Lenkerville Elementary's Title I School-Wide Plan

District: Millersburg Area School District

Building: Lenkerville Elementary School

Planning Year: 2020-21

Steering Committee

Name	Position/Role	Building/Group/Organization	Email
Kim Sauers	Curriculum Director	District	sauersk@mlbgsd.k12.pa.us
Mike Lyter	Building Principal	Lenkerville Elementary School	lyterm@mlbgsd.k12.pa.us
Matt DeSoto	Parent	Elementary Level	matt.desoto@miwd.com
Stacey Troutman	Community/Business	Elementary Level	staceybtroutman@aol.com
Erin Cowger	Education Specialist (Counselor)	Lenkerville Elementary School	cowgere@mlbgsd.k12.pa.us
Michelle Deaven	Teacher	Lenkerville Elementary School	deavenm@mlbgsd.k12.pa.us

Vision for Learning

The vision of the Lenkerville Elementary School reflects the vision of the district at large. Specifically: (1) students should feel safe and be able to appropriately express and advocate for themselves; (2) students should actively engage in and support their community; (3) students should trust the adults they interact with at school; (4) students should strive for academic excellence; (5) students should demonstrate honesty and integrity; (6) students should be accountable to rules and guidelines; (7) students should be responsible for their actions; and (8) students should take pride in themselves, the school, and the community.

Summary of Strengths and Challenges

Strengths

Strength	Consideration In Plan
Proficiency in math exceeds the state average by 19%.	Yes
Growth in math exceeds the state average by 24%.	No
Proficiency in Science exceeds the state average by 20%.	Yes
Attendance rate exceeds the state average by nearly 7%.	No
All students meet the career standards benchmark by the end of grade 5	No
County, IU, and state rankings in English/Language Arts proficiency rates in grade 3 have increased in the last two years.	No
County, IU, and state rankings in English/Language Arts proficiency rates in grade 5 have increased in the last two years.	No
County, IU, and state rankings in math proficiency rates in grade 3 have increased in the last two years to the point where performance now ranks in the top ten percent in the state.	Yes
County, IU, and state rankings in math proficiency rates in grade 5 have increased in the last two years to the point where performance now ranks in the top ten percent in the state.	Yes
County, IU, and state rankings in science proficiency rates in grade 4 rank in the second quartile.	No
Regularly scheduled college and career readiness classes by the elementary Guidance Counselor are built into all grade three, four, and five programs.	No
School attendance rates are substantially higher than state average.	No
All students experiencing academic difficulties in English/language arts and/or math have ample supports available.	No
All students have ample technology available for instruction.	No
A clear and precise set of tools are utilized to determine the areas of need to focus on for academic success.	Yes
Ample funding is consistently set aside for instructional materials and professional development.	Yes

Challenges

Challenge	Consideration in Plan
Proficiency in English/Language Arts only exceeds the state average by 1%.	Yes
Growth in English/Language Arts is 25% below the state average.	Yes
Students performing at the advanced level on English/Language Arts is 5% below the state average.	Yes
County, IU, and state rankings in English/Language Arts proficiency rates in grade 4 have decreased in the last two years.	No
Gains in County, IU, and state rankings in English/Language arts are significantly less than math in the last two years.	Yes
County, IU, and state rankings in math proficiency rates in grade 4 have decreased in the last two years.	No
County, IU, and state rankings in science proficiency rates in grade 4 have decreased in the last two years.	No
Improved English/language arts skills would help contribute to areas of related academics.	No
Improved English/language arts academic growth rates would help contribute to areas of related academics.	No
Poverty rates are increasing which leads to fewer resources at home to support academics.	No
A recent increase in remote instruction because of the Covid-19 pandemic has exposed shortcomings in this platform.	No
Better family support/involvement would contribute to academic success in the school.	No
Increased local business/community support would contribute to academic success in school.	No

Most Notable Observations/Patterns

The main academic focus at the elementary level is on the core subjects of English/Language Arts and Mathematics. Recent changes to the mathematics program at the elementary level are showing very positive results. The committee feels that this school should "stay the course" with what is being done with the mathematics program with continued teacher training and resource support. Academic performance in English/Language Arts currently lags behind mathematics but this is not a surprise given all the recent attention and changes to the mathematics program. District administration did not want to ask K-5 teachers to take on significant change to both the ELA and the Math programs at the same time so now - beginning in 2020 - the focus is being shifted to ELA. The Advisory Committee and district administration feel that the action plans outlined later in this tool are appropriate to bring about the same academic success in ELA that is being demonstrated in Math at the elementary level.

Analyzing Strengths and Challenges

Strengths

Strength	Discussion Points
Proficiency in math exceeds the state average by 19%.	The same model for improvement used for math will also be followed for English/language arts.
Proficiency in Science exceeds the state average by 20%.	It is likely that some of the skills students demonstrate in science are related to those being taught in math. Some of these skills can likewise be transferred to English/language arts.
County, IU, and state rankings in math proficiency rates in grade 3 have increased in the last two years to the point where performance now ranks in the top ten percent in the state.	The same model for improvement used for math will also be followed for English/language arts.
County, IU, and state rankings in math proficiency rates in grade 5 have increased in the last two years to the point where performance now ranks in the top ten percent in the state.	The same model for improvement used for math will also be followed for English/language arts.
A clear and precise set of tools are utilized to determine the areas of need to focus on for academic success.	County, intermediate unit, and state rankings based on academic proficiency rates will continue to be a valuable tool to assess the effects ELA program revisions are having.
Ample funding is consistently set aside for instructional materials and professional development.	Funding from local and federal sources will continue to be used for the acquisition of aligned materials and teacher training in ELA as it has been for mathematics.

Challenges

Challenge	Discussion Points	Priority For Planning	Priority Statement
Proficiency in English/Language Arts only exceeds the state average by 1%.	The resources and programs used for K-5 English/language arts instruction prior to 2019-20 were not specifically aligned to the PA Core Standards.	Yes	Aligned Instructional resources for the teaching of English/language arts at the elementary level must be prioritized in the annual budget and put in the hands of all teachers.
Growth in English/Language Arts is 25% below the state average.	Teacher training in balanced literacy instructional techniques for English/language arts instruction was only begun in the 2019-20 school year and was limited due to the Covid-19 pandemic.	Yes	Teacher training on the components and methodologies of a balanced literacy approach to English/language arts instruction at the elementary level must be funded and carried out.
Students performing at the advanced level on English/Language Arts is 5% below the state average.		No
Gains in County, IU, and state rankings in English/Language arts are significantly less than math in the last two years.		No

Goal Setting

Priority: Aligned Instructional resources for the teaching of English/language arts at the elementary level must be prioritized in the annual budget and put in the hands of all teachers.
Outcome Category	Measurable Goal Statement	Measurable Goal Nickname	Target 1st Quarter	Target 2nd Quarter	Target 3rd Quarter	Target 4th Quarter
English Language Arts	The district will reserve adequate funds in it's 2021-22 local budget and it's 2021-22 Title 1 budget to maintain the elementary Sonday program, the elementary Ready Reading and i-Ready Reading programs, and the purchase of the Lucy Calkins Units of Study Writing program.	Resource Acquisition	N/A	Requisition gathering	Preliminary budget approval	Final budget approval containing adequate funds for requested resources.

Priority: Teacher training on the components and methodologies of a balanced literacy approach to English/language arts instruction at the elementary level must be funded and carried out.
Outcome Category	Measurable Goal Statement	Measurable Goal Nickname	Target 1st Quarter	Target 2nd Quarter	Target 3rd Quarter	Target 4th Quarter
English Language Arts	The district will provide adequate teacher training and support for guided reading and literature circle instructional methodologies to all English/language arts teachers and special education teachers in grades K-5 as appropriate.	Teacher Training	Initial training	Teacher coaching	Continued teacher coaching and review training	Planning for 2021-22 training

Action Planning

Action Plan for: Aligned Programs
Measurable Goals		Anticipated Output		Monitoring/Evaluation
• Resource Acquisition		Requisitions submitted by January 30, 2021; adequate funding budgeted by June 30, 2021; materials purchased by July 15, 2021		The Business Administrator, Curriculum Director, and Elementary Principal will develop the requisitions, include in the final approved district budget, and place the order for the Lucy Calkins Units of Study Writing Program so it can be implemented in the 2021-22 school year in grades 1 through 5.
Action Step	Anticipated Start Date	Anticipated Completion Date	Lead Person/Position	Material/Resources/Supports Needed	PD Step?
Requisition, budgeting, and purchasing of a writing program.	01/01/2021	07/15/2021	Curriculum Director	Lucy Calkins' Units of Study for grades 1 through 5	No

Action Plan for: Balanced Literacy Training
Measurable Goals		Anticipated Output		Monitoring/Evaluation
• Teacher Training		Formal trainings on Ready Reading/i-Ready Reading on 8/4/20, 10/12/20, and 1/15/21. Formal trainings on guided reading and literature circles on 9/16 and 9/17 and teacher coaching sessions on 10/19, 10/20, 10/21, 12/8, 12/9/ 12/10.		The Elementary Principal will monitor the implementation of Ready Reading/i-Ready Reading, guided reading, and literature circles through teacher observations throughout the 2020-21 school year.
Action Step	Anticipated Start Date	Anticipated Completion Date	Lead Person/Position	Material/Resources/Supports Needed	PD Step?
Teacher training on Ready Reading, Guided Reading and Literature Circles	08/04/2020	01/15/2021	Curriculum Director	Ready Reading/i-Ready Reading Program for grades K through 5	Yes

Professional Development Activities

Ready Reading/i-Ready Reading Training
Action Step	Audience		Topics to be Included	Evidence of Learning		Lead Person/Position	Anticipated Timeline Start Date		Anticipated Timeline Completion Date
	All grade K through 5 classroom and special education teachers and the paraprofessionals that directly support them.		Ready Reading/i-Ready Reading programs	Student progress reports		Curriculum Director	08/04/2020		01/15/2021
Learning Formats
Type of Activities		Frequency			Danielson Framework Component Met in this Plan			This Step Meets the Requirements of State Required Trainings
Inservice day		3 day-long sessions throughout the first semester			• 1a: Demonstrating Knowledge of Content and Pedagogy • 2c: Managing Classroom Procedures			Language and Literacy Acquisition for All Students

Guided Reading and Literature Circle Training
Action Step	Audience		Topics to be Included	Evidence of Learning		Lead Person/Position	Anticipated Timeline Start Date		Anticipated Timeline Completion Date
	All grade K through 5 classroom and special education teachers and the paraprofessionals that directly support them.		Guided Reading and Literature Circles	Elementary Principal Teacher Observations		Elementary Principal	01/01/2021		05/27/2021
Learning Formats
Type of Activities		Frequency			Danielson Framework Component Met in this Plan			This Step Meets the Requirements of State Required Trainings
Coaching (peer-to-peer; school leader-to-teacher; other coaching models)		8 day-long sessions throughout the first semester			• 1a: Demonstrating Knowledge of Content and Pedagogy • 1e: Designing Coherent Instruction • 2c: Managing Classroom Procedures			Language and Literacy Acquisition for All Students