001Hello and thank you for taking the time to view our presentation on our 4K through 12 literacy programming and outcomes in the Sun Prairie School District. I'm Stephanie Leonard. I serve as the assistant superintendent for teaching learning and equity. I am joined by Dr. Sarah Chaya Clarity, director of secondary, Rick Miller, director of elementary, and Deb Larson, our K12 literacy coordinator for the district. Our presentation will cover some data from this year for our reading and literacy outcomes as well as an update on where we are with act 20. Tonight we will answer the four central questions posed to us by the school board. How do we measure student success? What data demonstrates student growth with data trends? If the goal is not being met, why? And what are we going to change to see
002student growth in those outcomes? We were also asked to include an update on act 20. We will do our very best to keep this under 20 minutes. Uh but with adding act 20, we might sneak a little over that. So we'll do our very best to keep it to that. So as we discussed with our math presentation about a month and a half ago, very similar responses to how we realize success or what is our measure for success. So the ultimate measure is our student result policy two which are the board result expectations. When we presented in September 2024, we had not made reasonable progress in our third grade results and we did make reasonable progress with our eighth grade and preacct reading scores at 10th grade. You can see those full reports there if
003you'd like to click the links below. In a similar measure to math, we talked about the multiple ways we analyze for success or look at outcomes for students. And you can see there are many ways that we look at our data to help inform our progress across the system, to help inform our curriculum, our instructional materials, and even our course sequencing. The two that are bolded on the bottom of the slide are the data points that our staff spend the most time analyzing. Those are the ASW Webb outcome data three times a year 5K through 8 and then of course our biiteracy and literacy classroom level assessments 4K through 12. We pay very close attention to those data points because they are the most actionable at the classroom level where we can analyze focus groups
004or even by name by planning for students on areas that we can see students aren't yet making the progress that they need to. So when we're looking to measure success in the interim and actionable feedback, we pay the most attention to our Ames web data and our classroom level assessments. We were also asked in our last presentation, what is our goal? Well, one way that we measure our goal or our outcome is with the district scorecard. And so you can see our literacy goals on our district scorecard if you access that uh that document. The other way that we look at what the goal is is that we've outlined progress descriptors or or goals within our SR2. Now, please note this is data from 2324. Our 2425 data will be available in the fall, but
005sharing this as an example of what the goals are and whether we've met them or not. So you'll remember from the previous slide I had indicated that at third grade we had not yet met our growth or achievement goal but at eighth and 10th grade we did. And then how we define whether we met it or not is there in the description descriptor and then also the ratings and the reasonable progress um chart on the left with red, green and yellow results. And with that I'm going to turn it to Rick to talk about some of our current data. Thank you Stephanie. Um so on this slide uh I'm call recalling back to the last uh presentation to the school board on mathematics and the request from the school board to provide a key uh
006to to help make it easier for viewers to understand the benchmark assessment data that we're providing from as web. This is a visual representation that comes from um a program that we use called next path and um it's it's horizontal uh laid out in this way. So the data that you see uh on the screen uh in most of the slides that follow is from as web plus and it's a benchmark assessment. These are universal screening assessments or tests that are given three times per year to monitor overall proficiency and growth of all students and to identify which students may need additional diagnostic assessments and intervention. The scores on the benchmark assessments range from the first percentile on the low end to the 99th percentile on the high end. And this is a norm referenced
007assessment, which means it's comparing our students to students who are taking the same assessment taken at the same time of the year. On this slide, we've provided that key that was requested to help viewers understand this color-coded assessment data. This key will not appear on every slide, so feel free to come back to this point in the presentation if you need to review the key. The target line is a dark line in the middle and this shows the 40th percentile. Uh the color green to the right of that shows students on level uh from the 40th to the 75th percentile. The turquoise to the or teal to the right shows students above level from the 76th to 89th percentile. and the blue shows students who are well above level, the 90th percentile or above. To
008the left of the target line, the color yellow shows students who are scoring below average in the 25th to 39th percentile. The orange shows students below level, 11th to the 24th percentile, and the red shows students well below level in the first to the 10th percentile. So, we're going to apply this um this key to our first data set here, our Ames web data for kindergarten and first grade early literacy benchmark fall to spring. Uh students in kindergarten and first grade were given this assessment three times this year. And we're um seeing on this slide um that and on subsequent slides that show the same assessment broken out that this year these scores for kindergarten and first grade were relatively flat or unchanged throughout the year. Our principles and educators are already working to identify
009root causes and to make adjustments to strengthen outcomes in the next year. And I'll talk more about that in a little bit. On this slide and the next slide, we share the school by school fall, winter, and spring data, which was also requested at the last schoolboard meeting. Um, feel free to pause the video at any point to take a closer look at the data for your information. This is a continuation of the same data across more schools. Again, our principles have reviewed this data and are having conversations about what led to some schools having better outcomes than others and how we can learn from educator practices at those schools to improve outcomes across more schools. This slide provides information on the same kindergarten through first grade assessment disegregated by race. Again, feel free to
010pause the presentation to take a closer look at the information provided. Here we see the same assessment data disagregated by students with disabilities and students who are multilingual learners. This is the last slide on the early literacy benchmark data. We know that these results for our youngest students aren't yet moving in the right direction. We also know from educators and principles that these same students are doing things this year uh in the day-to-day teaching and learning that they weren't doing previously with our previous curriculum. Our next steps here will be to adjust instruction specifically on letter naming. That's something that has already been identified by looking more closely at the data. Um students need to identify letters more quickly because this is a timed assessment. Uh the we we're going to focus on providing staff
011development to our 4K and 5K educators. and we're going to focus in on the planning that our educators do for small groupoup instruction to make sure that all students are successful. Now, I'm going to pass to Deb Larson for more information. Thanks, Rick. This slide shows our literacy composite for grades 2 through five from fall to spring. That benchmark assessment consists of vocabulary comprehension, oral reading fluency at second and third grade, and silent reading fluency at fourth and fifth. And you'll notice an increase here of 7.3% from fall to spring. On this slide, you will find our um disegregated data by site. So, this shows five of our nine elementary schools and you'll see um we had an increase um at many of those schools. And if you can go to the next slide, Rick,
012then you'll see the four remaining of our nine schools. And from there, we move into additional disagregated data by race. So, I'll give you a moment to take a look and feel free to pause if you would like. Note the gains from fall to spring over those three windows. And then this next slide shows students with IEPs as well as our English language learners. And note the gains for both of those. From here, I'll turn it over to Sarah to share our secondary data. Thanks, Deb. So, I am going to begin with middle school. So, this is our 6th through 8th grade reading benchmark um that we take fall, winter, and spring. And as you can see here from the fall to the spring we had an increased performance of 3.9% more students of the
013student body making that goal of 60% or more meeting or exceeding the 40th percentile from the spring that Rick explained earlier. So because we have 60% as the goal, last spring we were already exceeding that um at 72%. And so our goal this year was to remain at 72% and you can see here that we have exceeded that goal by um quite a number. So there's some some good data here to take a look at. You can see the breakdown by school. And as we move into the next slide, we can see the breakdown by racial demographic. And um some good celebrations here with all of our demographic groups increasing from fall to spring. And as I draw your attention to our black students, our black students had the highest performance increase for any of
014our racial demographic groups. So if you remember in the last slide, 3.9% overall increase for the whole our black students increased by 6.3%. So this is gap closing work that's happening um along racial lines in our middle schools. And then as we turn toward the next slide, when we're looking at students with disabilities as well as our multilingual learners, again, gains in both of these focus groups. However, drawing your attention to uh students with disabilities who have IEPs, a 7.2% increase for our students with disabilities, which is actually the highest increase among all of these demographic groups. Um, and again, compared to 3.9% overall, this is gap closing work that's happening in reading. So then what about our high schools? Looking ahead to first of all grades 9 and 10. Remember they take the preac
015in the fall and the preac secure in the spring. They just had their recent administration on April 8th and that data is going to be available to us on May 30th. So those results are not yet viewable for this presentation. But we can look at our ACT data. That's for our 11th graders. And when we're looking at ACT reading benchmark, that means that we are looking at a score of 22 or higher on the ACT and reading. And so this um data is visualized differently than the Ames data. There's only two indicators why we either have students who are in the yellow category who are approaching that benchmark score of 22 or the number of students who are meeting or exceeding that benchmark in teal. uh so above 22 and when we look at our
016high school ACT data unfortunately we do see a slight decrease of a negative 1.1% growth for our uh 11th graders on the ACT you see the breakdown by school and then as we turn towards looking at our racial demographics we have some mixed results we have our Asian students in two or more races increasing and our other indicators decreasing uh when we look at that benchmark score and finally Finally, our students with disabilities and and multilingual learners. Again, if there's a celebration in here, we have great growth for our students with disabilities. 5.5% increase. And when we compare that to the negative growth happening overall, again, this is gap closing work happening in reading for our students with disabilities. And so definitely want to acknowledge and celebrate that. And I will pass it on to
017staff who will talk about our next steps for continuous improvement. Thanks so much, Sarah. So the items listed on this slide are in response to the themes or the data trends that we shared with you throughout this presentation. Uh one of our steps for next year is to deepen or implement our new literacy instructional materials. So grades 4K through 8, we will be in our second year in 2526 of our new instructional materials. Grades 9 through 11, we have an initial implementation of our new ELA curriculum and materials as well as 6 through 12, our new English as second language course materials. So, we will be working across the system to either deepen our work specifically focusing on assessment and planning for all learners at 4K through 8 and then 912 thinking more about how
018we're going to use those new materials to increase outcomes for students. For 2526, we will be requiring all problems of practice. Every site sets a problem of practice. And we will be requiring all of those to be focused on accelerated academic outcomes for our students who are black and or have an identified disability. Each site will determine which of those two focus groups will be their area of focus for 2526. and then strategic actions will be developed to support the students in those um academic areas. These are the two groups for whom we have yet to find the strategies to help them be successful to a high degree. We will adjust our instruction on letter naming and provide staff development to 4K 5K educators. Rick spoke to that earlier. When you look at the K1
019data, that is something that we note we need to do differently for students to be able to be successful on the Ames Web assessment. We'll also be expanding biiteracy and literacy into second grade through our dual language immersion programming and not only lifting that up to second grade, but thanks to the support of our community and the schoolboard, we will open it to students from all nine sites across the district 5K through two. We'll continue to deepen and refine the use of our tier 2 and tier three interventions and we will continue our instructional framework implementation. We will really focus over the next three years along with all of the work with the instructional framework will have a significant focus on our neurode divergent learners and multilingual learners. And finally, our work next year will
020be to design and implement common formative and summitative literacy assessments across the system to ensure that we have a guaranteed and viable curric curriculum that's held uh to the same standard across the sites as well as a common measuring uh practice so that we can plan for students who aren't yet successful and plan for those students that need additional instruction um to go beyond what the standards require. And so that wraps up the literacy data presentation and now we'll shift to the second portion of the presentation with an act 20 update. As a reminder, we have information on the district website. It's linked here that you can go and find a lot of information related to act 20 as well as at the elementary level some CKLA modification updates. And so those are on there.
021So we welcome you to visit that. And now I'm going to turn it to Rick and Deb who will go through um each of the components that are required by act 20 and give you an update on where we are as a district. So I'll turn it to Rick and Deb. Thank you Dr. Leonard. Um I will start by um going through this first one which was the um requirement that act 20 placed that school districts need to provide a science-based early literacy program for their students. And so this last fall we adopted amplify CKLA and we began our first year of implementation. Next slide. also um ensuring that we are also providing science-based reading instruction to our English language learners. And so we adopted Caminos for um literacy instruction for our DLI program. As
022Steph had noted before when talking about the Ames Web Plus data, we implemented a new screener this fall which we give three times a year. It's a reading readiness screener that we give to all 4K through third grade students and beyond in the district and then we monitor those results and we adjust instruction accordingly. Next slide. [Applause] All of our site leaders at the elementary level and the instructional coaches and reading teachers had training um for this requirement of act 20. So they we participated in six sessions over the course of this school year and we will continue that learning as we lead at the site level. teachers have had the opportunity to also engage in learning um per act 20 through um a platform called Cox Campus and all K through five educators started
023this approved Cox Campus training in December of this past year and the district has provided time during three of our district-owned PD days for teachers to engage in the asynchronous learning in their PLTS and teachers will continue this training throughout this next summer and they will have the opportunity to gain professional advancement hours for this work. I will turn it over to Rick to share some of the remaining items related to act 20. Thanks Deb. Uh so the next uh requirement is that school districts district districts must provide parents caregivers with the results of the those universal screeners we've been talking about no later than 15 days after the assessment happens and is scored. And so we do that through our universal screening communication. Uh and that happens what that looks like uh for parents
024and caregivers is they receive an email from Next Path. So, uh, parents and caregivers who are are getting those messages can click in, log into Next Path and are able to see their students, uh, progress and if there is a personalized reading plan, they're able to see that as well. The next requirement um is those personalized reading plans, right? So if uh students score um at or below the 25th percentile on that universal screening assessment then there is additional testing that happens uh that is diagnostic and then a personal reading plan may be created for the student. Uh and so uh we do follow that process and we do communicate uh those personalized reading plans. Um and we do that um after each of those universal uh assessment windows. Um and uh that started in
025the fall. The requirement for this wasn't to implement this until the winter. Uh and we just said in Sun Prairie we shouldn't wait. we should jump in and uh get you get uh our systems in place and um and get get to work helping kids. And so we started this right away in the fall here in Sun Prairie. Uh the next requirement is the third to fourth grade promotion policy. You'll see this one has a little different color check mark because this one's still in in progress. uh we're we're still writing this policy uh about promotion um in alignment with the requirements of act 20 uh using the model policy that was provided from DPI. And so that will uh be coming to the schoolboard prior to the beginning of July in order to be
026in compliance with this requirement. And then uh the next requirement of the act 20 is um that each school district articulate and post an early literacy remediation plan that includes all the components that you see here. I I'm proud to say that uh our team uh had been on top of this and had this plan posted to our website under English language arts. Um and our plan to implement Act 20 overall was was posted there as well uh right away at the beginning of the school year. So definitely in compliance with this requirement. And now I'll turn it back to Dr. Leonard. Thank you, Rick. The final thing we'd like to talk about with respect to Act 20 is the partial reimbursement grant. Uh there have been some monies allocated at the state level to
027partially reimburse districts for materials. Uh there were five different sets of instructional materials that were identified as meeting the expectations of act 20 and districts can submit to receive up to 50% back on the purchase of those materials. Just want to note that that's only for students in grades 5K through three and it's universal and um consumable materials from last from last school year and this school year. And so it will only be um a portion of what we spent in the overall CQLA curriculum. So with the help of our partners in business services, we uh narrowed it down to what is acceptable or allowable within that partial reimbursement grant and submitted a grant claim in the amount of what you can see there almost $650,000. uh if the joint committee on finance releases those
028funding, we may uh receive up to half of that amount back. As of now, the joint finance committee has not released those funds. Uh so we are hopeful but yet waiting to hear whether that will happen or not. So, I'd like to just express gratitude uh to our community for your fiscal investment in our instructional programming and our district overall. Also, thank you to our dedicated literacy education team and every educator that works with students outcomes are changed and the space between educator and and young person. And so for all of the results that we're seeing, the bright spots that are being lifted up and our trajectory moving in the right direction, we are incredibly grateful uh to our educators for working with our students. And finally, to our school board, thank you for your
029strong commitment to equity and advancing our academic outcomes for each student. I'd like to point out that while we're very proud that we're meeting all the aspects of Act 20, uh to us it's beyond about being compliant with Act 20. We believe that every child needs to read and read well. And so our work is to be sure we're not only meeting but exceeding to ensure that we have out at um exemplary outcomes for all students on our trajectory for learning to read and literacy. And so with that, we thank you for your time um and look forward to dialogue with you at the schoolboard meeting. Thank you. [Music]