Elementary Academic Resources

Elementary Resources

Tips for Encouraging Kids to Read

"Read me a story!"
- Nearly every suggestion sent in by our tip-sters had this message at its core. Whether snuggled under the covers with peanut-butter sandwiches, or following along with a book on tape while on a road trip, reading together is a powerful tool in motivating your child to read.
Beyond books
- Our tip-sters were quick to point out that reading material comes in many different shapes and sizes, some of which may be more accessible to a new reader. Video games, magazines, and comic books all provide opportunities for reading practice. Other suggestions for sneaking under a wary child's reading radar include playing board games that involve written instructions, corresponding with a pen pal, and turning on the closed captioning on your television. To illustrate the practical side of reading, have your child help you with the grocery list, or leave reminder notes for your child to discover throughout the day.
Keep it fun, for everyone
- Another message that came through loud and clear was that if kids are going to enjoy reading, the experience has to be enjoyable. As you read with your children, keep them involved by asking questions about the story, and let them fill in the blanks. You can also create activities related to the stories you're reading. In one household, reading Little House on the Prairieprompted lively games of "wagon-train" and discussions about life on the frontier. Another family likes to create mini-plays, acting out the stories they read. While her grandson "helps" in the garden, one grandmother spells words for him to write out using a muddy stick. Once the word is complete, the two of them sound it out together, wipe the word away, then move onto the next. This reading game keeps her grandson occupied for hours.
"Look at what I did!"
- Another successful approach to motivating your child is to use some sort of visible record of achievement. A chart or graph that marks the number of books a child has read gives him or her a sense of accomplishment. To spice it up a bit, choose a theme that goes along with your child's interests. One example would be a Reading Olympics, where the child goes for the gold by reading a certain number of books.
- A similar method can be used to help expose your child to the wide variety of genres available for exploration. Create a Bingo card or Passport where each space can be filled in by reading a mystery book, or a piece of non-fiction, to give a few examples. Once the goal has been reached, reward your child with something to celebrate his or her special achievement. It doesn't have to be anything elaborate – one-on-one time with a parent or teacher, or an ice cream cone are suggestions from our tip-sters – just something that lets your child know how proud you are of his or her accomplishment.
"I want that one!"
- Reading should be a choice, not a chore. Make sure there are a variety of books, magazines, and other materials available for your child to choose from, wherever your child may be. Let your child's interests guide his or her reading choices. While it's fine to make suggestions, don't force your conceptions of what your child should be reading onto your child. And, keep an eye on the reading level of the books your children choose. Let them stretch to the best of their ability, but be ready to help if they get discouraged.
Something to talk about
- Reading doesn't have to stop when you put the book down. Talk to your child about books you've read and books you think he or she might enjoy. Point out similarities between everyday events and stories you have recently read. If your child has a favorite author, help your child write him or her a letter. For a more structured discussion, consider joining, or starting, a parent/child book club.
Hey, kids! What time is it?
- Regardless of how motivated your child is, he or she will not read if there isn't any time to do so. Carve time out of the busy day and dedicate it to reading, both together and on your own. By setting aside specific times, rather than trying to squeeze it in between soccer and dance lessons, you send the message that reading is an important activity, and something your child will enjoy.

Author: Jessica Snyder
Source: Reading Rockets

SARA LINDEMUTH EL SCH

1201 N Progress Ave

Schoolwide Title 1 School Plan 2023 - 2024

Steering Committee

Name	Position/Role	Building/Group/Organization	Email
Mr. Pat Raugh	Federal Programs & Data Specialist	STSD Administration	praugh@hannasd.org
Mr. Andrae Martin	Principal	Sara Lindemuth / Anna Carter Primary School	amartin@hannasd.org
Ms. Amanda Pressley	Assistant Principal	Sara Lindemuth / Anna Carter Primary School	apressley@hannasd.org
Mrs. Jill Debroisse	School Counselor	Sara Lindemuth / Anna Carter Primary School	jdebroisse@hannasd.org
Mrs. Jenn Hotsko	Reading Specialist	Sara Lindemuth / Anna Carter Primary School	jhotsko@hannasd.org
Mrs. Carrie Martin	Director of Special Education and Pupil Services	STSD Administration	cmartin@hannasd.org
Mrs. Jenn Mariano	Reading Specialist	Sara Lindemuth / Anna Carter Primary School	jmariano@hannasd.org
Mrs. Jo-Ellen Showers	Kindergarten Teacher	Sara Lindemuth / Anna Carter Primary School	jshowers@hannasd.org
Ms. Cara Klinger	Education Specialist	STSD Administration	cklinger@hannasd.org
Dr. Kristi Prime	District Level Leaders	STSD Administration	kprime@hannasd.org
Ms. Kristen Farner	Parent	PTO	president23-24@slacpto.net
Ms. Judy Hodgson	Parent	Sara Lindemuth/Anna Carter Primary School	jhodgson@hannasd.org
Ms. Rebeca Chlebnikow	Community Member	Community in Schools	rchlebnikow@hannasd.org

Vision for Learning

World Class. Every Day. In Every Way. The Success of Every Learner

Summary Of Strengths and Challenges

Strengths

Strength	Check for Consideration in Plan
Utilizing our walk-to intervention and competency based learning model has impacted each grade level testing data by 6-10%	True
Utilizing our attendance process in a timely structure to ensure guidelines are followed and obstacles for families are addressed.	True
Our kindergarten diagnostic data shows that as a building we are 85% in 2022-2023 at core according to Acadience diagnostic.	True
-weekly teacher data meetings -coordinated data analysis with district data personnel -competency based learning -Enhanced Core Reading Instruction -RTI/SLD Determination -data reviewed after every 24 day intervention cycle.	True
Percent of English Learners meeting Imagine Learning goal.	True
Proactive well-versed school counselor assisting teacher staff in gathering artifacts.	True
Level of service from classroom and EL teacher.	True
Variety of opportunities given to create career readiness opportunities.	False
Positive behavior support intervention and supports.	True
MTSS process and procedure.	True
Map data suggests growth building wide for the 2022-2023	True

Challenges

Challenge	Check for Consideration in Plan
There needs to be a shift in our school structure to impact data in grades 1-2.	False
There needs to be supports in place for minority sub-groups in order to ensure attendance data is improved	True
Re-structuring reading intervention	False
Improving the percentage of students who meet or exceed average growth on the MAP Math assessment	True
Additional teaching/specialized staff	False
Improving the percentage of students who meet or exceed average growth on the MAP Reading assessment	True
Partnerships with community stakeholders.	True
Primary content available for k-2 students.	False
Utilizing multiple assessments to collect and review data.	True
Implementing progress monitoring with Acadience math.	False
Decrease in Hispanic subgroup attendance	True
increase supports to Hispanic subgroup.	True
Community Partnerships.	False
Improving subgroup data in Ela MAP assessment	False
Improving subgroup data in math MAP assessment	False

Analyzing Strengths and Challenges

Strengths

Strength	Discussion Points
Our kindergarten diagnostic data shows that as a building we are 85% in 2022-2023 at core according to Acadience diagnostic.	How can instructional practices used at the k level be distributed amongst 1st and 2nd grade teachers.
-weekly teacher data meetings -coordinated data analysis with district data personnel -competency based learning -Enhanced Core Reading Instruction -RTI/SLD Determination -data reviewed after every 24 day intervention cycle.
Percent of English Learners meeting Imagine Learning goal.	Is there a correlation between this learning goal and attendance? How can be build upon practices in this area to impact attendance.
Level of service from classroom and EL teacher.	How does this involvement impact attendance?
Proactive well-versed school counselor assisting teacher staff in gathering artifacts.
Positive behavior support intervention and supports.
MTSS process and procedure.
Utilizing our walk-to intervention and competency based learning model has impacted each grade level testing data by 6-10%
Utilizing our attendance process in a timely structure to ensure guidelines are followed and obstacles for families are addressed.

Challenges

Challenges	Discussion Points	Check for Priority
Improving the percentage of students who meet or exceed average growth on the MAP Math assessment	how do we use Acadience math to direct instruction	True
Partnerships with community stakeholders.	What strategies can we point in place to secure effective community partnerships?	False
Utilizing multiple assessments to collect and review data.		False
Improving the percentage of students who meet or exceed average growth on the MAP Reading assessment	Focusing on growth we are striving to improve data in all subgroups.	True
There needs to be supports in place for minority sub-groups in order to ensure attendance data is improved		False
Decrease in Hispanic subgroup attendance	How can we use partnerships and schools supports to decrease the number of absences in this subgroup	False
increase supports to Hispanic subgroup.	How can we use partnerships and schools supports to increase supports in this subgroup	False

Priority Challenges

Analyzing Priority Challenges	Priority Statements
	We will involve students in setting goals on MAP Math assessments and use the results of the assessments to help guide instruction and curriculum adjustments. Focusing on growth we are striving to improve data in all subgroups.
	We will involve students in setting goals on MAP Reading assessments and use the results of the assessments to help guide instruction and curriculum adjustments. Focusing on growth we are striving to improve data in all subgroups.

Goal Setting

Priority: We will involve students in setting goals on MAP Math assessments and use the results of the assessments to help guide instruction and curriculum adjustments. Focusing on growth we are striving to improve data in all subgroups.

Outcome Category
Mathematics
Measurable Goal Statement (Smart Goal)
The percentage of students who met or exceeded the average growth on the 22-23 Winter and Spring MAP Math assessment will increase by 5% on the 23-24 Winter and Spring MAP Math assessment.
Measurable Goal Nickname (35 Character Max)
MAP Math
Target 1st Quarter	Target 2nd Quarter	Target 3rd Quarter	Target 4th Quarter
Give students the Fall MAP Assessment for baseline data.	Give students the Winter MAP Assessment.	At least 36% of students will meet or exceed average growth on the MAP Math assessment.	Give students the Spring MAP Assessment. At least 60% of students will meet or exceed average growth on the MAP Math assessment.

Priority: We will involve students in setting goals on MAP Reading assessments and use the results of the assessments to help guide instruction and curriculum adjustments. Focusing on growth we are striving to improve data in all subgroups.

Outcome Category
English Language Arts
Measurable Goal Statement (Smart Goal)
The percentage of students who met or exceeded the average growth on the 22-23 Winter and Spring MAP Math assessment will increase by 5% on the 23-24 Winter and Spring MAP Reading assessment.
Measurable Goal Nickname (35 Character Max)
MAP Reading
Target 1st Quarter	Target 2nd Quarter	Target 3rd Quarter	Target 4th Quarter
Give students the Fall MAP Assessment for baseline data.	Give students the Winter MAP Assessment.	At least 46% of students will meet or exceed average growth on the MAP Reading assessment.	Give students the Spring MAP Assessment. At least 61% of students will meet or exceed average growth on the MAP Reading assessment.

Action Plan

Action Plan For: Intervention

Measurable Goals:

• The percentage of students who met or exceeded the average growth on the 22-23 Winter and Spring MAP Math assessment will increase by 5% on the 23-24 Winter and Spring MAP Math assessment.

• The percentage of students who met or exceeded the average growth on the 22-23 Winter and Spring MAP Math assessment will increase by 5% on the 23-24 Winter and Spring MAP Reading assessment.

Action Step		Anticipated Start/Completion Date
Get baseline data through Acadience testing		2023-08-30	2023-09-06
Lead Person/Position	Material/Resources/Supports Needed	PD Step?
Jen Mariano/ Reading Specialist	Acadience Reading and Math	Yes

Anticipated Output	Monitoring/Evaluation (People, Frequency, and Method)
Collect and review data to form intervention grouping	Reading specialist, teachers, and progress and monitoring team will conduct weekly progress monitoring in reading and math. In reading we will use 95% group PASI AND PSI in math we will use weekly formative assessment. Teachers will use math and reading Acadience 1 time in the fall, winter, and spring. MTSS team will meet weekly to discuss data.

Professional Development

Operation Read

Action Step
Get baseline data through Acadience testing
Audience
Teaching staff
Topics to be Included
small group instruction ecri haggerty small group instruction daily 5 psi amd pasi
Evidence of Learning
formal and informal observation data. Student Data
Lead Person/Position	Anticipated Start	Anticipated Completion
Jen Mariano/ reading specialist Andrae Martin Principal	2023-09-11	2023-10-09

Learning Format

Type of Activities	Frequency
Coaching (peer-to-peer; school leader-to-teacher; other coaching models)	1 hour per week for four weeks
This Step Meets the Requirements of State Required Trainings
Language and Literacy Acquisition for All Students

School-Parent Compact

Sara Lindemuth/Anna Carter Primary School

School-Parent Compact

Revision Date 05/09/2023

Sara Lindemuth/Anna Carter Primary is proud to be a Schoolwide Title I school. Our Title I program is funded through the “Every Student Succeeds Act” or ESSA which ensures equal opportunity for academic achievement for all students. An important feature of ESSA is that schools and parents work together to help all students succeed. All students and families are asked to complete and return the compact agreement outlined below. The compact describes how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement. Another goal of ESSA is to develop a partnership between families and the school that will support the children in the achievement of the Commonwealth’s high standards. This School-Parent Compact is for the 2023-2024 school year.

School:

The school understands the importance of the school experience to every student and their role as educators and models. Therefore, the school agrees to carry out the following responsibilities to the best of their ability:

Providing high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under this part to meet the challenging State academic standards
Addressing the importance of communication between teachers and parents on an ongoing basis through, at a minimum—
- parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child’s achievement
- frequent updates to parents on their children’s progress;
- reasonable access to staff, opportunities to volunteer and participate in their child’s class, and

Ensuring regular two-way, meaningful communication between family members and school staff and, to the extent practicable, in a language that family members can understand.
Treating each child with dignity and respect
Striving to address the individual needs of the student
Acknowledging that parents are vital to the success of child and school
Providing a safe, positive and healthy learning environment

Parent/Caregiver:

I realize that my child’s school years are very important. I also understand that my participation in my child’s education will help her/his achievement and attitude. Therefore, we agree to support our children's learning in the following ways:

Volunteering in our child’s classroom as circumstances allow
Supporting our child’s learning
Participating, as appropriate, in decisions relating to my child’s education
Creating a home atmosphere that supports learning
Attending school functions and conferences as possible
Encouraging our child to show respect for all members of the school community and school property
Reviewing all school communications and respond promptly
Ensuring my child attends school regularly
Discussing the day’s activities with my child
Making sure that homework is completed when assigned
Staying informed about my child’s education and communicating with the school as appropriate

Student:

The student realizes education is important. He/she is the one responsible for his/her own success. Therefore, he/she agrees to carry out the following responsibilities to the best of his/her ability:

Getting to school on time every day
Developing a positive attitude toward school
Being responsible for completing homework on time
Being cooperative by carrying out the teacher’s instructions and asking for help when needed
Doing daily work that reflects their best effort
Being respectful to all school members and to school property
Returning corrected work to their parent/caregiver
Being responsible for their behavior
Paying attention to instruction

School Parent and Family Engagement Policy

School Parent and Family Engagement Policy

Sara Lindemuth/Anna Carter Primary School

School Year 2023 - 2024

Revision Date 05/02/2023

In support of strengthening student academic achievement, the Sara Lindemuth/Anna Carter Primary School receives Title I, Part A funds and must jointly develop with, agree upon with, and distribute to parents and family members of participating children a written parent and family engagement policy that contains information required by section 1116(b) and (c) of the Every Student Succeeds Act (ESSA). The policy establishes the school’s expectations for parent and family engagement and describes how the school will implement several specific parent and family engagement activities, and it is incorporated into the school’s plan submitted to the district.

The Sara Lindemuth/Anna Carter Primary School agrees to implement the following requirements as outlined by Section 1116:

Involve parents, in an organized, ongoing, and timely way, in the planning, review and improvement of programs under Title I, Part A, including the planning, review and improvement of the school parent and family engagement policy and the joint development of the targeted assistance or schoolwide program plan.
Update the school parent and family engagement policy periodically to meet the changing needs of parents and the school, distribute it to the parents of participating children and make the parent and family engagement policy available to the local community.
Provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities and parents of migratory children, including providing information and school reports required under Section 1111 of ESSA in an understandable and uniform format, including alternative formats upon request and, to the extent practicable, in a language parents understand.
If the schoolwide program plan under Section 1114(b) of ESSA is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the local educational agency.
Be governed by the following statutory definition of parent and family engagement and carry out programs, activities, and procedures in accordance with this definition:
- Parent and family engagement means the participation of parents in regular, two-way and meaningful communication involving student academic learning and other school activities, including ensuring:
- Parents play an integral role in assisting their children’s learning;
- Parents are encouraged to be actively involved in their children’s education at school;
- Parents are full partners in their children’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their children; and
- Other activities are carried out, such as those described in Section 1116 of ESSA.

School Parent and Family Engagement Policy Components

This school parent and family engagement policy includes a description of how the school will implement or accomplish each of the following components: Jointly Developed, Annual Title I Meeting, Communications, School-Parent Compact, Coordination of Services, Building Capacity of Parents, Building Capacity of School Staff.

Jointly Developed

The Sara Lindemuth/Anna Carter Primary School will take the following actions to involve parents in an organized, ongoing and timely manner in the planning, review and improvement of Title I programs, including opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children and respond to any such suggestions as soon as practicably possible. Parents/Family will be involved in the planning, review, and improvement of Parent/Family engagement programs through:

PTO Meetings
Principal Advisory/Leadership Team
Parent/Family Surveys
Feedback at parent/family engagement events
Feedback at the Annual Fall Title I Meeting
Feedback at the Annual Spring Federal Programs Meeting

Annual Title I Meeting

The Sara Lindemuth/Anna Carter Primary School will take the following actions to conduct an annual meeting, at a convenient time, and encourage and invite all parents of participating children to attend to inform them about the school’s Title I program, the nature of the Title I program, parents’ requirements, the school parent and family engagement policy, the schoolwide plan, and the school-parent compact.

The Annual Fall Title I meeting to inform parents of the requirements of Title I and the school’s participation as well as parents’ rights to be involved will take place during the:

Back to School Night, or
Parent/Family Literacy Night

Parents/Families will have the opportunity to preview a short presentation about the Title I program, the nature of the Title I program, parents’ requirements, the school parent and family engagement policy, the schoolwide plan, and the school-parent compact will be provided to parents and families.

Communications

The Sara Lindemuth/Anna Carter Primary School will take the following actions to provide parents of participating children the following:

Timely information about the Title I programs;
Flexible number of meetings, such as meetings in the morning or evening
Information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, and to the extent practicable, in a language the parents can understand.
Monthly school newsletters
Infinite Campus/Dojo communication
District and school website

The Schoolwide Plan, School Parent and Family Engagement Plan, and School-Parent Compact will be linked in all newsletters during the school year and posted to the school website. On the school website, documents may be translated, to the extent practicable, a language that parents and family members can understand.

School-Parent Compact

The Sara Lindemuth/Anna Carter Primary School will take the following actions to jointly develop with parents of participating children a school-parent compact that outlines how parents, the entire school staff and students will share the responsibility for improved student academic achievement and how the school and parents will build and develop a partnership to help children achieve the state’s standards.

The School-Parent Compact will be presented to parents and families at the Annual Fall Title I Meeting.
The Fall Family/Caregiver Survey, PTO meetings, and the Spring Annual Federal Programs meeting will be used to collect feedback to help develop the School-Parent Compact

Coordination of Services

The Sara Lindemuth/Anna Carter Primary School will, to the extent feasible and appropriate, coordinate and integrate parent and family engagement programs and activities with other federal, state, and local programs, including public preschool programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children with the following resources:

Pre-K Liaison
P3 Collaboration Group
United Way Liaison
Coordination with CAIU
Early Intervention
Teacher trainings and support with TEC Services
Communities in Schools
Laurel Life
Big Brothers/Big Sisters
The Hanna Foundation
Hanna’s Pantry
Effective School Solutions
Care Solace

Building Capacity of Parents

The Sara Lindemuth/Anna Carter Primary School will build the parents’ capacity for strong parent and family engagement to ensure effective involvement of parents and to support a partnership among the school and the community to improve student academic achievement through the following:

Provide parents with a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress and the achievement levels of the challenging state academic standards (Back to School Night, Education Night, Parent/Teacher conferences, PreK Night);
Provide materials and training to help parents work with their children to improve their children’s achievement, such as literacy training and using technology (including education about the harms of copyright piracy), as appropriate, to foster parent and family engagement (Literacy/Math/STEM Night, PreK Night); and
Provide assistance to parents of participating children, as appropriate, in understanding topics such as the following (Back to School Night, Literacy/Math/STEM Night, Parent/Teacher Conferences):
- The challenging state’s academic standards;
- The state and local academic assessments, including alternate assessments;
- The requirements of Title I, Part A;
- How to monitor their children’s progress; and
- How to work with educators to improve the achievement of their children

Building Capacity of School Staff

Sara Lindemuth/Anna Carter Primary School will provide training to educate teachers, specialized instructional support personnel, principals and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents and in how to reach out to, communicate with and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school through the use of:

Professional Development
Curriculum Development Teams
Professional Learning Communities
Data Meetings
Team Meetings
PTO Teacher Principal Representatives
State Parent Advisory Council (SPAC) Skits

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