school improvement plan 2019-2020page 3 of 39 school improvement plan—recent years’ impact...

LYNNVILLE ELEMENTARY SCHOOL Warrick County School Corporation

320 East Fourth Street

Lynnville, Indiana 47619

(812) 922-3828

SCHOOL IMPROVEMENT PLAN

2019-2020

INDIANA DISTRICT # 8130

INDIANA SCHOOL # 8773

of 39

INTRODUCTION

The Lynnville Elementary Portfolio

Lynnville Elementary school portfolio was developed to document the changes and

progress our school has made while working to continuously improve everything we do.

The portfolio provides our staff with an ongoing means for self-assessment, continuous

improvement, communication, and accountability.

The categories used in this portfolio are based upon the Education for the Future

Initiative Continuous Improvement Continuums, adapted from business’s Malcolm

Baldridge Award Program for quality business management and achievement.

These categories were selected because we agree that the philosophies written into the

continuums will help Lynnville Elementary remain a quality school. Within each

category is a description of the intent of the category, a brief summary of where we are as

a school, and our next steps.

The eight categories utilized in this school portfolio are:

Information and Analysis

Student Achievement

Quality Planning

Professional Development

Leadership

Cultural Competency

Partnership Development

Continuous Improvement and Evaluation

This school portfolio is a living document which describes Lynnville Elementary and

includes actual evidence of our work. It describes who we are, outlines our vision for the

school—goals, plans, progress, and achievements in the context of client demographics

and needs—and lists school/community partnerships. The portfolio also describes how

we build and utilize our overall school plan for the purpose of increasing student

learning—our ultimate outcome. The last section, Continuous Improvement and

Evaluation, summarizes our assessments on the Continuous Improvement Continuums.

It is in this final section that one can see an overview of all the progress and changes we

have accomplished at our school—the effects of our Plan over time. This section also

shows how the Plan’s pieces interconnect to make our school a positive place for our

students.

of 39

School Improvement Plan—Recent Years’ Impact

Lynnville Elementary School has seen many successes over the past several years. We

have been fortunate to be designated a Four-Star School a couple of times over the past

several years, with attendance data being the barring criterion in most years. In recent

years, we have invested time and other resources in assessing student achievement while

also seeking, studying, and implementing quality curriculum updates which inspire

students to become independent, lifelong learners. These efforts continue to pay off.

Our students have consistently performed above state average on IDOE standardized

assessment scores in recent years. Our Spring 2019 ILEARN scores continue this trend.

We have done our best in the limited time given, with late-distributed information from

AIR, to assess disaggregated student achievement within tested grade levels. We have

continued to stress student accountability through our faculty’s implementation of “Data

Dashboard” by Dr. Steven Benjamin. Our school’s Dashboard (pictured below) is

located off the main entry of our school. This display shows our students’ current

performance and achievement in the following areas: weekly school-wide attendance,

average reading level for each grade, and average performance on “Rocket Math”—a

math fact mastery program, and the percentage of kindergartners who can count to 100.

A team of teachers was involved in developing the narrative for this portfolio based on

input from the whole staff. Much of the narrative content came from staff discussions in

the process of evaluating our work using the Continuous Improvement Continuums.

During these ongoing assessments, staff members contribute “evidence” of our

progress—actual data that show the outcomes of our practices.

Please enjoy this comprehensive study, as it provides the story of who we are and how

we work together to continuously improve. The last portion of the portfolio outlines

programs we plan to implement or to continue in the next years’ School Improvement

period in order to prepare our students to become successful citizens within a global

society.

--The Faculty and Staff of Lynnville Elementary

Hallway Data Dashboard Display—Weekly Attendance, Math and Reading Progress

of 39

The Lynnville Elementary Portfolio—

General School Information

Lynnville Elementary School, located in Lynnville, Indiana, is a kindergarten through

grade five public school. Built in 1968 and remodeled in 1996, our school is a smaller,

rural-community school which serves approximately 188 students. Lynnville Elementary

School has 15 instructional faculty members (9 homeroom classroom teachers, special

education, art, music, speech,), 13 support staff members (secretary, nurse, health aide,

three aides, one social worker, one school psychologist, two custodians, three food

service workers) and one principal. It is one of ten elementary schools in the Warrick

County School Corporation.

The facilities at Lynnville Elementary consist of 9 classrooms in addition to a music

room, art room, speech room, Robotics/STEM classroom, counselor’s office,

gymnasium, media center, Minds in Motion room, Resource room, cafeteria/multi-

purpose area, and two computer labs.

Lynnville Elementary School’s enrollment by grade level (as of August 2019):

Grade K----------------------29 pupils

Grade 1-----------------------34 pupils

Grade 2-----------------------31 pupils

Grade 3-----------------------29 pupils

Grade 4-----------------------32 pupils

Grade 5-----------------------33 pupils

TOTAL 188 pupils

of 39

Lynnville Elementary School “Lindies”—

Our Mascot and Our School’s Ideals

Lynnville Elementary faculty and students share pride in reflecting the values of

education, character and family. Lynnville Elementary School excels in academics and

student achievement with students frequently scoring well above the state averages on

state standardized tests. We are proud to have been designated an Indiana “Four Star”

School a couple of times over the past several years.

Lynnville Elementary School’s mascot is the airplane Spirit of St. Louis, the craft flown

by Charles Lindbergh, the first solo pilot to cross the Atlantic Ocean. The Lynnville

“Lindies” exemplify the spirit and bravery which carried Lindbergh through his daring

voyage. Students are encouraged to share Lindbergh’s qualities when pursuing academic

and other endeavors.

Lynnville Elementary has close ties with our community. The Lynnville Lions Club

sponsors our end-of-year Awards Day program. Each fall we host an early childhood

screening sponsored by the district’s special education department. We partner with the

local civic group, Lynnville Lions’ Club, to host a community Halloween Party.

Students, faculty and staff present an annual Veterans Day Program, which many

community members attend. During the holidays, many students from our school

participate in the annual Lynnville Community Holiday Parade. We proudly work with

local churches, business groups, civic groups, and individual philanthropists to provide

assistance to needy families during the holidays.

Our Parent-Teacher Organization is very active in supporting our students. PTO

sponsors fun events such as Spring Carnival, End-of-Year Field Day, Spaghetti Supper

and Talent Show, Dr. Seuss’s birthday/literacy celebration, and student dances, to

mention a few. Additionally, PTO donates party snacks, purchases many curricular,

supplemental and playground items for the school. PTO offers our teachers yearly

allotments to provide for individual classroom needs, in addition to special-request

classroom grants, which fund reading incentives and other programs at various grade

levels.

Students at Lynnville have many opportunities to be well-rounded individuals. Although

Lynnville Elementary is a small school, there are many opportunities to participate in

extracurricular activities such as Boy Scouts and Girl Scouts; Lindy Son Rays (religious

education program sponsored by community churches); elementary volleyball, basketball

and track teams; music programs; Choir; Dance Teams; Student Council; Youth First

“Skills 4 Life;” Youth First “Al’s Pals;” intramural athletics; Robotics/STEM Club; Little

Hoosiers History Club; Keyboarding Club and more.

of 39

The Lindies’ sports teams rise to the challenge of taking on larger schools while

displaying exemplary sportsmanship. Lynnville Elementary frequently is declared the

County Champion in various seasonal sports within our school district’s 10 elementary

schools.

Many students, faculty and staff members at our school take the opportunities to give of

themselves by supporting philanthropies such as the Riley Children’s Hospital “Caring

and Sharing” program and Easter Seals “Hop-a-Thon,”. Moreover, twice during the

school year, our student council members sponsor food drives for our local food bank and

local families in need. Student Council members volunteer at a local soup kitchen/food

bank and food and clothing bank a couple times each year.

Education at Lynnville Elementary—learning about academics, the American Spirit and

so much more.

Last year, Lynnville Elementary celebrated 50 years of educating students from the town

of Lynnville and the surrounding northern Warrick County communities. Students,

including the majority of the current teachers and staff at Lynnville, are proud to carry on

the tradition of providing quality instruction within a positive and supportive learning

climate.

Warrick County School District

Lynnville Elementary School is part of the Warrick County School Corporation. The

Warrick County School District serves approximately 10,000 students in ten elementary

schools, three middle schools, an alternative education center, and three high schools.

The district serves all students in Warrick County and includes the communities of

Lynnville, Elberfeld, Boonville, Newburgh, Chandler, Tennyson and Yankeetown.

The Community of Lynnville

The town of Lynnville, Indiana, population 600, is situated approximately ten miles north

of Boonville, Indiana, the county seat. Lynnville is situated just north of Interstate I-64

and the intersection of Indiana State Roads 61 and 68.

The community is rural and has few businesses. Lynnville has a bank, a Dollar General

Store, a preschool/daycare, two gas stations, funeral home, car wash, one restaurant, a

doctor’s office, two hair salons, an auto repair center, and two transportation-related

businesses. The aluminum, coal and automobile industries employ a significant number

of our county’s residents.

of 39

Lynnville Students

At the present time, the student enrollment ethnic breakdown is more than 98 percent

Caucasian, and less than 2 percent of the following groups: Native American, Hispanic,

African American, Multiracial, and Asian/Pacific Islander.

As of early September 2019, approximately thirty-eight (34.6) percent of Lynnville

Elementary students have qualified for free or reduced-priced meals. This is a tentative

number which will only go up, as parents have until mid-September to apply for the

program for this school year. In the years since 2003, our free/reduced student

population has varied between twenty-three (23) and thirty-nine (39) percent. We did not

meet the Title I qualification cutoff for our district this year, having suffered almost a

$100,000-less Title I budget for our district this school year. Accordingly, Title I services

are not offered at Lynnville Elementary for the 2019-20 school year. The Title I program

drastically improves our ability to help us focus on assisting our “at risk” students. This

program and the support it offers to our at-risk students will be greatly missed this year at

Lynnville Elementary.

Parent Involvement

Lynnville Elementary parents take pride in supporting activities at our school. Many

volunteer to assist teachers; others volunteer to take part in PTO committees. PTO

organizes a program called “Helping Hands”. This very successful program allows

parent volunteers to assist in running off papers and preparing special curricular

enhancements for classroom projects.

Lynnville Faculty

The faculty at Lynnville Elementary include: 9 regular teachers, one learning-disabled-

certified teacher, one art teacher, one music teacher and one speech / language therapist.

of 39

Other support personnel who assist in meeting the needs of Lynnville Elementary

students are: a school psychologist, a school social worker, school nurse, school

secretary/treasurer, a health aide, two custodians, library aide, one remediation aide, two

special education aides, and four food service workers. The student/teacher ratio at

Lynnville Elementary is roughly 19 to 1.

Safety, Cleanliness, and Adequacy of School Facilities

Lynnville Elementary and the Warrick County School Corporation are equally committed

to having a safe, clean and healthy environment for learning. At the site level, there is a

regularly-reviewed emergency preparedness plan. Regular fire drills, safe school drills

[building intruder / lockdown], and environmental emergency drills [tornado and

earthquake] are held. Planning for various potential emergencies is done in coordination

with regional agencies and with the district school safety manager. School plans stress

safety for the students first. At least one coordinated statewide drill is held, in which

Lynnville Elementary School and all District schools participate. Evacuation plans and

Emergency Binders are posted by the exit doors of each classroom and in each teacher’s

substitute folder.

Our Safe School Committee annually reviews our School Safety Plan. Our

Lockdown/Building Intruder procedure uses the Standard Response Protocol (SRP). We

worked with the local Sheriff’s Department and the Indiana State Police in coordinating

an appropriate plan, with which they can become involved if necessary. Due to the nice

large areas which our students can play during recess, we have two faculty and/or staff

members supervise lunch recesses where tree or more grade levels participate. Each

classroom/area has a two-way radio which teachers and staff use during emergency drills,

recess, and anytime they take students outside the building. This has improved student

safety and increased behavioral interventions at recesses.

We have security cameras installed in our entries, hallways, and school perimeter,

including two playground cameras. This has been a good implementation in prevention

and allows our principal to pull video to research discipline issues. School entrances are

clearly identified by letter for emergency personnel’s reference in emergency situations.

Our school has a secured entrance at the front of the building at the main entrance and all

exterior doors remain locked throughout the school day. Any individual wishing to enter

the building must be buzzed into the main entry and must then sign at the office. Each

classroom has a bar magnet to place in door frame (to be removed) in the event of an

emergency lockdown. We have an accessible AED just off the gym.

of 39

Specific safety concerns regarding buildings and grounds at the school site are handled

by the maintenance department if they cannot be remedied by onsite custodians. New

parents and first-time visitors to our school often remark how well-maintained and clean

our school is kept.

Other aspects of the school/district safety program include:

Each teacher and staff member has a hand-held two-way radio to use outside / during

emergencies

Substitute Teacher folders and classroom-specific Emergency Binders contain

emergency info and evacuation plans

School district safety committee

Bus evacuation drills

Fire safety inspections

Monthly school safety inspections

Limited access to the building—locked doors w/camera-monitored main entrance

Campus supervision / recess supervision by two teachers

School visitor procedures / School Visitor and Employee ID badges

Posted signs marking entrances and specific areas in the building (cafeteria/gym)

Electronic door access cards for all faculty and staff members

Annually-revised school safety plan with yearly follow-up training

Faculty and staff fire evacuation plan review, fire extinguisher training

Annual seizure training and specialized medical disorders training to address

students’ medical needs

Annually-reviewed Administrators’ Handbook of Emergency Situation Procedures

Standardized and posted Cafeteria and Playground Rules for Primary and Upper

Grades

Hand-held metal detectors in all district schools.

Teachers and administrators take all threats seriously and investigate each thoroughly.

Students are encouraged to report threats and rumors of violent acts to school

personnel through online means, by text, or in person.

All school campuses are closed during lunch periods.

Prevention programs including Peer Mediation/Conflict Resolution, Teaching of self-

worth and respect for others, “Break the Silence, Stop the Violence” video available

of 39

from the Media Center, awareness of early warning signs that a student might be

capable of committing a violent act—getting help for the student.

Anti-Bullying, Diversity Education and Personal Growth through Project Wisdom®

on the daily announcements and through our Youth First Social Worker.

Facilitated regular intervention by police / SRO and drug dogs.

Supervision at critical times (before and after school, lunch time, and passing times).

School District employs 3 School Resource Officers (SROs) and our county hires off-

duty officers for additional security and safety enhancement.

School Resource Office presents social media, online/internet safety and

responsibility discussion and awareness training to 5th graders

“Stranger Danger” and “Think First and Stay Safe” Safe Student and Sexual Predator

Awareness presentations provided by staff from Holly’s House in Evansville.

School Social Workers available at all schools

Open communication between police departments and Warrick Co. School

Administrators

District School Safety Specialist

Shared safety information meetings with faculty and staff

Yearly Lynnville Volunteer Fire Department “Fire Safety Program” for grades K-2

Bar magnets located at each classroom door in the school

Annual viewing of the following videos by all faculty and staff: Fire Safety, Blood-

Borne Pathogens, Human Trafficking, and Bullying.

Classroom Discipline/Learning Climate

Lynnville Elementary School provides a positive, disciplined, yet stimulating learning

climate for students. The climate for learning at Lynnville Elementary is enhanced by

involved parents. Parents are encouraged to become involved in school communities and

councils, to volunteer at school, to help with homework, and to encourage and honor their

child/ren’s successes. Student discipline is the responsibility of all Lynnville Elementary

faculty, staff members, parents—and, ultimately, the students themselves.

A main school objective is to provide a positive climate for learning in order to assure

student achievement, to enhance self-esteem, and to develop positive social behavior. To

reach this objective, Lynnville Elementary offers many opportunities for student

participation and recognition. When you enter our school, you see our Data Dashboard

display, which tracks Weekly School-wide Attendance Percentage, grade level Math Fact

Mastery, and grade level Reading Performance.

of 39

Some student rewards/incentives at Lynnville Elementary include:

· Academic Achievement Posters for students’ lockers (Reading and Math)

· Nine weeks Honor Roll Ribbons and Perfect Attendance Awards

· Lindy Bucks [“Caught Being Good” Office Treasure Box tickets]—Grades K-2

· Nine weeks “Responsibility” Pizza parties—Grades 3-5

· End-of-year Lions Club Awards Program (Character and Service-themed)

· Project Wisdom® (administrator-led thoughts on daily announcements)

· Accelerated Reader Semester/End-of-year Parties & End-of-year Reading

Awards

· Rocket Math Achievement incentives

· Monthly Behavior Reward System: Classroom Goal “Extra Recess”—all grades

Students are encouraged and expected to maintain appropriate behavior at all times.

Student handbooks, agenda books, and other information about school and classroom

rules are distributed at the beginning of the school year and are discussed on a regular

basis. In an effort to maintain an effective level of communication, both the parents and

teachers of students who are referred to the office for discipline receive a “Discipline

Report” form from the principal. Teachers are available for parent conferences at any

time throughout the year. Parents and teachers communicate regularly through the

student agenda book, which the students fill out on a daily basis. We have also utilize a

Student Behavior and Discipline Plan, including interventions provided via RTI.

Curriculum and courses are reviewed on a regular basis. Academic Standards have been

developed in alignment with the Indiana Academic Standards/Indiana Common Core

Standards and local needs. Parents are welcomed and regularly encouraged to be active

participants in the process of curriculum development.

Bullying

We address Bullying in many different ways at Lynnville Elementary School. Though

our primary focus is on bullying prevention, there are specific ways we address students

who do act out toward others at school.

At the beginning of the year, each classroom teacher discusses classroom, playground,

restroom and cafeteria rules—all of which include being considerate to others and their

feelings. Students also understand that being referred to the principal’s office for being

unkind to another student makes him/her ineligible for Honor Roll by lowering his/her

conduct grade. Years ago, Mr. Raber, our principal, implemented a program called Lindy

Bucks. Through this system, teachers reward students a Lindy Buck when they are

caught doing a good deed or being helpful to another student or adult. Students are able

to earn rewards from the treasure box in the office by turning in their Lindy Bucks. Mr.

Raber also frequently ends morning announcements with a selection from Project

Wisdom. Project Wisdom instills/reinforces morals and values in the children. The first

week of school the “Golden Rule” is addressed: Treat others as you would want to be

of 39

treated. There are many valuable lessons taught through Project Wisdom such as

Citizenship, Listening, Caring, Dealing with Anger, using Compassion, Teasing, and

Respect, to mention a few. Mrs. Betz, our school social worker, visits each grade level

within the first month of the school year to discuss bullying and interpersonal feelings.

This year, in grades 2-5, we will use a Bullying-awareness program, “Nobody Has the

Power to Ruin Your Day,” produced by the entertainer Lizzie Sider. Moreover, a

“Bullying” binder is available to all faculty and staff in the workroom. The binder

contains a bullying reference guide, The Bully, The Bullied and Beyond handouts from a

workshop presented by Esther Williams, who is a licensed professional counselor, and

our action plan for bullying at Lynnville Elementary.

Youth First Social Worker Mrs. Betz also promotes a week long school-wide bullying

prevention program in second semester. The week focuses on students being positive

role models for other students—being “upstanders”—instead of bystanders—when

witnessing unkind behaviors from other students.

Lynnville Elementary Bullying Action Plan:

- Teacher will report incident to the principal.

- Student will be referred to the principal, who will discuss situation with the student and

assign appropriate discipline measures—this office visit will result in the

student’s receiving a lowered conduct grade.

- In the event that a student commits another case of bullying, the home school advisor

will become involved and will meet with the principal with the student’s parents.

Moreover, the Safe School Committee will discuss possible revisions in the

bullying plan to address specifics in order to update school rules or school

procedures as necessary.

- School policy may be updated/revised as a result of Safe School Committee’s

recommendations.

Additional Student Support Services

Social Worker / Counselor

Students at Lynnville Elementary receive a high level of support services from an

outstanding staff. Our Youth First School Social Worker, Mrs. Abby Betz, works with

Lynnville students both individually and in small groups as needed. She also engages

classes in discussions and role play about topics such as Bullying. Mrs. Betz consults

with teachers and parents on a regular basis, working collaboratively to address student

needs, to modify student behavior, and to improve home/school communication and

cooperation. This includes being a source for guidance and action for students and

parents who need community services and assistance through social agencies.

of 39

Mrs. Betz’s goal is to help students achieve a sense of personal competency. To that end,

she facilitates the acquisition of skills which enhance success in the areas of academics

and behavior, along with social and life skills. Consequently, Mrs. Betz monitors

attendance according to Warrick County School Corporation’s guidelines and works with

the building Principal to meet students’ emotional and “socio” needs.

Speech and Language Services

Mrs. Kristin Moesner provides speech and language therapy for students whose

Individual Education Plans include Communication Disorders. Mrs. Moesner provides

instruction on Language Strategies which include: listening actively, drawing

conclusions, requesting clarification, fact vs. opinion, making associations, recognizing

and using question words, giving attributes, categorizing, using synonyms and antonyms,

understanding and solving analogies, sequencing events, recognizing/telling cause and

effect, recognizing and applying story construction, recognizing and applying the five

senses, telling main idea, explaining/using figurative language, using social language, and

demonstrating knowledge in written language.

Response to Instruction (RTI) Team

Lynnville Elementary utilized the Response to Instruction method of early intervention.

The RTI committee is made up of faculty and staff members from various grade levels,

disciplines, and academic service areas within the school. This team is led by a special

education cooperative psychologist. This team member collects qualitative and

quantitative data in addition to conducting academic and behavioral evaluations, data

from which is used to identify trends with respect to student academic and/or behavioral

concerns.

RTI data include, but are not limited to: ILEARN, Amplify DIBELS Next, NWEA MAP

Growth assessments, NWEA Reading Fluencv assessments, CLASS Math assessments,

dyslexia screening assessments for all students in grades K-2, Rocket Math and

classroom performance. We also use the CogAT (high-ability screener), I-READ3, and

SRSS and SIBS intrinsic and social behavioral rating scales to assess student academic

abilities and social interaction/appropriateness. Maintaining historical data of these

assessments allows us to assess class and grade level trends, comparing them to specific

student’s needs through the RTI process and, accordingly, to assimilate the trends /

growth of each student with respect to the grade level as a whole.

The Lynnville RTI team discussed 11 student cases during the 2018-19 school year,

ultimately referring 5 students for educational testing or screening via RTI, 3 of whom

qualified for special services. We continually monitor the progress and trends of

struggling students through RTI and screen or evaluate students on an ongoing basis.

of 39

YMCA Before and After School Daycare Program

The YMCA “Y CARE” Before and After Daycare Program is now an option for parents

in need of childcare. Y CARE opens at 6:30 a.m. The students go to breakfast at 7:20

a.m. or on to their classes at 7:40 a.m. Y CARE resumes after school at 2:40 p.m.

Students must be picked up by 6:00 p.m. This program is offered on all school days,

Monday through Friday.


Information and Analysis

Attendance Data

Lynnville Elementary faculty, staff, parents, and students consider school attendance a

high priority and take it very seriously. Student attendance rates at Lynnville have

remained strong and steady over the past few years. At the current time we are pleased to

consistently maintain an attendance rate above 96% yearly, which is above both the State

Attendance Average and also the Warrick County School Corporation’s attendance

average. For 2018-19, our attendance rate was just over 96.8%.

[See charts and graphs, starting next page]

of 39

Attendance

Daily absences not reported by a parent are each verified by the school nurse or nurse’s

aide via phone to obtain the reason for the student’s absence. The principal sends written

notice to the parents of students who have accrued ten days of accumulated absences

during the school year. He also sends letter to the parents of students who accrue twenty

days of absences. Additionally, these parents receive a contact by our Social Worker.

Parents of students who accrue thirty days of accumulated absences receive a letter from

the principal in addition to a letter from the Director of Student/Support Services

requesting an attendance conference with the student’s parents. Thirty days’ absence is a

valid factor in determining non-promotion to the next grade. Reaching this threshold is

also grounds for pursuing parental criminal charges for educational neglect, which,

thanks to our county’s Prosecutor and Deputy Prosecutors, we as a school district, were

successful in leveraging last school year.

Lynnville Elementary faculty and staff encourage good attendance. Weekly attendance

data (aggregate weekly attendance, total weekly absences, and school-wide weekly

attendance percentage) are displayed on the Data Dashboard in the front lobby. Our

principal often discusses this weekly percentage on the announcements and stresses its

importance to students. Though lofty, our weekly attendance goal is 98%. We award

Perfect Attendance Ribbons to students during nine weeks honor roll assemblies.

of 39

Enrollment

Enrollment numbers at Lynnville have varied widely over the last several years, from 188

students to nearly 250 students at one time. As of August 2019, our enrollment for our

now-6 total grade levels (grades K-5) is at 188 students.

of 39

Reading and Math ILEARN Data

Lynnville Elementary earned scores well-above the state average on the new

ILEARN assessment. In fact, our district as a whole scored above the state averages in all

subjects. Our school led the district in overall passing rates in a few subjects at various

grade levels. We are proud of our students and the results of the hard work that our

teachers and staff have done not only last school year, but also in the recent past school

years.

Our students and teachers worked very hard to prepare for the Spring 2019 ILEARN test.

These ILEARN scores were decent and set the bar for subsequent student growth and

achievement on the next few years’ ILEARN tests.

District-wide Comparison of SPR 2019 ILEARN Data

ELA 3rd Grade

MATH 3rd Grade

SCHOOL %

Pass % Gen

Ed Pass % SE Pass

SCHOOL

% Pass

% Gen Ed Pass

% SE Pass

Indiana 46 51 20

Indiana 58 63 31

WCSC 61 70 29

WCSC 75 82 46

Chandler 66 76 36

Chandler 71 79 45

Elberfeld 57 67 36

Elberfeld 63 83 18

JHC 64 68 33

JHC 82 86 56

Loge 55 67 28

Loge 67 76 44

Lynnville 68 76 43

Lynnville 82 81 86

Newburgh 66 74 32

Newburgh 80 87 47

Oakdale 53 72 18

Oakdale 64 80 36

Sharon 67 75 21

Sharon 79 85 47

Tennyson 53 50 60

Tennyson 87 100 60

Yankeetown 44 51 15

Yankeetown 65 69 46

of 39

ELA 4th Grade

MATH 4th Grade

SCHOOL %

Pass % Gen

Ed Pass % SE Pass

SCHOOL

% Pass

% Gen Ed Pass

% SE Pass

Indiana 45 51 18

Indiana 53 59 25

WCSC 62 67 35

WCSC 68 74 41

Chandler 65 72 35

Chandler 62 70 30

Elberfeld 67 81 44

Elberfeld 62 77 38

JHC 56 58 38

JHC 70 74 43

Loge 63 68 31

Loge 68 73 38

Lynnville 76 95 25

Lynnville 83 100 38

Newburgh 62 67 23

Newburgh 71 74 46

Oakdale 58 64 44

Oakdale 64 75 36

Sharon 68 74 32

Sharon 82 85 65

Tennyson 40 57 0

Tennyson 50 57 33

Yankeetown 57 60 44

Yankeetown 48 52 22

ELA 5th Grade

MATH 5th Grade

SCHOOL %

Pass % Gen

Ed Pass % SE Pass

SCHOOL

% Pass

% Gen Ed Pass

% SE Pass

Indiana 47 53 15

Indiana 47 53 18

WCSC 65 76 19

WCSC 64 73 25

Chandler 63 81 8

Chandler 54 69 8

Elberfeld 78 88 50

Elberfeld 67 81 30

JHC 73 78 32

JHC 80 83 58

Loge 69 85 8

Loge 54 64 17

Lynnville 48 61 20

Lynnville 76 83 60

Newburgh 65 80 14

Newburgh 62 73 24

Oakdale 58 72 21

Oakdale 65 84 17

Sharon 60 69 11

Sharon 61 69 21

Tennyson 78 75 100

Tennyson 78 88 0

Yankeetown 59 71 9

Yankeetown 34 40 9

of 39

Student Growth

Because this is the first year that we have taken ILEARN, there is no way to compare

previous years for growth. Obviously, with it being a brand-new assessment, there is no

valid way to make data comparisons. We can only make school, district, and state

comparisons. Lynnville Elementary did very well on ILEARN overall when those

comparisons are made across grade levels.

It is our goal that 80% or more of Lynnville students will score at the Pass or Pass+

level of the ILEARN test in ELA and Math in Spring of 2020. We will be focusing

heavily on student growth at each grade level in 2019-2020. This should follow, as we

continue to work hard to maintain both instructional/academic rigor and our students’

demonstration of sound Depth of Knowledge in their application of subject matter

knowledge.

Disaggregation of Data: In a quick review of the SPR 2019 ILEARN scores we

received in late August 2019, we see that special ed groups were challenged by the scope

of material in ILEARN, especially in ELA. This is no surprise, as a student’s simply

qualifying for an IEP indicates strong potential for below-grade performance in literacy,

affecting this student’s scores across all subject areas. The level of need and the various

IEP accommodations needed for in these particular student groups pose no surprise that

these groups’ scores were very low in comparison to a Lynnville “general ed” student

score. We were pleased to have a strong showing from special education students in a

few areas. It is to be noted that we more than 1/3 of the 2018-2019 fifth grade class had

an IEP for learning difficulties. There was not a statistically-significant difference in

Gender or SES across grade levels or subjects, proving efficacy of remediation / support

services for these groups. A few of our categories are regularly suppressed, due to the

size of our grade levels and subgroups therein; therefore, disaggregation of scores can

only be determined considering the categories of GEN ED. vs SPECIAL ED., GENDER,

and SES.

Looking forward, we will continue to focus on specific student growth across the

subjects. The SPR 2019 ILEARN scores illustrate that there is room for such growth as

we instruct while addressing individual student learning styles with engaging curriculum,

meet our students’ academic, social and emotional needs, and employ varied teaching

strategies for all of our students.

of 39


Student Achievement

In prior review/revision of the original Lynnville Elementary School Improvement Plan,

faculty and staff determined that we needed to continue the vision which was developed

and truly shared by all current faculty and staff members. We agreed that it was

paramount to continue to focus on improving the sub-categories of the following

subjects: Math—Number Sense, Algebra and Functions, Calculation, Problem Solving

techniques, and Hands-on Activities; Language Arts--Writing Skills/Writing Process; and

Science--Hands-on Activities.

Lynnville Elementary teachers and staff have continued to shape the vision outlined in

the first versions of our School Improvement Plan. We have marked increase in focus on

student accountability and engaging curriculum. These practices have translated to

student growth in both Math and ELA. Professional Development Activities spurred by

Revisions to our School Improvement Plans had teachers and staff members extensively

studying and implementing Language Arts methodologies such as Write Traits, Tucker

Signing, Handwriting without Tears, Emotional ABCs, Al’s Pals social/emotional

curriculum, and differentiating instruction through the use of Literacy Stations. Teachers

utilize the Reading Block into their curriculum. Professional development activities

prepared teachers to incorporate technology-based lessons, more hands-on activities, and

math centers into the curriculum. We continue use of the math facts mastery program

“Rocket Math” at all grade levels. Rocket Math has been very successful and its use

perennially pays dividends in preparing students to extend their knowledge of the basic

math facts and, accordingly, to narrow their concentration on learning new math skills at

their current grade level. Most teachers use Promethean Board activities to coordinate

state standards with lessons. Our school’s Data Dashboard in the front school lobby

continually illustrates student growth and progress with respect to grade level mastery of

math facts, school-wide attendance, and grade level reading averages.

Continuing the use of “Amplify” DIBELS Next/mCLASS in grades K-1 this school year

has allowed us to continue to address specific student skill needs in helping each student

to develop a solid repertoire of foundational reading abilities. Kindergarten and first

grade will be adding administration of the NWEA Map Assessments for fluency and

dyslexia screening, enhancing results data with use of the Exact Path computer program

for specific skill level practice.

Importantly, our entire faculty and staff have broadened their understanding of

social/emotional learning and teaching from kindergarten on. SEL curriculum and

modeling—not to mention modeling—are aspects which are paramount to a solid

education.

By continuing the use of these instructional practices and continuing to enhance SEL

curriculum and practices with data-driven instruction, it is our hope to bolster student

academic growth in Math, Language Arts, Science and Social Studies over the next

several years.

of 39

Values and Beliefs

Values and beliefs are the core of who we are, what we do, and how we think and feel.

Values and beliefs reflect what is important to us; they describe what we think about

work and how we think it should operate. The Faculty and Staff were asked to brainstorm

independently before we produced our core beliefs about what instruction, curriculum,

and assessment would increase our students’ learning.

At Lynnville Elementary School we share the following beliefs:

All students can learn

The school should provide a safe, drug-free, disciplined learning environment

Everyone deserves to be treated with respect

Instruction should be relevant, researched-based, and/or practice-proven (as

per ESSA)

Curriculum should be aligned with state / common core standards

Assessment should be ongoing and varied

Assessment should be directly linked to the curriculum and its standards

Students, faculty, and parents share common goals and expectations

Purpose

The purpose of Lynnville Elementary School is to develop our students’ academic and

social skills to their fullest potential, empowering them to become responsible and

productive citizens.

Mission The mission of Lynnville Elementary is best described with the acronym S.O.A.R. We

believe that we should Support life-long learning. It is our objective that every student

will Obtain the knowledge they need to Achieve their academic potential. We desire that

every student will Respect himself/herself and others. The staff and faculty feel that if we

can instill these principles in our students, we will produce the best citizens possible.

Support

Obtain

Achieve

Respect

of 39

Description and Location of Curriculum

The following are the curriculum, instruction, assessment, and environment factors which

support effective learning for Lynnville Elementary students:

Curriculum

Standards checklists are used by teachers

Curriculum is driven by and aligned with state standards and core curriculum

State Standards / Core Standards are located at the Indiana Department of

Education’s website

Instruction

Utilizes a variety of best-practice strategies

Accommodates and Differentiates, considering students with exceptional

needs and intelligences, including high-ability students

Is relevant, challenging, and engaging

Integrating technology through the use of Promethean Board lessons/activities

Assessment

Computer generated Report Cards are issued on nine-week quarters, with

midterms at 4½ weeks

ILEARN (Grades 3-5)

I-READ (Grade 3)

DIBELS Next “Amplify”/mCLASS Reading and Math and NWEA Map

Assessments (Grades K-1)

NWEA MAP Assessments (Grades 2-5)

NWEA Fluency Assessments (Grades K-2)

“Words Their Way” (Dyslexia Screener)

Accelerated Reader

Teacher-generated assessments

Textbook-aligned assessments

Rocket Math

Promethean Planet interactive checkups [ActivExpressions/ActivVoters]

Writing Rubrics / Project-based Rubrics

Oral reading and comprehension records/TRC

Book log reports

K-2 Weekly Homework Binder / 3-5 Daily Homework

“Go Noodle’ for “Brain Breaks”

Project Lead the Way

of 39

Environment

Safe, clean, healthy, drug-free and disciplined

Conducive to learning

Supported by the community

Open communication with students, teachers, parents, citizens, administrators,

and Board Members

Supportive, positive and friendly

Strategies to Increase Student Learning

Most teachers at Lynnville Elementary keep abreast of the latest “Best Practice” methods

of delivering instruction. Teachers take advantage staff development opportunities which

are offered in or near the district. A few teachers also attend state grade-level or subject-

specific teaching conferences. All Lynnville teachers are members of the DOE Learning

Connections, allowing them to share and use interesting and applicable curriculum

activities for their grade level. Learning Connections allows our teachers to network with

other teachers around the state in developing student programming. Another important

resource going forward will be the website Symbaloo. Teachers can customize

Symbaloo to share important links or information like subject-specific curriculum maps,

academic standards, classroom activities and much more.

Lynnville teachers recognize that students learn in different ways. Our teachers

incorporate a variety of instructional strategies to address the different learning styles and

the different needs of their students. To the degree that time and budget allow, we

encourage all staff to be involved in staff development opportunities that will increase

student learning. Of course, our highest priority is implementing the strategies related to

our vision. In recent years, our teachers have opportunities to expand their professional

methodologies. However, in order to have the most effective long-term transfer to

student learning, teachers need time to fine-tune these new skills in order to fully

integrate these practices into their curriculum. Continued teacher study and use of these

strategies across all grade levels will promote student familiarity with and integration of

these skills into their knowledge base.

Students in all grades use ExactPath, an individualized computer learning program,

which utilizes NWEA Map Assessment data to plan a prescriptive learning path by

students’ knowledge level and standards mastery, as they demonstrated via performance

on the NWEA Map assessments. Teachers use computer lab time in addition to study

times to have students work within ExactPath.

of 39

In 2016-17 we began use of a classroom as a “Minds in Motion” MAZE lab. This room

has 15 stations based on research by reading specialist Candace Meyer, whose work

focused on correlations between learning difficulties and physiological development.

Students will utilize stations simulating equipment and activities which NASA found

help maintain mental focus and concentration. Students use the MAZE lab daily for 10

minutes, building kinesthetic abilities while increasing their focus, balance and timing—

all components of Meyer’s research in associating NASA kinesiology and brain research,

relating this data to school-aged students in helping them read and concentrate better, in

addition to developing more effective gross and fine motor skills.

In 2018-2019 we were fortunate to receive a large STEM grant from Toyota Motor

Manufacturing Indiana to support the implementation of “Project Lead the Way,” a

STEM-based curriculum. Teachers were offered a 2-day training at Toyota during July

2018. All grade levels implement one PLTW module into their curriculum annually.

PLTW provides stimulating and engaging Science and Math activities while also

providing stimulus for authentic writing activities.

At each grade level, teachers are encouraged to work together as a team. Teachers in

grades K, 1, 2, and 4/5 have a mutual plan period, during which they can plan activities

and coordinate curriculum and instruction. We also regularly work across grade levels to

ensure a continuum of learning that makes sense for the students. We hold Drop

Everything and Read (DEAR) sessions after DIBELS ‘BOY’ and ‘MOY’ assessment

windows and after NWEA MAP assessment windows. This allows primary grade

teachers and upper grade teachers time for remediation planning using real-time

academic data. The purposes of such meetings are to ensure every teacher is teaching to

the standards, guaranteeing a sequential curriculum for our students as they advance

through the grades at our school—and to identify students who need additional help in

mastering essential skills. These DEAR meetings also allow time for academic data

review and for planning special collaborative projects across grade levels.

In August 2017, all Lynnville teachers attended “Differentiating Classroom Instruction”

by Carolyn Coil. The PL 221 committees at four of our district schools partnered in

pooling monetary resources to bring Ms. Coil to our district to present this Differentiation

workshop for our teachers. “Differentiating Instruction” has students who demonstrate

mastery of specific standards to participate in “compacted curriculum” activities which

allowing enrichment/extension/application of these already-mastered skills. This method

also allows the rest of the group to receive appropriate instruction while allowing these

on-grade level students to have success at their pace, being leaders who can

participate/ask questions which significantly enhance their learning and understanding of

these standards and concepts.

of 39

Student Support Systems

Recognizing that some students need support beyond that available in the classroom,

Lynnville Elementary has worked with school district and community resources to

provide a variety of special services for our students:

When a teacher believes that a student has special needs which require attention, the

student is referred to the Response to Instruction. The purpose of this RTI team is to

generate additional in-class accommodations and/or to match student needs with

resources that are available through the school, district, or community.

We have one full-time resource teacher who works with learning-disabled students. This

teacher has two full-time aides to help her meet the needs of students who are identified

as needing extra help. This LD Teacher works primarily in collaboration with classroom

teachers, providing most of the program support within the classroom via the Inclusion

model of instruction. The students generally stay in the classroom and either she or one

of the aides comes into the classroom to help the student(s) during lessons and work time.

When necessary, students are provided small-group instruction via pull-out “resource”

programs as specified by each student’s IEP.

In kindergarten, teachers use a program called “Emotional ABCs,” an interactive, step-

by-step program geared for children ages 4 and up. Emotional ABCs shows a child how

to work through emotions and make good choices. The program includes stories, DVDs,

games, activity books, and music for working through emotions. In 2017-18, the

kindergarten teachers partnered with Youth First, a local organization focused on

prevention of substance abuse in initiating use of the “Al’s Pals” program, a socio-

emotional awareness program which teaches healthy young children healthy decision-

making strategies. This has been a good program, which we expanded to use in first

grade for 2018-2019 and to utilize in grades K and 1 for 2019-20.

The Warrick County program for high-ability students is called “EXCEL”. Parents of

qualifying Lynnville students may elect to send their students participate full-time in a

High-Ability/EXCEL curriculum at another district magnet school within our school

district. These students may continue to participate in this immersion program

continuing through grade 7. Our school uses the online CogAT assessment in

Kindergarten through third grade, and also in fifth grade, to identify students for whom

we should likely differentiate or enrich instruction in the various subject areas.

Standardized test scores and CogAT data are used to determine placement of Excel

students in grades 4-5 at our school, and for 6th grade Honors and/or Advanced courses as

our “graduating” students attend Tecumseh Middle School in subsequent years. Students

who qualify for the Excel program may elect to attend a full-time high ability magnet

program at Chandler Elementary school within our school district, if they desire.

of 39

Summary of Progress

Lynnville Elementary students have demonstrated good test scores for the last several

years running. We are proud to have been classified an Indiana Four-Star School a few

times over the past several years. We hope to earn an A for 2018, as we feel we

performed well in all areas last school year. As of this review and revision of our School

Improvement Plan, IDOE has not released school letter grades.

The Lynnville community is very supportive of Lynnville Elementary School and its

programs. This is an important factor that enables us to teach in a climate which is

conducive to learning. We have paved a good foundation for increasing student

achievement. We have also learned to study our student achievement results along with

our school processes. We intend to continue our School Improvement Plan focus on

Language Arts—“Writing” and “Language Use” and in Math—use of “Rocket Math”

and hands-on activities. We will continue using Amplify DIBELS Next/mCLASS in

grades K-1 to improve Reading instruction and student Reading skills. We will use the

NWEA MAP Assessment to glean academic data and to guide instruction for students in

grades K-5 while continuing to study and implement Best Practices such as Differentiated

Instruction, Al’s Pals, Project Lead the Way, and other programs—including SEL

curriculum and SEL modeling and strategies—to maintain cross-curricular, multi-

dimensional student growth at all grades, K-5. Moreover, we will continue to use of the

Response to Instruction (RTI) student referral process, which to-date has been

resoundingly successful. Further professional development efforts will involve training

teachers in SEL programs, and providing rigorous instruction while engaging students in

demonstrating Depth of Knowledge across the curriculum each day of the school year.

Next Steps

With the Spring 2019 ILEARN scores in, we find that our school improvement efforts

over the past recent years are paying dividends. We know that we need to continue focus

on deepen our commitment to student engagement, taking understanding and application

to entirely new levels through differentiation, students’ kinesthetic involvement, and

providing special curricular programming. Our goal is to fully implement this vision into

practice in every Lynnville Elementary classroom.

To accomplish this we plan to:

· Regularly examine student assessment data, whole faculty and grade-level teams

· Share our work and successes, so that every child in the school can benefit from

each teacher’s talents

of 39

· Collect authentic assessment data (Amplify DIBELS Next/mCLASS & NWEA)

so we can use it for action research, curriculum planning and guidance, and for

student referral as necessary

· Have students regularly use the “Minds in Motion” MAZE lab.

· Continue to use data to drive instruction to improve student achievement and to

meet students’ needs

· Continue the curriculum alignment process for new textbooks/standards materials

· Continue to explore research-based strategies in addition to fully integrating

recently-acquired methodologies and technology

· Participate in research-based professional development which enhances student

learning experiences

· Focus on the importance of student mental health and Social-Emotional Learning

by modeling and providing specific SEL activities and curriculum in the primary

grades.

Cultural Competency Cultural Competency with respect to School Improvement refers to a school identifying

the specific student cultures within the school and addressing specific barriers to learning

within those discrete student populations. Our student population groups are fairly

narrow within the traditional “race/ethnic,” “economic,” “special ed.” and “regular ed.”

populations. We will continue to disaggregate student performance data with respect to

these identifiers.

With our rural school setting, the faculty and staff at Lynnville Elementary understand

that culture and diversity awareness is a very important component of our students’

education. Though access to multimedia and the increase in technology worldwide have

made communicating with and learning about other regions, societies, and peoples of our

world easier than ever, the majority students at our school live in either a small town or a

rural setting, both surroundings composed of a fairly homogenous Caucasian culture.

This environment limits opportunities for our students to experience much cultural

diversity. As such, we strive to provide additional learning experiences which broaden

our students’ cultural experiences while promoting respect for and understanding of the

differences which make us unique and interesting. These qualities, balanced with

personal needs and feelings, ultimately are the universal fabric which unites us as the

human race. Lynnville students are inviting to and embrace new students to our school,

regardless of their color, race, and academic or social abilities. Lynnville students are

also given the opportunity to serve less-fortunate members of our community and region

through service learning and voluntarism. Our students continually make us swell with

pride to see their actions and involvements in these opportunities, which we work hard to

coordinate for them.

of 39

The Lynnville Elementary Portfolio—Leadership

Our Principal is Mr. Gene E. Raber, himself an alumnus of both Lynnville Elementary

School and our community’s Tecumseh High School. Mr. Raber has led Lynnville

Elementary since the 2003-2004 school year. Prior to this, he taught sixth grade for two

years at Riverview Middle School in Huntington County (Indiana) Community School

Corporation, and he subsequently taught eight years at Oakdale Elementary School

within Warrick County School District. At Oakdale Elementary, Mr. Raber taught sixth

grade and enjoyed coaching sport teams and academic teams.

Mr. Raber graduated from Purdue University with a Bachelor’s Degree in Elementary

Education with a Reading Minor. Additionally, he holds a Master’s Degree in Elementary

Education from the University of Southern Indiana. He completed his Administrative

certification at Oakland City University.

Mr. Raber enjoys working with technology and completed Indiana NEXT in cooperation

with the Indiana Department of Education. He writes grants to enhance school

curriculum and programs and encourages teachers to grant write for enhancing classroom

programming.

Mr. Raber established student reward programs at the primary and upper grade levels,

including “Lindy Buck” rewards and demerit-free pizza party at these levels,

respectively. After each nine weeks’ report cards are issued, Mr. Raber conducts Honor

Roll ceremonies at all grade levels to award the students Honor Roll ribbons and

Attendance Awards. Also, Mr. Raber and a faculty or staff member supervise a monthly

extra recess for all students in grades K-5 who have achieved the individual classrooms’

identified goal for the month.

Since he has been principal at Lynnville Elementary, Mr. Raber has worked to ensure that

our school is compliant with ADA requirements while also improving the appearance and

safety of our school building and grounds. Mr. Raber encourages teachers to attend

professional development opportunities which enhance our curriculum; he also supports

teacher use of technology in our classrooms and is an advocate for seeking grants and

educational programming which may be available to our classrooms/school.

of 39

The Lynnville Elementary Portfolio—Quality Planning

Through the creation of this comprehensive plan for improvement, Lynnville has enabled

an array of positive outcomes—a vision that is shared by all. Work will continue on our

focus to improve instruction in Math, Language Arts, Social Studies and Science. Within

this School Improvement Plan time period, we will improve how we assess students who

may have exceptional needs in the areas of academics and/or behavior. This will

continue to impact how we refer students for educational testing. We now use the

Response to Instruction model for this purpose.

Data will continue to drive our curriculum improvements. We will disaggregate the

data in Language Arts, Math, Social Studies and Science to ensure that our professional

development correlates with student needs. Moreover, we will continue to build on the

steps we have taken with respect to teacher training, holding the expectation that this

training be fully implemented into the classroom, transferring to students in usage and

application of professional development.

Several support systems have been established to enable our plan’s implementation. The

first issue involved time—flexibility in the areas of scheduling and time management has

freed several slots in the school day:

Amplify DIBELS Next/mCLASS and NWEA Assessments will give “real-time”

feedback on student standards knowledge and progress.

The periods from either 7:15 to 7:40 or 2:40 to 3:15 may be used for school

meetings or study groups through utilizing aides and other support staff to dismiss

students.

Use of Art and Music periods allows for team planning.

Drop Everything and Read (DEAR) times during which teachers can have grade

level or team-planning meetings at various times throughout the year.

Curriculum alignment in Language Arts, Math, Social Studies and Science has

determined our curriculum focus, allowing teachers to accomplish standards-driven

instruction.

Continued communication (teacher/teacher, teacher/parent, parent/student, principal/

faculty, and faculty/ other school faculties) will ensure that everyone is informed and

accountable.

We will continue faculty and team meetings which carry the focus of examining student

data and work; these assessment points will encourage continuous teacher and student

improvement. We have developed goals, objectives and strategies for our students.

These are summarized in our comprehensive Improvement Action Plan, which is shown

on the following pages.

of 39

Impact

Having a comprehensive school-wide improvement plan has provided focus with respect

to professional development the past several years. This focus has allowed us to continue

working toward improving teacher strategies with the expectation of improving student

learning experiences at Lynnville Elementary School.

Timeline for Improvement

Action Plan—2019-20

Strategy/Action Person Responsible Measurement Time Frame

Alignment of our Language

Arts, Math, Science, and

Social Studies Curriculum

with State Proficiencies

All Teachers DOE Website

Standards

Ongoing

Maintain a writing program

that includes the specific

skills based on the Indiana

Academic Standards for

each grade level

All Teachers Grade Level Rubrics Ongoing

Specific Remediation

targeting low-performing

students (Amplify DIBELS

Next, NWEA, ILEARN

Language Arts and Math

Subgroups)

Classroom Teachers,

Paraprofessionals,

Administrator, L.D.

Teacher,

DIBELS/TRC,

mCLASS, NWEA

Reports, general ed.

Assessments, K-2

dyslexia screener

assessments

Ongoing

Amplify DIBELS Next/

mCLASS

Teachers (K-1),

Administrator, L.D.

Teacher,

Assessments/Reports

Parent Reports

Three Times per

Year

NWEA MAP Assessments

Including MAP Fluency

Teachers (K-5), Para-

professionals,

Administrator, L.D.

Teacher

Assessments/Reports Three Times per

Year

D.E.A.R. (Drop Everything

and Read)

Administrator,

Teachers, and Library

Aide

Accelerated Reader

Reports

As Needed

Accelerated Reader

Program

Administrator, all

Teachers, and Library

Aide

Reports Ongoing

of 39

Minds in Motion—MAZE

kinesthetic lab

All Faculty, Staff and

Administrator

Pre- and Post-tests

(some grade levels);

student performance

and ability

Daily, as feasible as

possible—Aug.

2019 to May 2020

Social-Emotional Learning

curricula, modeling,

reinforcement and support

All Faculty, Staff and

Administrator

Emotional ABCs,

Al’s Pals, social

worker service data

Ongoing

Rocket Math—Math Facts

mastery program

Administrator,

Teachers,

Paraprofessionals, and

Title I Teacher

Reports and Graphs 3-5 Times Weekly

Use “Project Lead the

Way”—STEM Curriculum

in all grades, K-5

K-5 Teachers, Title I

Teacher, Art/Music

Teacher and

Paraprofessionals

Project Rubrics,

student log books,

products from PLTW

activities

One PLTW module

completed at each

grade level during

2019-20

Parent Communication All Faculty, Staff,

Office Staff and

Administrator

Agenda books, e-

mails, conferences,

and newsletters

Ongoing

Response to Instruction

Committee

Administrator,

Teachers, L.D.

Teachers, Title I

Teacher School Social

Worker, Speech

Pathologist, and School

Psychologist

Teacher Data,

Academic/Behaviora

l Assessments,

Anecdotal Records,

Performance

Reports, Behavior

Scales

Ongoing

IREAD-3 Data Review and

Spiral/Circular Curriculum

and Assessment


Teacher, and

Paraprofessionals

Reports Spring / Ongoing

ILEARN Data Review and

Spiral/Circular Curriculum

and Assessment


Teacher, and

Paraprofessionals

Reports Ongoing


Professional Development

The administration at Lynnville Elementary encourages faculty and staff to attend

workshops and conferences related to our School Improvement Plan initiatives. Teachers

also occasionally attend professional workshops which meet their individual instructional

interests. In both scenarios, teachers are asked to report what they learned during faculty

meetings or at grade-level meetings after returning from these workshops.

of 39

Reflecting on the student achievement data which appear in Information and Analysis, we

see that we have, essentially, come full-circle and must focus on academic rigor and

Depth of Knowledge in our curriculum at all grade levels. We will continue to utilize

these Best Practice methodologies to help our students succeed while continually

assessing other areas of need, subsequently seeking training to address these areas.

The following are the research-based programs or assessments which we have

studied and implemented into the curriculum over the last several years:

· Write Traits

· DIBELS Next /mCLASS Math

· NWEA Map and K-2 Fluency Assessments

· CogAT (High-Ability Student rubrics)

· A.I.M.S.—Activities Integrating Math and Science

· Tucker Signing, Dr. Bethany Tucker

· Ruby Payne—Poverty in the Classroom / “Bridges out of Poverty”

· Differentiating Instruction in the Classroom

· Project Lead the Way –STEM

· Emotional ABCs

· Al’s Pals (social-emotional learning via “Al the Owl” puppet)

We have also implemented instructional strategies, activities or programs presented

at the following professional workshops or as a result of these School Improvement

Plan activities:

· “Today’s Learner: Teaching the ADD/ADHD Child,” presented by WCSC

Behavioral Staff

· “Minds in Motion”

· Rocket Math—Mastery of Math Facts at the Elementary Level

· DOE Math workshops

· Smekens Education E/LA workshops

· Marcy Cook “Using Math Centers to Improve Math Achievement”

· Professional Reference Library

· On-site Technology Skills Training

· Literacy Stations

· iPad Training

of 39

Professional Development—Next Steps

In recent years, we have integrated effective curriculum enhancements which continue to

pay solid dividends. Our student performance data illustrate solid achievement and

continue to build on past successes of these SIP/school improvement efforts. Over this

next year we will concentrate new Professional Development efforts toward increasing

student engagement and academic rigor; constantly monitoring student growth; and

improving curriculum, parent and peer communication through technology. We intend to

accomplish all this while maintaining progress on our recent School Improvement Plans’

focus on enhancing Academic Rigor and increasing student Depth of Knowledge in

Lynnville Elementary School classrooms through Differentiating Instruction and

improved Formative Assessments.

We have experienced a significant increase in the number of students identified with

ADD/ADHD in past years. In 2015-16, two Lynnville teachers attended a specialized

ADD/ADHD seminar, presenting workshop highlights, techniques and activities to other

faculty and staff members. These teachers continue to provide periodic “check-ups”

throughout the school year in maintaining awareness of the needs of our attention-

challenged students. In 2019-20, we will continue to seek professional development in

reaching the student with attention difficulties, while we will also advocate for students in

continuing the RTI process and communicating closely with their parents. We look

forward to learning about additional strategies to employ in assisting and accommodating

these particular students’ needs in the classroom.

Last year, Lynnville Elementary teachers focused on Differentiating Instruction. We

partnered with three other district elementary schools to pool PL 221 resources to bring

Carolyn Coil, an authority on Differentiating Instruction, to our school district to present

targeted grades K/1, 2/3, and 4/5 workshops for all of our teachers. Group discussion and

sharing Differentiation activities and lessons has been beneficial to our teachers. This

continues to positively impact classroom activities for all of our students.

of 39

All district elementary schools began using NWEA MAP assessments to assess student

progress and ability. In 2019-20, Lynnville teachers will continue to participate in

workshops whose purposes will be highly-effective use of the student MAP data to guide

instruction and to focus remediation, and setting student growth goals.

Our district’s transition to using Google “gmail” and Google DOCS continues to

significantly improve how all teachers within our school district are able to communicate

with parents and peers, share data for curriculum and school improvement—all while

maximizing use of the ever-important resource of time. We share Docs to document

student academic performance and qualitative observations for RTI.

Lynnville teachers continue to share strategies and tools which help them to better

manage their classroom, more effectively teach, and to more easily share information

with parents and colleagues.

In past years, teachers have focused professional development on incorporating new

Language Arts initiatives—including both the implementation of the 90-minute Reading

Block and the use of Literacy Stations—into our daily curriculum across the grade levels.

In 2019-20, we will continue use of DIBELS Next/mCLASS in the primary grades to

increase all students’ early Reading skills, while continuing the use of NWEA MAP

assessments to better guide instruction and remediation practices. We will continue to

focus on our commitment toward deepening our students’ experiences with curricular

content, including focus on academic rigor and depth of knowledge / application of

knowledge. Social-Emotional Learning will be a focus in addressing students’ needs in

all grade levels as well.

Activities including Differentiated Instruction, Google DOCs and Gmail, Minds in

Motion, Rocket Math, Project Lead the Way, Reading Block, and continued focus on

student character, responsibility, hard work and follow-though, we know that we will

make a significant impact on our students—not only for this school year, but for years to

come.

of 39


Partnership Development

Lynnville Elementary envisions our families, staff, and community working together to

help our children succeed. This is a shared responsibility. We are committed to exploring

and developing new strategies for our community, which will help us and our children

meet the challenges of a fast-paced, ever-changing world.

A key component of a successful partnership is communication. The communication

tools which are presently used are:

· Agenda Book

· “Synergy” Grading and Attendance software—with Online Student Data Access

for parents

· Proactive Teacher / Parent e-mail contact and phone communication

· “Meet the Teacher Night” (just before school begins)

· Monthly Calendar and Parent Communication sent online via parent e-mail group

· “Breakfast with Brad” (Superintendent meetings with parents across district)

· PTO Meetings

· Parent / Teacher Conferences during teacher plan times, before or after school

· Report Cards / Mid-Terms and Assessment Reports

· Student Digest and Warrick sections of area newspapers

· Principal bulletins / e-mail to faculty/staff e-mail group

· Classroom Newsletters

· Al’s Pals Letters for Kindergarten Parents

At Lynnville Elementary, we realize that parental involvement is one of the greatest

contributors to student success in school. Given our community's demographic profile,

we strive to provide some well-placed support for our students' families so that they, in

turn, can support their children's education. We hope to continue to have a clearly-

articulated partnership structure for the school, so that our partners' efforts directly impact

our students' successes in school and in life.

A partnership plan is part of our comprehensive school-wide improvement plan. It is our

belief that our students have much to give to, as well as learn from, their community. We

will continue to look for ways to develop school and community partnerships.

of 39

Our current partnerships include:

· Lynnville Elementary Parent Teacher Organization

· Parent Volunteers / PTO “Helping Hands” program

· Tecumseh High School Drama and Art Clubs

· Tecumseh High School students and athletes

· Lynnville Community Bank

· Fraternal Order of Police partnership for underprivileged children

· Warrick County Public Education Foundation

· Youth First, Inc.

· “Warrick Cares” (Communities That Care Coalition)

· Lynnville Lions Club

· Lynnville Volunteer Fire Department

· Toyota Motor Manufacturing Indiana

· Holly’s House Domestic Violence Awareness and Prevention Center

· F&AM Masonic Lodge #396

· Purdue University/Warrick County Extension Office

· Eugenia Reed Irrevocable Trust / Peoples Trust and Savings Bank

· Lowe’s—Corporate and Local Stores

· Wal-Mart Community Giving Program

· Community/Area Merchants

· Boonville-Warrick County Public Library

· Lynnville Area Churches

· Lynnville United Methodist Women’s Club

· Warrick EMS

· Southwest Indiana Arts Council

· Warrick County Drug-Free Council

· Warrick County Solid Waste Management District

· Debra Corn Agency

· St. Mary’s Warrick Hospital / St. Mary’s Evansville

· Warrick County Health Department

· Brown Orthodontics / Dr. Randall Brown, DDS

· Just for Kids Pediatric Dentistry / Dr. Sean Cook, DDS

· Cook Orthodontics, PC / Dr. Devon Cook, DDS, MDS

· ALCOA

· Warrick County Public Education Foundation

· Boonville Standard—Student Digest

· Evansville Courier—Newspapers In Education

· University of Evansville

· University of Southern Indiana

of 39

· Evansville Thunderbolts (Hockey)

· Evansville Otters (Frontier League baseball)

· Marilyn J. Klenck Community Foundation Alliance Grant

· Tools for Teaching, Teacher Store

Our partnerships bring to our school more resources which enhance student learning. We

continue to expand the activities, which have been such a big “win” for the students, our

Plan’s vision, and standards-related work.

Members of the Lynnville Volunteer Fire Department with

Second Graders during Fire Prevention Week

Focus Components

Continue open parent-teacher communication policy

Continue to utilize partners in a way that supports our vision

Strive to expand our partnership base

Ensure that all of our partners feel appreciated and see the results of their work

with our students

Make sure that we are connecting to all the possible partners in our community

who can enhance our students' learning

of 39

Continuous Improvement and Evaluation

We have made tremendous strides in the areas of our vision-based Professional

Development over the past few years. We will continue to brush up on the skills and

teaching methods which we learned and have implemented through the Professional

Development opportunities aligned with the last few School Improvement Plan cycles.

The positive effects of these programs affirm the need to continue the use of the teaching

strategies and programs which we have incorporated into the Lynnville Elementary

curriculum over this time. Over the next few years, we will continue to refine our use of

these programs while also seeking professional development opportunities which meet

any additional needs identified by our test scores and other assessments.

We recognize the importance of evaluating the impact of professional development on

student achievement. We will use ISTEP+ data, ILEARN data, I-READ data, Amplify

DIBELS Next assessments, NWEA Assessments, Formative and Summative

Assessments, in addition to Response to Instruction trends and STAR Reading/STAR

Math assessments over the next few years to measure our effectiveness as we continue

our work toward ensuring the success of all students at Lynnville Elementary School.

Lynnville Elementary School

Warrick County School Corporation #8130

Lynnville Elementary School #8773

School Improvement Plan Committee

August 2019

Gene Raber------------------------------------School Administration / Principal

Mindy Green--------------------SIP Committee Chair / Kindergarten Teacher

Cindy Adams-----------------------SIP Committee Member / Grade 4 Teacher

Ryan Harris-------------------------SIP Committee Member / Grade 5 Teacher

Heather Oxley----------------------SIP Committee Member / Grade 3 Teacher

Misty Perry--------------------------SIP Committee Member / Grade 2 Teacher

Shanna Smith -----------------------------------SIP Committee Member / Parent

Kathy Yager-------------------------SIP Committee Member / Grade 1 Teacher

school improvement plan 2019-2020page 3 of 39 school improvement plan—recent years’ impact...

Documents