Award Year: 2014

Chichester Central School

219 Main Street
Chichester, NH, 03258-6513

(603) 798-5651

Mr. Brian Beaverstock, Principal at time of Nomination

Title I School

Chichester School District

School Website

Mission

CCS will foster a learning community where academic excellence is promoted, respect for all is shared, and memories created leading to a happy, successful adulthood.

Student Demographics
  • Black/African American: 1%
  • White: 97%
  • Hispanic: 2%
  • Economically Disadvantaged: %
Application
Chichester students signing up for their summer book reading groups, one of many school activities enjoining regular education, special education, and interventionists.

Chichester students signing up for their summer book reading groups, one of many school activities enjoining regular education, special education, and interventionists.

Fifteen years ago, prior to the turn of this century, Chichester Central School pocketed islands of teachers making their way through what they believed were important and necessary skills, with little continuity or use of data. Unsatisfied with "adequate", the school's administration and teachers began to map out a plan that would create a learning environment squarely focused on excellence for all. Beginning by creating a mission statement, a committee of teachers and parents summarized their vision of what a successful school experience should be for their children. With clarity of purpose, deliberate steps were put in place. A systems approach to school-wide success was established, providing necessary scaffolding to address the needs of the entire student population. Using student data, Curriculum Committees began to evaluate where common materials and instructional practices were needed in math, reading, science, and social studies. Professional development opportunities, determined from data analysis, gave new insights into areas that were identified as weak. To further support this laser focus on the individual, a Response to Intervention (RtI) Program was developed, requiring the incorporation of data into discussions to determine success. Not only did the program positively impact student learning, but it transformed the school into a professional learning community. Chichester’s RtI Program quickly gained recognition for enjoining regular education, special education, and interventionists in an effort to provide targeted and intensive interventions to all children in an immediate and meaningful way. Chichester’s students are strong because they all work together for the common good.