##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_**[X]{.underline}**\_ Elementary \_\_
Middle \_\_ High \_\_ K-12

Name of Principal [Mrs. Kathleen Bauernfeind]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Willow Primary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_[1110 Veerman
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address)

\_\_\_\_\_\_[Pekin]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Illinois]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[61554-2442]{.underline}\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_[Tazewell]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
School Code Number \_\_\_[53-090-108-02
2012]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 309) 477-4716]{.underline} Fax [( 309 )
477-4765]{.underline}

Website/URL<http://www.pekin.net/pekin108/schools/willow/index.shtml>
E-mail <kbauernfeind@pekin.net>

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent [Dr. Donald White]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Pekin Public Schools District #108]{.underline} Tel. [(
309 ) 477-4740]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson \_\_[\_Mr. Richard
Root\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

-   There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_[6]{.underline}\_\_
Elementary schools

\_\_[2]{.underline}\_\_ Middle schools

\_\_[2]{.underline}\_\_ Junior high schools

\_\_\_\_\_ High schools

\_\_[1]{.underline}\_\_ Other (Preschool Family Education Center)

[\_11]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_[\$6660]{.underline}\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_\_[\$8482]{.underline}\_\_\_\_\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ X \] Small city or town in a rural area
>
> \[ \] Rural

4\. [11]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**       39        39                     **78**       **8**                             

  **1**       58        28                     **86**       **9**                             

  **2**       39        45                     **84**       **10**                            

  **3**       36        24                     **60**       **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   308
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [95]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

[2]{.underline} % Asian/Pacific Islander

[\_\_\_0\_\_\_]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_[13]{.underline}\_\_\_\_%

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  17
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           22
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   39
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 295
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .132
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          13.2
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_[2]{.underline}\_\_\_\_\_%

\_\_[5]{.underline}\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[3]{.underline}\_\_\_\_

Specify languages: Vietnamese

Thai

Albanian, Gheg (Kosovo/Macedonia)

9\. Students eligible for free/reduced-priced meals:
\_\_\_[55]{.underline}\_\_\_%

Total number students who qualify: \_\_\_[169]{.underline}\_\_\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_[23]{.underline}\_\_\_\_%

\_\_[70]{.underline}\_\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[5]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[30]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[16]{.underline}\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_[16]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness

\_\_\_\_Multiple Disabilities \_\_[3\_\_]{.underline}Developmental Delay

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_[1]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[15]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_ [5\_\_\_]{.underline}
\_\_\_\_[2]{.underline}\_\_\_\_

Paraprofessionals \_\_[\_4]{.underline}\_\_\_\_
\_\_\_\_[1]{.underline}\_\_\_\_

> Support staff \_\_\_[2]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_\_
>
> Total number \_\_\_[27]{.underline}\_\_\_
> \_\_\_\_[3]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[21:1]{.underline}\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  95 %        94 %        94 %        95 %        95 %

  Daily teacher attendance  96 %        97 %        95 %        95 %        94 %

  Teacher turnover rate     14 %        4 %         15 %        11 %        11 %

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III SUMMARY**

Willow Primary School is located in the city of Pekin, Illinois, in
central Illinois near Peoria. Willow is one of six primary schools in
the Pekin Public School District. District #108 is an elementary
district with 11 schools serving 3800 students in our community of
34,000. Our school is a learning community where staff and students are
focused on continuous improvement, quality, teamwork and a can do
attitude. Our motto is T.E.A.M. Willow: Targeting Excellence A Must.

Willow Primary School is the home of the Can Do Kids; we have a little
over 300 students in kindergarten through third grades. Our special
programs include special education instructional classes and resource
service, speech therapy, Reading Recovery, Title I, Learning Center and
enrichment opportunities. Currently our school is 55% low income, as
defined by our free/reduced meal eligibility. We typically average
between 45-50% which is slightly higher than our district average.

The mission of Willow School is to be a learning community where
individual needs are met, students achieve their potential, and
challenging experiences are provided in a nurturing and safe
environment. Our mission and vision statements were developed
collaboratively by our staff. We begin each school year by revisiting
both our mission and vision and committing ourselves to continual
improvement. Classroom mission statements are found in many rooms along
with individual goals and class goals.

There is a strong emphasis on excellence and continuous improvement at
Willow School. Willow School was recognized during the 2001-2002 school
year by the Illinois State Board of Education for being a high
performing, high poverty school. As our school improvement model, we use
the PDSA process of Plan, Do, Study Act. We analyze our assessment data
as a whole school and at each individual grade level. We develop an
improvement theory and formulate an action plan. As the year goes on, we
study our results and make adjustments to our plan, as needed. Our focus
on improvement is an ongoing cycle throughout the year and from year to
year.

Our curriculum is standards based with a strong emphasis on literacy.
Our assessments focus on the district learning outcomes, which are based
on the Illinois Learning Standards. Results are reported to parents on I
Can Do It forms which include district outcomes for each grade. At
Willow, we focus on meeting needs of individual children and helping
them achieve their potential. We use assessment data to measure student
progress and provide students with additional instruction on areas of
deficiency. We also work hard to provide challenge for those students
who have mastered the outcomes. We have high expectations at Willow and
encourage our students to achieve their potential by fostering a Can Do
attitude. Students chart their progress and set individual goals.
Improvements are celebrated and students have a strong sense of how they
are doing and what they need to work on.

Family involvement is a priority at Willow School. We have an active PTA
organization that plans Family Nights and special events throughout the
year. Willow has a strong volunteer program; parents and community
members are frequently in classrooms helping with small group activities
and class projects. Teachers work hard to strengthen the partnership
between home and school. Teachers communicate regularly with parents and
frequently send home activities to extend learning at home. Parent
surveys indicate a high level of satisfaction with our school.

Teamwork is evident throughout our school. Teachers work together on
school improvement teams and cross-graded curriculum projects. For
example, second grade classes do literacy activities each week with
their kindergarten buddies and third graders listen to first graders
read. We have high expectations for student behavior. All students are
encouraged to get along and cooperate through the I-Care curriculum. The
I-Care philosophy focuses on treating each other with respect, solving
problems peacefully and caring about other's feelings. We believe that
Willow Primary School is a true learning community, a great place to
learn and work.

MISSION STATEMENT of WILLOW SCHOOL

At Willow Primary School, we will meet individual needs, help students
achieve their potential, and provide

challenging experiences in a nurturing, safe and respectful environment.

VISION STATEMENT

Effective schools are learning communities which include staff, parents,
students, and community members working together so that every child has
the opportunity to succeed. Effective schools share common beliefs and
support each other in their efforts to improve student achievement. To
achieve the mission of Willow Primary School, all members of our
learning community share a vision which provides us with direction and
focus. Effective schools combine the following core elements to enhance
the learning experience:

Curriculum

-   The curriculum taught in each class is aligned with state and
    district goals.

-   Instruction is focused on a core curriculum of essential skills
    leading to higher order thinking skills.

-   Each student's unique needs and abilities are nurtured.

-   Learners are actively engaged in challenging experiences.

-   Extended learning experiences are provided for students who have
    mastered the core curriculum.

-   Resources are available for students who require additional
    services.

-   Learning activities are based on strategies that are proven to be
    best practices.

-   Progress is evaluated often and various assessment tools guide the
    next steps of learning.

-   Learning is enhanced through the use of technology.

-   New materials are acquired to expand the use of technology.

Assessment

-   Student progress is measured frequently through a variety of tools
    that measure mastery.

-   Student progress is communicated clearly and frequently to students
    and parents.

-   Students learn to use self-assessment to measure progress and to
    become motivated to improve.

-   Teachers explore new methods of assessment, including the use of
    technology.

Climate

-   Teaching and learning are improved in a safe, respectful and
    inviting environment.

-   Students are provided clear expectations with consistent, fair
    consequences.

-   The learning environment nurtures each student's unique needs and
    abilities.

-   All members of the Learning Community are treated with dignity and
    respect in accordance with the

I- Care program.

-   The staff models the qualities and expectations that we hope to
    instill in our students.

-   The facility is maintained and improvements are made.

-   Student-centered activities are provided for learning beyond the
    traditional school day and year.

```{=html}
<!-- -->
```
-   Students are encouraged to develop a Can Do attitude.

```{=html}
<!-- -->
```
-   Resources are provided to support the needs of the staff and
    students.

Collaboration & Communication

-   Enhanced learning and teaching take place through collaboration.

-   The shared decision-making process is monitored and supported by the
    Willow Instructional

Leadership Team and all staff.

-   Student progress is clearly and frequently communicated to the
    learning community.

-   Parents and the community are actively involved,

-   Several methods are used to effectively communicate with the
    learning community.

-   Technology is used to increase communication throughout the learning
    community.

Staff Development

-   School improvement and student achievement are the focus of staff
    development activities.

-   Staff members participate in continuous training in order to improve
    instruction.

-   Time is provided for team planning and sharing of best practices.

-   Training and development activities are designed by staff.

-   The staff works together to achieve professional growth.

```{=html}
<!-- -->
```
-   Continuous growth is encouraged through meaningful feedback,
    self-reflection, peer coaching, and

team goal setting.

**PART IV -- INDICATORS OF ACADEMIC SUCCESSS**

**ASSESSMENT DATA**

Students at Willow Primary School participate in local and state
assessments. Third graders at Willow participate in the state
assessment, the Illinois Standards Achievement Test, (ISAT) in reading,
math and writing. The test is given each year, typically in early March.
This rigorous assessment measures the extent to which Illinois students
are meeting the Illinois Learning Standards, beginning with third grade.
All of Willow's third graders take the test, including those students
with disabilities. Additional information about the state assessment
system can be found at
[www.isbe.net/assessment/isat.htm](http://www.isbe.net/assessment/isat.htm)

All Illinois students are expected to perform at grade level, or meet
expectations, as determined by individual student performance on the
ISAT test. Scores are reported on four levels: Academic Warning, Below
Expectations, Meets Expectations and Exceeds Expectations. Assessment
data is reported for individual students, schools as a whole, districts
and the state as a whole. In addition, data is reported for subgroups
within the school, district and state.

At Willow, our goal has been to continually increase the number of
students who perform at or above grade level, or meet or exceed state
standards, and decrease the number who are perform below grade level, or
score below expectations or receive an academic warning. Willow's ISAT
results in reading have continued to improve steadily over a five year
period of time, going from 62% meet or exceed state standards in
1999-2000 to 91% meet or exceed in 2003-2004, which is a 29% increase.
During the same time period the state scores in reading have increased
3%, from 62% meet or exceed in 1999-2000 to 65% in 2003-2004.

Willow's ISAT math scores also show a continued improvement during the
last five years. In 1999-2000 82% of our students had a meets or exceeds
score; in 2003-2004, 98% of our students had a meets or exceeds score in
math. Over a five year time period, Willow's math scores increased by
16%. The state scores increased in math over the same time period as
well; however, the state increase was 10%.

For the past four years, the state of Illinois has reported data on the
ISAT for subgroups. In addition to targeting overall improvements on the
ISAT, at Willow we also targeted decreasing the achievement gap for low
income students. At Willow about half of our students are low income;
our numbers range from 45%-55% each year. Over a four year period of
time, our scores showed an improvement for low income students and
Willow's achievement gap has narrowed. A noticeable improvement is seen
in the number of low income students who perform above grade level in
reading; they exceed state standards. In 1999-2000, 18% of our low
income students received an exceeds on the ISAT reading test, and in
2003-2004, 40% of our low income students received an exceeds, which is
a 22% increase. Similar improvements have been made in math; more of our
low income students are performing above grade level. In 1999-2000, 26%
of our low income students received an exceeds on the ISAT math, and in
2003-2004, 65% of our low income students received an exceeds, a 39%
increase. We have seen improvements for our students with disabilities
as well.

Although only third graders at Willow are given the state assessment, we
work hard at all grades to prepare our students in reading, math and
writing. In addition to the state assessment, all Willow students
participate in school and district assessments. At Willow, we use a
variety of assessment tools aligned to the district curriculum and the
state standards. We periodically assess our students and use the
information to help us plan for instruction. Our district assessment
program, the SAI (Standards Assessment Instruction) is designed to
identify what students know and provide guidance to the teacher in
planning for instruction.

**USE OF ASSESSMENT DATA TO IMPROVE STUDENT PERFORMANCE**

Our school improvement process is strongly data focused. The PDSA
process, Plan Do Study Act, guides our efforts to use data to improve
student performance. Our school improvement team leads the staff in
activities to analyze the state assessment data from the third grade
ISAT results. We look at data for the current year and data over time to
determine trends. We identify areas where our students did not perform
well and then target those areas in our instruction, particularly in
second and third grade. In addressing our targets, we identify possible
causes and determine an improvement theory. We develop an action plan to
make changes in our instruction, in order to improve our results. We
make efforts to align our instructional targets across the grades so our
students perform at grade level and are prepared to meet standards on
the state assessments.

In addition to ISAT data, we use District #108's S.A.I. (Standards
Assessment Instruction) data for all grades, K-3. The district has
identified specific learner outcomes for each grade which are closely
aligned with state standards. Students are given a pretest three times a
year which gives us baseline data for each assessment cycle. We utilize
the PDSA process to study those results and then develop instructional
programs based on what the students need to know. Teachers work with
whole groups and individuals to set short term improvement goals. In
addition to the SAI data, teachers at each grade use other assessments
to identify what students know and where the focus of instruction needs
to be. At the end of each cycle, individual students are assessed with
an I Can Do It report that shows the students' growth and mastery of
each outcome. Short term goals are then analyzed and planning for the
next cycle begins.

Throughout the year the Willow staff has five school improvement
inservices, which are specifically devoted to studying assessment
results and planning for instruction. During the year, we focus on data
collected during each cycle. We study the data and use it to set short
term goals and to guide our instruction. At the end of the year, we
analyze the data for the year and use it to plan for continuous
improvement. We assess the progress on our targets; we then standardize
what was successful and develop a new plan to improve results on targets
we didn't meet.

**COMMUNICATING STUDENT PERFORMANCE**

Student performance is communicated to parents, students and community
in a variety of ways. Our ISAT assessment data is reported to parents
and community on the Illinois State Board of Education School Report
Card, which is published for each school in Illinois. Copies are
distributed and the school report card is also on our school website and
the district website. State assessment results are reported by the local
media and data is published in area newspapers for Willow and other
schools in our area.

.

For our ongoing schoolwide assessments, results are reported to students
and parents regularly. Students and teachers meet together to discuss
results and set goals. Teachers work with students to set both class
goals and individual goals. Goal progress is charted by individual
students and for whole groups. Teachers frequently conference with
individual students about goal progress. At the end of each cycle,
teachers meet with students to assess their performance and complete
each student's I CAN DO IT report. I CAN DO IT reports are shared with
parents at conferences during the year. Progress on individual and class
goals are also shared with parents and visitors.

**SHARING SUCCESS WITH OTHER SCHOOLS**

Our school culture reflects teamwork and a strong desire to work
together. Our staff has always been open to sharing ideas with others. A
number of years ago, Willow was affiliated with the Illinois Network of
Accelerated Schools. We often hosted visitors to our school and welcomed
the opportunity to share our ideas and practices. In 2001 Willow was
named by the Illinois State Board of Education as a "high performing,
high poverty school." As a result, we frequently have visitors and
requests for information. We have hosted visitors from within our
district and around the state. Our teachers find an exchange of ideas
with colleagues to be very beneficial. We are dedicated to continuous
improvement; we are eager to share our successes and are always looking
for new ideas.

Our teachers have shared ideas with colleagues in our district at
district grade level meetings and on district committees. Ideas have
been shared with colleagues in Illinois and around the country as staff
members have presented a variety of workshops at national conferences,
including the Koalaty Kid Conference and the Consortium for Educational
Change. Willow teachers are enthusiastic about their teaching and enjoy
sharing with others.

Our district has a Professional Development School partnership with
Illinois State University. As part of that partnership, interns from ISU
are working in our district and school. Those interns are participants
in our school improvement process. We regularly share with these interns
what we believe to be best practices.

At Willow, visitors can learn about our successes not only from our
staff, but also from our students. Students learn to use self-assessment
to measure progress. Students focus on their own improvement by setting
goals and charting their progress. Students are eager to share this
information with our visitors.

Visitors are often amazed how a first grader can explain not only what
he is working on but he can also explain his progress by sharing his
data notebook.

**PART V -- CURRICULUM AND INSTRUCTION**

**SCHOOL CURRICULUM**

At Willow Primary School the curriculum taught in each class is aligned
with state and district goals. The district's SAI initiative, Standards,
Assessment, Instruction, was developed by a district team of teachers,
including staff from Willow School. Each curricular area has outcomes
aligned to state standards. The primary instructional goal is for
students to achieve mastery of outcomes at each curricular area.
Instruction is focused on essential skills leading to higher order
thinking skills. Learners are actively engaged in challenging
experiences. Teaching and learning activities across the curriculum are
based on strategies that are proven to be best practices. The staff at
Willow strives to help all students achieve these outcomes by addressing
their individual needs and learning styles. Progress is evaluated often
and various assessment tools guide the next steps of learning. Extended
learning experiences are provided for students who have mastered the
core curriculum. Resources are available for students who require
additional services.

Being a primary school of kindergarten through third graders, the
language arts curriculum is the main focus of instruction in our school.
Literacy is interwoven throughout all other curricular areas. Teachers
provide multiple learning opportunities throughout each day for guided
and shared reading. Comprehension, vocabulary development, and fluency
are stressed. Instruction in the writing process begins in kindergarten
and is integrated throughout the day in all curricular areas. Teachers
utilize a basal reading series along with a variety of other
instructional tools in order to meet the needs of their students.

Math is another strong focus area at Willow. Our standards based
outcomes stress problem-solving and critical thinking, along with
essential skills. The social studies and science curriculum is also
based on identified outcomes. Key elements are identified at each grade
level. Students work to achieve mastery of the core elements of each
discipline. A strong focus for our students is on learning about the
environment and the world. Learning about other cultures is also
stressed. Technology skills are developed in each classroom, with
activities that support learning in all areas of the curriculum.
Students have multiple opportunities for expression though art and drama
along with written expression. Students have music instruction and
physical education; both curricula have district outcomes, based on
state learning standards.

At Willow School teaching and learning occur in a safe, respectful and
inviting learning environment. Developing and maintaining a nurturing
atmosphere at our school is a key element of our mission. We utilize the
I-Care program which focuses on respect, caring for others' feelings and
solving disputes in a peaceful manner. Our staff tries to model the
qualities and expectations we hope to instill in our students. A Can Do
attitude is fostered among our children. We encourage continuous
improvement and celebrate successes.

**WILLOW SCHOOL'S READING CURRICULUM**

Reading is the strongest area of focus at Willow School. After analyzing
our assessment results, we have targeted improving reading achievement
as our school improvement goal for the past two years. Our district
outcomes, based on state standards are the framework for instruction.
Our reading program provides a balance between literature and skills. As
a primary school, many of our students are emergent readers. While
working with children to increase their reading strategies, fluency and
vocabulary, we also provide opportunities for them to experience the
success needed to develop a love of reading. In our district we utilize
the MacMillan/McGrawHill Spotlight on Literacy series as our basal text.
Willow teachers in all grades supplement the basal with a variety of
other reading materials and trade books.

Willow teachers work hard to differentiate reading instruction and
address individual needs. At each grade level, teachers use a variety of
methods to assess each student in reading. Assessment results are then
used to guide instruction, targeting what students need. Teachers use
flexible grouping to teach and reinforce essential skills during guided
reading instruction. Small group instruction is provided at each grade
level. Classroom teachers, Title I reading specialists and the special
education resource teacher all collaborate to deliver reading
instruction. Students who are the farthest behind receive more intensive
instruction in smaller groups. Individual progress is monitored at all
levels using a variety of assessment tools. Teachers meet regularly to
analyze the assessment data in order to determine students' needs and
develop appropriate interventions. In addition, Willow School has the
Reading Recovery program as an additional intervention to help
accelerate the progress of first graders who struggle in reading.

**WILLOW SCHOOL'S WRITING CURRICULUM**

Willow's school improvement goal focused on writing for two years.
Improving student achievement in writing was selected as a school goal,
based on Willow students' performance in writing on the ISAT test. In
2001-2002 only 45% of our students met or exceeded state standards in
writing. To improve our students' performance, the Willow staff began a
study of writing instruction. Teachers began to explore best practices,
such as writer's workshop. Staff members studied the rubrics for writing
assessment provided by the Illinois State Board of Education. Staff
members also participated in a district training to learn to assess
student writing using rubrics. Willow teachers developed a plan for
writing instruction at each grade level. Assessments were given at each
grade level to use as a baseline. Student writing samples were analyzed
and deficiencies were targeted for instruction. After instruction,
additional samples were collected and analyzed for improvement. Teachers
conferenced with students regarding their writing and helped students
set goals for improvement.

Data was collected at each grade level throughout the year and analyzed
at school improvement inservices during the year. Teachers met
periodically to review student writing samples and plan for targeted
instruction. At the end of the first year, we revisited our plan and
made adjustments. During the second year of our focus on writing, we
began to standardize our writing instruction from kindergarten through
third grade. Our ISAT writing scores rose dramatically: 84% of our
students met or exceeded state standards in 2002-2003. Although last
year we began to focus on reading, our teachers continued with our
schoolwide writing instruction plan. We maintained our high level of
achievement on the 2003-2004 ISAT writing test; 91% of our students met
or exceeded state standards in writing.

**INSTRUCTIONAL METHODS**

Teachers at Willow use a variety of instructional methods to meet
individual needs, help students achieve their potential, and provide
challenging experiences. Teachers utilize assessment data to determine
what each child knows and then plan for instruction. Teachers and
students work together to set goals and chart improvement. Students keep
track of their progress using data notebooks. Charting their progress
helps motivate them to continuously improve. Willow teachers utilize
Quality Tools, such as Lotus diagrams which help children stay engaged.
Small group instruction is prevalent at Willow. Learning activities are
designed to meet individual needs. Teachers often utilize volunteers to
help with small group learning activities. Centers are found in most
classrooms where students have the opportunity to experience hands-on
activities that promote individual leaning. Cooperative learning
activities are found in most classrooms; students work together and help
each other. Cross graded learning activities are often found at Willow
School. Second graders work each week with their kindergarten buddies
and help each other develop reading skills. Third graders volunteer to
listen to first graders read. Students are often involved in projects
where knowledge gained is demonstrated and shared with other students.
Each grade level team at Willow works closely together to plan
meaningful instructional activities for their students.

**PROFESSIONAL DEVELOPMENT**

Professional development at Willow School is strongly focused on our
school improvement goal. Continuous improvement in student achievement
is at the center of our ongoing professional development. We utilize the
PDSA process, (Plan Do Study Act), as our model for school improvement
planning; all staff are involved in the school improvement process. The
principal and the school improvement team lead out the process. In the
planning phase, our assessment results are analyzed and short term goals
are set. An improvement theory is developed and an action plan is
created and implemented schoolwide. Grade level teams of teachers meet
regularly to plan for instruction. Teachers share resources and
materials as they work together to improve instruction based on
assessment results. We have five school improvement inservices a year;
each is focused on our school improvement goal. Additionally, grade
level teams meet each month to plan together and explore new
instructional strategies targeting our school goal. Progress on the
action plan is reviewed regularly by the grade level team and also by
the school improvement team. As part of the PDSA cycle, results are
analyzed at the end of each assessment cycle and adjustments are made as
needed in our action plan. At the end of the year, the entire process is
scrutinized and the plan is standardized or adjusted as needed,
depending on results.

Each year we allocate money in our budget for development activities
outside of school. Teachers identify training needs as part of our
action plan. Teachers seek opportunities to learn additional best
practices related to our school improvement goal by attending workshops
or taking classes related to our improvement goal. In addition, District
#108 has strong staff development support for both nontenured and
tenured teachers. Teachers write improvement goals each year as part of
the teacher evaluation process. These goals are aligned with school
improvement goals.

**PART VII - ASSESSMENT RESULTS**

**PERFORMANCE ON STATE TESTS**

**ILLINOIS STANDARDS ACHIEVEMENT TEST in READING (Numbers are rounded to
the nearest whole number.)**

  --------------------------------- ----------- ----------- ----------- ----------- -----------
  **Willow Primary School**         2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                     March       March       March       March       Feb.

  **SCHOOL SCORES**                                                                 

  Percentage at or above Academic   100%        100%        100%        100%        100%
  Warning                                                                           

  Percentage at or above Below      100%        97%         94%         98%         87%
  State Expectations                                                                

  Percentage at or above Meets      91%         74%         69%         82%         62%
  State Expectations                                                                

  Percentage at or above Exceeds    50%         29%         30%         31%         25%
  State Expectations                                                                

  Number of students tested         65          64          58          99          67

  Percent of total students tested  100%        100%        100%        100%        99%

                                                                                    

  **SUBGROUP SCORES**                                                               

  1\. Low Income                                                                    

  Percentage at or above Academic   100%        100%        100%        100%        \*
  Warning                                                                           

  Percentage at or above Below      100%        92%         92%         100%        \*
  State Expectations                                                                

  Percentage at or above Meet State 80%         70%         54%         77%         \*
  Expectations                                                                      

  Percentage at or above Exceeds    40%         22%         19%         18%         \*
  State Expectations                                                                

  Number of students tested         20          28          27          40          \*

  Percent of total students tested  100%        100%        100%        100%        \*

                                                                                    

  2\. Not Low Income                                                                

  Percentage at or above Academic   100%        100%        100%        100%        \*
  Warning                                                                           

  Percentage at or above Below      100%        100%        96%         96%         \*
  State Expectations                                                                

  Percentage at or above Meets      96%         77%         83%         85%         \*
  State Expectations                                                                

  Percentage at or above Exceeds    55%         34%         40%         39%         \*
  State Expectations                                                                

  Number of Students Tested         45          36          31          59          \*

  Percent of total students tested  100%        100%        100%        100%        \*

                                                                                    

  **STATE SCORES**                                                                  

  Percentage at or above Academic   100%        100%        100%        100%        100%
  Warning                                                                           

  Percentage at or above Below      93%         92%         94%         93%         94%
  State Expectations                                                                

  Percentage at or above Meets      65%         62%         63%         62%         62%
  State Expectations                                                                

  Percentage at or above Exceeds    23%         22%         19%         19%         21%
  State Expectations                                                                
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*Subgroup data for low income students was not reported by the Illinois
State Board of Education during the 2000 testing year.

**ISAT Performance Levels**

**Academic Warning**: Student work demonstrates limited knowledge and
skills in the subject. Because of major gaps in learning, students apply
knowledge and skills ineffectively.

**Below Standards:** Student work demonstrates basic knowledge and
skills in the subject. However, because of gaps in learning, students
apply knowledge and skills in limited ways.

**Meets Standards:** Student work demonstrates proficient knowledge and
skills in the subject. Students effectively apply knowledge and skills
to solve problems.

**Exceeds Standards:** Student work demonstrates advanced knowledge and
skills in the subject. Students creatively apply knowledge and skills to
solve problems and evaluate the results.

**PERFORMANCE ON STATE TESTS**

**ILLINOIS STANDARDS ACHIEVEMENT TEST in MATH** (Numbers are rounded to
the nearest whole number.)

  --------------------------------- ----------- ----------- ----------- ----------- -----------
  **Willow Primary School**         2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                     March       March       March       March       Feb

  **SCHOOL SCORES**                                                                 

  Percentage at or above Academic   100%        100%        100%        100%        100%
  Warning                                                                           

  Percentage at or above Below      100%        96%         97%         98%         89%
  State Expectations                                                                

  Percentage at or above Meet State 98%         91%         69%         88%         82%
  Expectations                                                                      

  Percentage at or above Exceeds    67%         48%         33%         40%         32%
  State Expectations                                                                

  Number of students tested         65          64          58          99          66

  Percent of total students tested  100%        100%        100%        100%        97%

                                                                                    

  **SUBGROUP SCORES**                                                               

  1\. Low Income                                                                    

  Percentage at or above Academic   100%        100%        100%        100%        \*
  Warning                                                                           

  Percentage at or above Below      100%        96%         92%         97%         \*
  State Expectations                                                                

  Percentage at or above Meet State 100%        89%         48%         80%         \*
  Expectations                                                                      

  Percentage at or above Exceeds    65%         41%         15%         26%         \*
  State Expectations                                                                

  Number of students tested         20          28          27          40          \*

  Percent of total students tested  100%        100%        100%        100%        \*

                                                                                    

  2\. Not Low Income                                                                

  Percentage at or above Academic   100%        100%        100%        100%        \*
  Warning                                                                           

  Percentage at or above Below      100%        95%         100%        95%         \*
  State Expectations                                                                

  Percentage at or above Meet State 98%         92%         87%         85%         \*
  Expectations                                                                      

  Percentage at or above Exceeds    68%         53%         48%         40%         \*
  State Expectations                                                                

  Number of Students Tested         45          36          31          59          \*

  Percent of total students tested  100%        100%        100%        100%        \*

                                                                                    

  **STATE SCORES**                                                                  

  Percentage at or above Academic   100%        100%        100%        100%        100%
  Warning                                                                           

  Percentage at or above Below      93%         93%         93%         92%         90%
  State Expectations                                                                

  Percentage at or above Meet State 79%         76%         74%         74%         69%
  Expectations                                                                      

  Percentage at or above Exceeds    33%         31%         30%         28%         23%
  State Expectations                                                                
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*Subgroup data was not reported for low income students by the Illinois
State Board of Education during the 1999-2000 testing year.

**ISAT Performance Levels**

**Academic Warning**: Student work demonstrates limited knowledge and
skills in the subject. Because of major gaps in learning, students apply
knowledge and skills ineffectively.

**Below Standards:** Student work demonstrates basic knowledge and
skills in the subject. However, because of gaps in learning, students
apply knowledge and skills in limited ways.

**Meets Standards:** Student work demonstrates proficient knowledge and
skills in the subject. Students effectively apply knowledge and skills
to solve problems.

**Exceeds Standards:** Student work demonstrates advanced knowledge and
skills in the subject. Students creatively apply knowledge and skills to
solve problems and evaluate the results.