Legal Notifications

Mission Statement

The Mission of the Green Bay Area Public School District is to educate all students to be college, career and community ready inspired to succeed in our diverse world.

Vision Statement

Green Bay Area Public School graduates will be academic achievers, communicators and connectors, architects of their own success, leaders and teammates, empowered to navigate their own life’s journey. 

• Academic Achievers perform at high levels in their studies and demonstrate a commitment to learning. 
• Communicators and Connectors effectively communicate and collaborate with others, showing teamwork and empathy.  
• Personal Architects take responsibility for their actions and choices, actively pursuing personal growth with a vision for their own successes. 
• Leaders and Teammates exhibit the qualities to lead and inspire others, as well as work collaboratively. 
• Empowered Navigators develop and sharpen practical skills to journey through everyday life. 

The universal classroom provides all students with high-quality, grade-level instruction, including systematic and explicit instruction of foundational reading skills. Green Bay Area Public Schools recognizes the differences among learners: their individual interests, learning styles, and how they construct new learning. Instruction is expected to be culturally responsive, collaboratively constructed, informed by data, and include a means for monitoring student learning.
 
Differentiated instruction is an organized, yet flexible way of adjusting instructional methods to meet individual student academic and academic behavioral learning needs. In addition to differentiated instruction, the Green Bay Area Public School District has adopted evidence-based programs, practices, frameworks, and resources.

Multilevel Systems of Support is a framework within the Green Bay Area Public School District that helps educators identify students strengths and challenges, and provide differentiated support to meet individual needs.

Links to standards:

• Wisconsin Standards for English Language Arts, DPI 2020
• Wisconsin Essential Elements for English Language Arts, DPI 2022
• Wisconsin Model Early Learning Standards Fifth Edition
• The 2020 Edition | WIDA

Reading Readiness Screeners

Statewide 4K Fundamental Skills Screening Assessment 
Pearson aimswebPLUS
(phonemic awareness & letter-sound knowledge)

Screening windows/dates: 
All 4K learners will take the fundamental reading skills screener on or before the 45th day of programming in the fall and again on or before the 45th day prior to the last day of programming in the spring.

• Parents and caregivers can expect to receive communication within 15 days of the scoring of the statewide early literacy screener.
• Reports will be sent twice per year in the fall and spring. 
• Please notify the school of your preferred language and mode of communication.

Statewide 5K-3 Universal Screener  
Pearson aimswebPLUS
(phonemic awareness, letter-sound knowledge, alphabetic knowledge, decoding & oral vocabulary)

Screening windows/dates:
All 5K through grade 3 learners will take the universal reading screener on or before the 45th day of school in the fall, once mid-year, and on or before the 45th day prior to the last day of school in the spring.

• Parents and caregivers can expect to receive communication within 15 days of the scoring of the statewide early literacy screener. 
• Reports will be sent three times per year- fall, winter, and spring. 
• Please notify the school of your preferred language and mode of communication.
   

The information from the early reading screener is one way that your child’s teacher will learn about your child's reading skills. If your child’s score is below the 25th percentile on the Reading Readiness Screener, your child will take a diagnostic assessment.  The diagnostic results help identify specific literacy skills that will inform your child’s grade level reading goals.  Results are shared via a family report sent to guardians of record in Infinite Campus within 15 days of the assessment.

HMH Amira by Houghton Mifflin Harcourt

Paper version for students who cannot participate in digital Assessment: TPRI, provided by Houghton Mifflin Harcourt 
(TPRI = Texas Primary Reading Inventory)

• rapid naming
• phonological awareness
• word recognition
• spelling
• vocabulary
• listening comprehension

When developmentally appropriate:

• oral reading fluency 
• reading comprehension

Web access, computer  -headphones recommended

Paper materials provided; letter tiles needed for TPRI
 

Personal Reading Plans

• Students who score below the 25th percentile on the reading readiness screener will receive a personalized reading plan. This plan includes:
  • a description of the science-based early literacy programming;
  • early literacy assessment data;
  • overall early literacy analysis;
  • student goals and support plan;
  • additional services to accelerate early literacy skills;
  • recommendations for culturally relevant early literacy learning;
  • record of attendance and progress;
  • record of communication with parent/caregiver(s)
     
• Personal Reading Plans for individual students may include interventions from this menu. 
• Depending on the student’s needs, interventions may be embedded in regular classroom instruction, delivered in a small group setting, delivered in a one-on-one setting, and/or provided using some other appropriate method.
• The school will provide a copy to families/caregivers no later than the third Friday in November or within 10 days of a subsequent screener or diagnostic assessment requested by parent/teacher.
• Families/caregivers can expect to receive updates about the student’s progress at least every 10 weeks.

Family Notification Policy

• Families are notified via School Messenger and TalkingPoints (communication service that translates documents). Families that do not have access to these communicative resources will receive direct contact from the classroom teacher regarding student results, supported by bilingual paraprofessionals for families with a preferred language other than English.
• WI Dyslexia Handbook is linked into results letters. Information about how to request a special education evaluation is included in the letters, as well.

Early Literacy Screener Notification  English | Spanish | Hmong | Somali
Early Literacy Screener Results Letters  English | Spanish | Hmong | Somali
Early Literacy Diagnostic Results Letters  English | Spanish | Hmong | Somali
Early Literacy Assessment Guides aimswebPlus Parent Report | Amira Parent Report

Family & Community Engagement Strategies

Universal Screening parent notification: Students in grades 4K-3 participate in an early literacy universal screener assessment. The results are reported to families within 15 days after a student completes it, and includes the following:

1. The pupil's score on the reading readiness assessment.
2. The pupil's score in each early literacy skill category assessed by the reading readiness assessment.
3. The pupil's percentile rank score on the reading readiness assessment, if available.
4. The definition of “at-risk” and the score on the reading readiness assessment that would indicate that a pupil is at-risk.
5. Language description of the literacy skills the reading readiness assessment is designed to measure.

Students performing in the lowest 25th percentile on the literacy universal screener will have a personal reading plan developed. The school will provide a copy of the reading plan to families as well as provide progress updates after 10 weeks. 

Family Conferences: Family-teacher conferences provide communication on student progress, including reading assessment information to support families’ understanding of student progress and grade-level expectations.  Interpreters are provided to families as needed.

Systems for Two-Way Communication:  Schools establish timely two way communication systems with families.

Building Opportunities, Family and Community Engagement Opportunities:
Schools provide families with ideas to enhance literacy learning at home. Some events include meet and greet, open house and family engagement nights. Interpreters are provided at various events.

Parent Teacher Organizations/Groups are another opportunity for parents to support schools.

Report Cards: Report cards are sent home three times a year in PK-5 to demonstrate student progress toward Wisconsin's English Language Arts State Standards.

Administrative Responsibility for Data Management, Reporting and Annual Early Literacy Curriculum

District Administrators, along with elementary principals shall have primary administrative responsibility for establishing and monitoring data-tracking procedures related to this Early Literacy Remediation Plan. 
The Associate Superintendent of Continuous School Improvement, Director of Literacy, Associate Director of Data and Assessment and Associate Director of Literacy Intervention shall have primary administrative responsibility for ensuring that the District annually reports assessment and intervention data to the Department of Public Instruction, as required by section 118.016(7). 

The District’s reading goals along with the data that the District tracks in connection with reading readiness assessments and early literacy interventions will be used to evaluate and improve the District’s early literacy curriculum and instructional practices.  This data will also inform the Districts budgetary needs in relation to reading instruction, staffing, resources for professional development, instructional materials, library materials, as well as revisions to the current reading goals.