• Category 2

    Selected in 2024

  • Grades: k - 4
    School Setting: rural
    Town Population: 8,000
    Student Enrollment: 450
    Student Demographics:

    Black/African American: 0%
    White/Caucasian: 91.4%
    Hispanic: 2.2%
    Hawaiian/Pacific Islander: 0%
    Asian: 0%
    Native American: 0%
    Other: 6.4%

    Teacher/Student Ratio: 1:18
    % Reduced Lunch: 55%
    % ELL Learners: 0%
    Founded: 1923
  • PRINCIPAL:
    Trisha Harris
  • CONTACT:
    11359 County Road 1
    Chesapeake, OH 45619
    740-867-1109
    trisha.harris@peake.k12.oh.us
Chesapeake Elementary School
Chesapeake, OH
"Positive change has been driven by several factors that have led to an environment of academic success and social-emotional well-being."
1. Tell us about your school’s success.
One reason behind our impressive reading achievement is our research-based literacy instruction. Teachers are equipped with professional development and resources that allow them to meet the needs of their students. Teachers engage students in hands-on activities and interactive lessons that encourage participation and foster a love for reading. Another factor is the integration of progress monitoring. Teachers meet monthly and use data from ongoing assessments to identify areas of strength and areas for improvement. We recognize that the early years are crucial for developing strong readers utilizing intervention programs that provide us with the resources needed for students who need extra support. Our staff also collaborate on a schedule that provides time for targeted instruction and tiered support, ensuring that reading challenges are addressed before they become barriers to future learning.
2. Talk about the greatest contributing factor(s) that promoted positive change in your school.
Following intensive training for our staff, Chesapeake teachers began implementing new programs that were founded and approved in the science of reading. Using research-based strategies, teachers provide tier 1 instruction for 90 minutes per day in the classroom to every student using Heggerty Phonemic Awareness, 95% Core Phonics and Into Reading. Based on our progress monitoring data, we arranged schedules so students would continue to receive 90 minutes of daily core instruction (tier 1) and an additional 30-45 minutes of targeted small group instruction (tiers 2 and 3) 4 days per week. During tier 2 and 3 instruction, students are in small groups of six or less and receive instruction tailored to their needs. Daily, teachers are using Kilpatrick's one-minute drills for phonemic awareness practice. Teachers are also using decodable texts and research-based strategies for decoding and encoding practice learned from the Ohio Dyslexia Training and from the literacy coach.
3. How has ESEA funding supported the school's success?
ESEA funds have allowed the school to purchase high-quality reading materials, including books and instructional resources, that cater to the diverse needs of students. These resources are used in classrooms to build a strong foundation in literacy, from early reading skills in kindergarten to advanced comprehension strategies in upper grades. ESEA funding has also been crucial in providing intervention services to students who are struggling academically. The school has used these funds to implement Response to Intervention (RTI) programs, which provide tiered levels of support based on student needs. Students who are identified as needing additional help in reading or math receive targeted small-group instruction designed to address their specific learning gaps.
4. What professional development activities were used to improve teaching and learning?
By providing educators with ongoing opportunities to expand their knowledge and refine their teaching practices, schools can create an environment where both teachers and students thrive. At Chesapeake Elementary, professional development is an ongoing priority, with a focus on strengthening teachers' skills in literacy instruction. Two key programs contributing to this success are the Language Essentials for Teachers of Reading and Spelling (LETRS) training and Ohio's Dyslexia Training, both of which are pivotal in equipping educators with research-based strategies for addressing the diverse needs of students, particularly in reading. By focusing on the science of reading, phonics, and dyslexia intervention, educators at Chesapeake Elementary are well-equipped to meet the diverse needs of their students and ensure that every child has the opportunity to succeed.
5. Talk about the cultural shift leading up to your school's success.
Positive change has been driven by several factors that have led to an environment of academic success and social-emotional well-being. Among the most significant contributing factors are the school’s commitment to the science of reading, early identification of students at risk, and the accelerated implementation of Positive Behavior Intervention and Supports. Teachers can request from multiple support systems to help meet student needs. Student supports include but are not limited to Check-In/ Check-Out Buddies, time in the Sensory Room, the use of Support Staff, Scheduled Breaks, and 1-1 time with our volunteer therapy dog, Bo. The “Heroic Game Day” initiative is another unique factor contributing to positive change. The game is designed to promote teamwork, resilience, and perseverance. Whether it’s a relay race, problem-solving activity, or a collaborative game, the event emphasizes the importance of supporting one another and pushing through challenges.
6. How has community involvement strengthened your success?
Our partnerships with Briggs Library and Huntington Museum of Art play a vital role in community involvement. The library actively participates in evening activities that focus on family engagement and literacy. Briggs Library not only supports literacy initiatives but also offers resources and information to parents and students. The museum provides weekly art classes for students, enriching their education with hands-on, creative experiences. These art lessons enhance students' artistic skills but also foster critical thinking, creativity, and self-expression. With the help of our PTO, teachers can devote more time to individualized instruction, addressing the needs of students who may require additional support. We also benefit from the contributions of high school students who volunteer their time to support the younger learners. These high school volunteers help with tutoring, mentoring, and leading after-school programs, providing valuable role models for elementary students.
Stats
  • Category 2

    Selected in 2024

  • Grades: k - 4
    School Setting: rural
    Town Population: 8,000
    Student Enrollment: 450
    Student Demographics:

    Black/African American: 0%
    White/Caucasian: 91.4%
    Hispanic: 2.2%
    Hawaiian/Pacific Islander: 0%
    Asian: 0%
    Native American: 0%
    Other: 6.4%

    Teacher/Student Ratio: 1:18
    % Reduced Lunch: 55%
    % ELL Learners: 0%
    Founded: 1923
  • PRINCIPAL:
    Trisha Harris
  • CONTACT:
    11359 County Road 1
    Chesapeake, OH 45619
    740-867-1109
    trisha.harris@peake.k12.oh.us