Drew Nelson, director of elementary education for the Chambersburg Area School District (CASD), told the school board on Oct. 13 that the district’s top elementary priorities this year are ensuring students read by the end of third grade, building math fluency by the end of fifth grade, and managing the planned consolidation of five elementary schools.

Nelson said the district has identified explicit metrics for reading and math and is expanding interventions and staffing to meet them. "Our 3 strategic goals are reading by the end of third grade, fluency in math by the end of fifth grade, and successful building consolidation," Nelson said.

The metrics Nelson described for reading require students to meet two of three benchmarks: an end‑of‑year Acadience reading composite at or above benchmark, a MAP projected PSSA proficiency rating of proficient or advanced, and a proficient or advanced score on the third‑grade PSSA. Using those measures, he said, 46% of CASD third‑grade students met the reading goal last year, compared with a state average of about 55%.

For math, Nelson said students must meet one of two current measures—proficient/advanced on the fifth‑grade math PSSA or proficient/advanced on the MAP projected PSSA proficiency scale. He reported 52% of fifth graders met the MAP projected proficiency and 41% scored proficient or advanced on the math PSSA; the state average for fifth grade was 43%.

To address the gaps, Nelson said CASD is training all K–3 teachers in structured literacy (the research base often called “science of reading”), expanding intervention specialists and using an MTSS (multi‑tiered system of support) framework. He described a tiered approach: roughly 80% of students are expected to progress with Tier 1 classroom instruction; about 15% will need Tier 2 targeted interventions; and about 5% will need Tier 3 supports and possible evaluation for special education.

Nelson said the district is expanding the “Walk to Read” small‑group intervention model: six elementary schools are currently using Walk to Read in K–1 and the district plans to expand it to all elementary buildings next year; the district plans a similar “Walk to Math” model once the calendar adds instructional minutes. He credited recently approved intervention staffing for enabling district‑wide Acadience screening in kindergarten and first grade and for informing targeted instruction.

Nelson also described the logistical work tied to school consolidation. Five elementary schools—Lurgan, Falling Spring, Guilford Hills, Grandview and Andrew Buchanan—are slated to close and the district is preparing transition plans for students, families and staff. He said rezoning will affect all elementary schools, that 289 students currently attend a school out of their home zone due to babysitter approvals and 102 are out‑of‑zone because of oversubscription, and that the district will plan staff reassignments, welcoming and closing events, and building reuse once consolidation is complete.

Nelson said the district is exploring end‑of‑grade options for students who do not meet the metrics, including mandatory summer school, schedule adjustments, and retention; he noted 26 states and the District of Columbia have laws requiring third‑grade retention with exemptions and said CASD would vet options and exemptions if retained as a policy choice.

Board members asked about causes of variation between schools, partnerships with early‑childhood providers and Franklin County Library, and the timeline for scaling Walk to Read. Nelson said multiple factors (instructional practice, family supports and community factors) influence outcomes and that the district will share more detailed building‑level data at a future meeting.

The presentation concluded with Nelson saying the district will provide a family learning toolkit for math and reading to distribute at registration and through pre‑K partners to support early learning.

Nelson’s presentation was discussion and planning; the board did not take formal action on these items at the Oct. 13 meeting.