening and speaking* experiences in which students will learn and apply skills, as well as gain pleasure from reading, thereby developing lifelong reading habits.

The District shall:

  1. maintain and update a language arts curriculum based on current standards, benchmarks, and best instructional practices;
  2. place primary responsibility for instruction with the classroom teacher  and will be systemic and occur at all academic levels and in all content areas ;
  3. set expectations for student progress and establish the methods to monitor such progress;
  4. provide supportive services, including remedial reading assistance, through appropriate staff;
  5. provide programs for staff development through the auspices of the Staff Development Office and the Literacy Development and Support Office;
  6. review instructional offerings and provide appropriate programming through an overall development program that encompasses phonemic awareness, phonics, word identification skills, vocabulary development, study and research skills, comprehension, and reading appreciation;
  7. involve parents/guardians in home-school partnership efforts to help students reach their reading potential;
  8. report the status of District achievement annually and work with individual schools to document building level programs; and
  9. evaluate and report on the District reading program through School Board reports.

*added per best practices in literacy instruction

Green Bay Area School District

Board Policy 342.4

Programs for Children at Risk

The Green Bay Area Public School District will make every reasonable effort to help each student learn the necessary skills, concepts, and content of the courses in which he/she is enrolled. Staff members are expected to employ personalized instructional methods and utilize a variety of resources in providing assistance to help students attain the District curricular benchmarks.

For those children experiencing more severe difficulties and identified as “at risk,” the Board shall establish supportive programs to turn them into children of promise. Programs designed to prevent the development of difficulties and to remediate identified obstacles to school success shall be emphasized.

Current Wisconsin Administrative Code (PI 25) defines children at risk as pupils in grades 5 to 12 who are at risk of not graduating from high school because they are dropouts, or are two or more of the following:

School staff shall be alert for any student who is experiencing or has a history of excessive absenteeism; underachievement or poor classroom performance; behavior, social, emotional, or psychological problems; or who has experienced a traumatic event that may adversely affect him/her.

All programs developed for children at risk shall be designed to

  1. improve and expand educational opportunities for these children on an individualized basis;
  2. provide alternative courses or program modifications which satisfactorily meet the school district graduation requirements;
  3. encourage parental involvement;
  4. encourage cooperation with community support service agencies.

Students shall be identified and referred to these programs in accordance with state regulations and guidelines established by the administration. An annual report concerning children at risk shall be made to the Department of Public Instruction as required.

Green Bay Area School District

Board Policy 342.9

Programs for English Language Learners

The District shall provide appropriate programs and services for students enrolled in District schools who possess limited or no command of the English language. The purpose of these programs and services will be to help students acquire English language skills that will enable them to function successfully in an all English classroom and to meet established learning standards and benchmarks.

English Language Learner (ELL) students shall be identified as part of the school enrollment process. Once identified, their English proficiency shall be assessed, they shall be classified according to their English proficiency level and they will be placed in an appropriate educational program. Specialized instructional materials and techniques designed to teach English to speakers of other languages shall be used in the District. The degree of curricular and instructional modification, type of supportive services and their duration shall be determined individually and be based on the student needs. ELL students shall be provided with full access to supportive services available to other students in the District.

If a sufficient number of the ELL students identified are of the same language group to meet statutory requirements, the Board shall establish and implement a bilingual-bicultural education program as required by state law. The program shall reflect the cultural background of the ELL students and may include instruction intended to improve the skills of such students in the use of their native language for the purpose of enabling them to become proficient or advanced in all subject areas.

The District shall assess the English proficiency and academic progress of ELL students in accordance with legal requirements and established District procedures. Decisions regarding the administration of state-required tests to ELL students shall be made on a case-by-case basis. The District shall administer state-required tests to an ELL student unless a determination has been made that the results of the test, with allowable accommodations made for the student as needed, will not be valid and reliable indicator of the student’s academic knowledge and skills. Any ELL student exempted from taking a state-required test shall be administered an alternative assessment approved by the Department of Public Instruction. The results of both state-required tests and alternative assessments shall be used consistent with District policies in making instructional, promotion and graduation decisions. Test results may not be used as the sole criterion in re-classifying an ELL student from a bilingual-bicultural education program or in determining grade promotion, eligibility for courses or programs, eligibility for graduation or eligibility for participation in postsecondary education opportunities. Exemption of an ELL student from taking a state-required test may also not be used as a sole criterion for making such a determination.

Parents/guardians of ELL students shall be notified of student testing arrangements and of educational programs and services available to help their children improve their English language skills and academic achievement. These notifications shall be made consistent with legal requirements and in such a manner as to ensure that the student’s parent/guardian understands them.

Title I

Chappell Elementary is a Title I school.  Title I is a federal program that provides money to school districts to support children to become more successful learners.  The purpose of Title I is to provide supplemental education services for children.  Title I serves students and families in 17 public and 10 private schools in Green Bay.

All 17 public Title I schools operate as “school-wide programs”.  A school-wide program may use Title I funds to serve all students in the school, regardless of academic need.  The school must have a specific plan to explain how it will use Title I funds to improve the educational program.  At Chappell our Title I program and resources work in concert with our IB program, to supplement and enrich the IB program goals and plans.  We hold a meeting each fall to explain the IB / Title I program to our families.  If at any time, you have questions about the IB / Title I program please contact your child’s classroom teacher or the school’s principal.  

Our school district is required to review whether our Title I program is effective.  Schools need to show that the students are making progress toward meeting the state standards.  We hold a meeting each spring to share our IB / Title I program progress and goal outcomes with parents.  All parents are invited and we hope to see you there.

Parent involvement is an important part of Title I.  Parents are encouraged to be involved in their children’s education and to participate in the IB / Title I program.  Parent participation is required and welcomed.  You will have many opportunities throughout the school year to provide feedback to the classroom teacher about your child’s learning experiences after each unit of study.  In addition, if you are interested in participating in important school-wide decisions or have ideas for how we can improve our IB / Title I program please contact your school’s principal, Kris Worden at 492-2630.  If you are interested in helping to plan the Chappell Family Events you are invited and welcome to attend our PTO meetings.  Watch the school newsletter for specific meeting dates and times.


The guidelines below were written by staff and parents of the Title I program because we want you to understand Title I and what it means for you and your child.  The guidelines explain how staff and parents will partner to provide a quality program to Title I students and their parents.


Title I Parent Involvement Guidelines*


Each Title I school will involve parents in regular, two-way and meaningful communication addressing student achievement and ensuring that parents:


Each Title I school will involve parents in the planning, writing and evaluation of the school’s improvement plan through participation on a committee or team that is involved with Title I efforts and decision making.


Each Title I school will involve parents in the planning and development of effective parent involvement activities through participation on a team that does this work.


The District’s Title I Program Support Teacher will provide technical assistance and support to schools in planning and implementing effective parent involvement activities.


Title I Staff will build the capacity for parent involvement in the Title I program by:


Each school will coordinate Title I parent involvement activities with any other grants, programs or organizations involved in the school’s parent involvement efforts.

The District will conduct an annual review of its parent involvement practices each spring.  Individual schools will receive school-specific results which will be used to evaluate the effectiveness of their parent involvement efforts and to inform future parent involvement plans.Other suggestions for program changes and improvements will come from:

Parents who have comments about these guidelines or about the Title I program are welcome to contact the Associate Director of ESSA or the Title I Program Support Teacher at 448-2139.

Chappell Elementary School

Title I Parent* Involvement Guidelines


        The child-oriented ideals to which Chappell School is committed combine two purposes…First, the transmission and application of knowledge and second, the cultivation of wisdom in each student.  We believe the development of a healthy personality characterized by a sense of initiative, accomplishment and independence can be best achieved through the cooperative effort of staff, parents and community.

The Title I Program at Chappell School supports the important role that parents play in their child’s education by:

Chappell School informs parents about the Title I Program, their child’s academic progress, and their role in their child’s education by:

The Title I Program at Chappell School provides opportunities for parents to be involved in the design, implementation, and evaluation of the program by:

*The word “parent” shall include the custodial parent or legal guardian.

5/21/15, 5/26/16; 6/1/17/May, 2018

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We know that students learn best when everyone works together to support the learning.  Our students, families and teachers agree to work together as a team to help each and every student reach his or her full potential.  Together, we can ensure that every child is college, career and community ready, inspired to succeed.  

The student will be…

The family will…

The school will…

June 2017/ May 2018