Most students are making sufficient progress to advance to the next levels of proficiency, but there are some who are not. This pattern is most common in below and well below students based on Acadience reading composite and below basic and basic students based on Reading Inventory. We believe this is a result of deficits in phonemic awareness, phonics, vocabulary, and comprehension. A strategy for improvement is ensuring that every teacher implements the district protocols for whole group instruction using Wonders, and the foundations piece using 95% Group, and providing small group instruction regularly, using 95% Phonics Learning Library, and 95% Phonological Awareness. Another strategy for improvement is continuing to have interventionists working with students in small groups every day. Another strategy for improvement is teachers teaching in small groups using the 95% Phonics Lesson Library (PLL) in grades 1-5 and 95% Phonological Awareness (PA) in grades K - 2 for students who fall in the below and well below category.

By spring 2024 Willow Springs will increase the percentage of kindergarten students who are proficient in Nonsense Word Fluency/Correct Letter Sounds by 4%, from Middle Of Year to End Of Year.

By spring of 2024 Willow Springs will increase the percentage of 1st grade students who are proficient in Nonsense Word Fluency/Whole Words Read by 20%, from Beginning Of Year to End Of Year.

By spring 2024, 80% of students in grades 1, 2, and 3 will achieve typical or better progress as measured by the Composite Score/Pathways to Progress in Acadience.

By spring 2024, 75% of all 4th and 5th grade students will meet or surpass their expected growth goal as measured by Reading Inventory in the Expected Growth Goals report.

TSSP
We will hire 3 aides to work in our kindergarten classrooms for $51,000.
We will hire 1 Booster teacher to make booster class sizes smaller for $17,000.
We will maintain the increase in hours of our behavior assistant of 10 hours for $15,000.
We will pay .5 of a Social worker to maintain a social worker full time for $43,000.

We will purchase Equipment/Technology for $471.

Land Trust
We will hire 5 reading interventionists to work with all grade levels. Interventions will include the Wonders Newcomer kit, PLL, 95% PA, leveled readers, fluency and comprehension practice, and book studies. Anticipated cost: $89,219.
We will pay for substitute teachers so teachers can increase capacity through coaching cycles, public practice observations, lesson studies, and time to study/implement reading curriculum including Wonders and 95%. Anticipated cost: $5,000.

We will provide professional development on Wonders, 95% Group, 95% Phonics Learning Library (PLL), and 95% Phonological Awareness (PA). We will provide training on structured classroom discussion techniques (precision partnering, discussion stems, explicit vocabulary instruction, and close reading protocol). We will provide training on teacher clarity and how to write learning intentions with success criteria. We will provide training on the best practices for technology use. Technology implementation will be through Reading Plus, Lexia, and Lexia English. We will increase public practice through allowing teachers half day substitutes to visit other teachers to observe their teaching in English Language Arts, and through targeted observations by the instructional coach.

We will assess students in the fall using Reading Inventory for 4th and 5th grades and look at each student's Expected Growth Goal. Fall testing will include Acadience Benchmark Testing for kindergarten, 1st, 2nd, and 3rd grades. Midyear check for 4th and 5th grades will be measured by the winter Reading Inventory and student progress toward the Expected Growth Goal. Midyear check for kindergarten, 1st, 2nd, and 3rd grades will be measured by the winter Acadience Benchmark tests and Acadience Pathways to Progress reports. Reading Plus usage will be also be monitored monthly. Lexia usage will be monitored monthly. Implementation of structured classroom discussion techniques will be monitored through checklists, walk-throughs, targeted observations, and coaching cycles.

Students with disabilities will be in class during core instruction in reading. They will participate in structured classroom discussion techniques. They will be given the proper scaffolds to be successful. They will also receive small group instruction from their homeroom teacher, tier 2 or tier 3 instruction from an aide or the resource teacher, time on Reading Plus or Lexia. Implementation will be monitored through checklists, walk-throughs, and coaching cycles.

Language production will be increased through training in and implementation of Structured Classroom Discussion techniques. Implementation will be monitored through checklists, walk-throughs, and coaching cycles. English Learners may use Lexia or Lexia English to increase basic language skills.

Teachers will share data with parents during Parent teacher conferences.
Data will be discussed monthly in School Community Council.
Data will be discussed monthly in Building Leadership Team (BLT).
Data will be discussed weekly in Professional Learning Communities (PLCs).