reading well final 2015-16 - stillwater area public schools ·...
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Reading!Well!by!Third!Grade!
District'834'Implementation'Plan'''''201582016'
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Malinda!Lansfeldt!Executive!Director!of!Learning!Services!and!Elementary!Education!!Karen!Latterell!Literacy!Curriculum!Lead!and!Intervention!Coordinator
Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
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Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Table&of&Contents&!
Table!of!Contents!..........................................................................................................................................!i!
Goals!and!Objectives!....................................................................................................................................!1!
Assessment!Process!.....................................................................................................................................!3!
Universal*Screening*Program!...................................................................................................................!4!
Diagnostic*Assessment!.............................................................................................................................!5!
Progress*Monitoring!.................................................................................................................................!6!
Formative*Assessments!............................................................................................................................!6!
Summative*Assessments!..........................................................................................................................!7!
Parent!Notification!and!Involvement!...........................................................................................................!8!
Communication*of*Assessment*Data!........................................................................................................!8!
Communication*of*Classroom*Progress!....................................................................................................!8!
Communication*of*Intervention*Progress!.................................................................................................!8!
Communication*of*School*and*District*Opportunities*for*Involvement!....................................................!9!
Communication*of*Opportunities*to*Support*Child*Development!............................................................!9!
Intervention!and!Instructional!Supports!....................................................................................................!11!
Alignment*of*Core*Instruction*(Tier*I)!.....................................................................................................!11!
MultiATiered*System*of*Support*(MTSS)!.................................................................................................!11!
Intervention*Opportunities*(Tiers*I,*II,*and*III)!........................................................................................!12!
Using*Data*to*Determine*Intervention!...................................................................................................!13!
Professional!Development!on!Scientifically<based!Reading!Instruction!(SBRI)!..........................................!14!
Alignment*and*Collaboration*with*Statutory*Requirements!..................................................................!14!
DistrictAWide*Professional*Development*Alignment!..............................................................................!14!
JobAEmbedded*Professional*Development!.............................................................................................!15!
Use*of*Student*and*Teacher*Performance*Data*to*Inform*Professional*Development!..........................!15!
Curriculum!and!Instruction!........................................................................................................................!17!
Horizontal*and*Vertical*Curriculum*Alignment!.......................................................................................!17!
Curriculum*Resources!.............................................................................................................................!17!
Alignment*and*Collaboration*with*Statutory*Requirements!..................................................................!17!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Student!Support!System!for!EL!Learners!....................................................................................................!18!
Professional*Development*for*teachers*of*English*Learners!..................................................................!18!
Professional*Development*for*General*Education*teachers!...................................................................!18!
Communication!System!for!Annual!Reporting!...........................................................................................!19!
Systems*Accountability!...........................................................................................................................!19!
Students*Results*Policy!...........................................................................................................................!19!
Appendices!.................................................................................................................................................!20!
Appendix*A:**District*Mission!..................................................................................................................!20!
Appendix*B:**Philosophy*and*Beliefs*in*Language*Arts!...........................................................................!20!
Appendix(C:((Stillwater(Area(Public(Schools(Reading(Screening(Assessment(Protocol!.......................!21!
Appendix(D:((Stillwater(Area(Public(Schools(Expectations(in(Reading(Instruction!.............................!22!
Daily!Literacy!(Reading!and!Writing)!Instruction!................................................................................!22!
Balanced!Literacy!...............................................................................................................................!22!
Curriculum!Maps!and!the!Common!Core!...........................................................................................!23!
Independent!Reading!(In!School)!.......................................................................................................!23!
At<home!Reading!................................................................................................................................!23!
Common!Quarterly!Benchmark!Assessments!....................................................................................!23!
Running!Records!................................................................................................................................!24!
Appendix(E:((Stillwater(Area(Public(Schools(Parent(Permission(for(Interventions!.............................!25!
Appendix(F:((Reading(Well(by(Third(Grade(Planning(and(Review(Committee!.....................................!33!
Committee(Members!..........................................................................................................................!33!
Meeting*Schedule*for*2015A2016*School*Year!....................................................................................!33!
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Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Goals&and&Objectives&
District!Philosophy!on!Reading!
Reading!development!is!one!of!the!most!important!goals!of!Stillwater!Area!Public!Schools.!!Every!staff!
member!is!committed!to!building!and!sustaining!a!district<wide!culture!in!which!high<quality!reading!
instruction!for!all!students!is!our!most!important!priority.!!
District!Reading!Goal!
Our!primary!reading!goals!are!to!!
• Help!every!child!read!at!grade!level!or!above!by!third!grade.!
• Work!collaboratively!across!grade!levels!and!subject!areas!to!develop!proficient!readers.!
Defining!Reading!Proficiency!
As!described!in!the!2010!Minnesota!Academic!Standards!for!English!Language!Arts!K<12,!Stillwater!Area!
Public!Schools!aim!to!support!and!guide!students!in!attaining!capacities!of!a!literate!individual.!!The!
following!descriptions!offer!a!portrait!of!students!who!are!literate!and!proficient.!
• They!demonstrate!independence;!they!can!comprehend!and!evaluate!complex!texts.!
• They!build!strong!content!knowledge!by!becoming!proficient!readers!across!a!range!of!subject!
areas.!
• They!respond!and!adapt!to!the!varying!demands!of!audience,!task,!purpose,!and!discipline.!
• They!comprehend!and!evaluate!an!author’s!message,!the!veracity!of!an!author’s!claims,!and!the!
soundness!of!an!author’s!reasoning.!
• They!value!evidence!and!can!cite!specific!evidence!when!offering!an!interpretation!of!a!text.!
• They!use!technology!and!digital!media!strategically!and!capably,!employing!technology!
thoughtfully!to!enhance!reading.!
• They!understand!other!perspectives!and!cultures,!and!appreciate!that!the!21st!!century!
classroom!and!workplace!are!settings!of!people!who!represent!diverse!experiences!and!
perspectives.!
Objectives!
To!ensure!attainment!of!our!goals,!all!parts!of!this!plan!will:!
• Align!with!the!Mission*and*Beliefs*of*Stillwater*Area*Public*Schools!(Appendix!A).!• Align!with!the!Philosophy*and*Beliefs*Statements!developed!by!the!Literacy!and!Language!Arts!
Curriculum!Review!Committee!(Appendix!B).!
• Align!with!the!2010!Minnesota!Academic!Standards!in!the!English!Language!Arts!K<12.!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
• Address!the!tasks!in!the!Minnesota!Blueprint!for!Literacy,!using!it!as!the!foundation!of!the!
District!834!plan.!
• Include!all!requirements!as!stipulated!in!MN!Statute!120B.12,!which!articulates!the!following:!
o Determine!a!process!to!assess!students’!levels!of!proficiency.!
o Notify!and!involve!parents.!
o Intervene!with!students!who!are!not!reading!at!or!above!grade!level.!
o Identify!staff!development!needs.!
• Evaluate!Stillwater!Area!Public!Schools’!progress!on!the!core!components!for!local!literacy!plans!
as!recommended!by!the!Minnesota!Department!of!Education.!!
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Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Assessment&Process&!
Assessment!plays!an!important!role!in!the!Stillwater!Area!Public!Schools’!Literacy!Plan!and!is!a!key!
component!in!our!Multi<Tiered!System!of!Support.!!In!order!to!adequately!address!requirements!set!in!
place!by!MN!Statute!120.12B,!several!tiers!of!assessment!are!in!place!(Figure!I!and!Appendix!C).!!These!
assessments!facilitate:!
• Assessment!of!students’!levels!of!proficiency.!
• Communication!with!and!involvement!of!parents.!
• Intervention!with!students!who!are!not!reading!at!or!above!grade!level.!
• Identification!of!staff!development!needs.!
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! Fall'
'
Winter' Spring'
FAST'
earlyReading'FAST'
aReading'FAST'
earlyReading'FAST'
aReading'FAST'
earlyReading'FAST'
aReading'MCA'
Kindergarten' Concepts!of!
Print,!!
Onset!Sounds,!Letter!Names,!
Letter!Sounds!
! Onset!Sounds,!
Letter!Sounds,!!
Word!Segmenting,!
Decodable!
Words!
! Letter!Sounds,!!
Word!
Segmenting,!Decodable!
Words,!
Sight!Words!
! !
Grade'1' Word!
Segmenting,!
Decodable!
Words,!Sight!Words,!
Sentence!
Reading!
! Word!
Segmenting,!
Decodable!
Words,!Sight!Words,!
CBM!Reading!
! Word!
Segmenting,!
Decodable!
Words,!Sight!Words,!
CBM!Reading!
! !
Grade'2' CBM!Reading! All!grade!2!
students!
<40th!percentile!
ORF!
<40th!
percentile!!
CBM!Reading! All!grade!2!
students!
!
Grade'3' ! All!grade!3!
students!
<40th!percentile!
ORF!
<40th!
percentile!
!
! All!grade!3!
students!
All!grade!3!
students!
Grade'4' ! All!grade!4!
students!
<40th!percentile!
ORF!
<40th!
percentile!!
! All!grade!4!
students!
All!grade!4!
students!
Grade'5' ! All!grade!5!
students!
<40th!percentile!
ORF!
<40th!
percentile!
!
! All!grade!5!
students!
All!grade!5!
students!
Grade'6' ! All!grade!6!students!
<40th!percentile!ORF!
<40th!percentile!
!
! All!grade!6!students!
All!grade!6!students!
!
!
Figure'1'Stillwater'Area'Public'Schools'Reading'Screening'Assessment'Protocol!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
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Universal(Screening(Program(Stillwater!Area!Public!Schools’!Universal!Screening!Program!serves!many!purposes.!!Its!primary!goal!is!to!
screen!all!students!to!determine!learning!status,!and!in!some!cases!it!is!used!to!pinpoint!the!need!for!
additional!assessment!to!determine!placement!in!a!Multi<Tiered!System!of!Support.!!As!a!part!of!this!
process,!the!information!generated!by!Universal!Screening!also!aids!us!in!communicating!student!
progress!and!student!needs!to!parents.!
At!the!classroom!level,!teachers!find!the!Universal!Screening!Program!beneficial,!as!it!provides!
diagnostic!information!to!help!drive!instruction!and!to!aid!in!determining!flexible!grouping.!
From!the!administrative!perspective,!data!generated!from!the!Universal!Screening!Program!allows!us!to!
track!longitudinal!growth!over!time,!to!predict!future!Minnesota!Comprehensive!Assessment!(MCA)!
performance,!and!to!make!national!comparisons.!!These!different!modes!of!analyzing!our!Universal!
Screening!data!allow!us!to!recognize!what!we!are!doing!well!in!programming,!curriculum,!and!
instruction,!and!to!focus!on!areas!for!growth!in!these!areas.!
Finally,!Universal!Screening!provides!us!with!information!to!keep!our!stakeholders!(students,!teachers,!
parents,!administration,!board,!community)!informed!of!student!and!overall!school/district!achievement!
status.!!
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For!the!2015<2016!school!year,!we!will!use!the!Individual!Growth!and!Development!(IGDI)!Assessment!
for!4<year<old!preschool!students,!and!FAST!Curriculum<Based!Measurement!(CBM)!earlyReading!!and!FAST!Computer!Adaptive!Tests!(CAT)!aReading!for!elementary!students.!!Results!include!local!through!
national!norms,!as!well!as!growth!percentile!rank,!and!risk!status.!!Results!are!immediate,!and!reports!
are!easily!accessed!and!shared.!!See!Figure!1!for!a!more!detailed!look!at!our!Reading!Assessment!
Protocol.!!
In!grades!kindergarten!through!grade!2,!assessment!teams!work!alongside!classroom!teachers!to!screen!
all!students!using!one<to<one!FAST!earlyReading!screeners.!!!!Classroom!teachers!in!grades!2<6!assess!
students!using!FAST!aReading.!!Initial!screenings!begin!no!later!than!the!second!week!of!school.!
Teachers!in!grades!3<6!will!have!access!to!FAST!CBM!reading!passages!if!they!would!like!to!monitor!oral!
reading!fluency!in!addition!to!comprehension.!!!
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Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Diagnostic(Assessment(Diagnostic!assessments!are!a!way!for!teachers!and!interventionists!to!drill!deeper!into!student!reading!
needs!and!to!tailor!instruction!to!meet!individual!student!need.!!!
Oral!Language!Development—!
• IGDIS!for!all!4<year<old!preschool!students!
• Area!of!need!in!K<2!
• Running!Records!
Phonemic!Awareness—!
• IGDIS!for!all!4<year<old!preschool!students!!
• FAST!earlyReading*!Onset!Sounds,!Word!Rhyming!
• Orton<Gillingham;!available!to!Reading!Interventionists!
Phonics:!!!
• IGDIS!for!all!4<year<old!preschool!students!!
• FAST!earlyReading!Letter!Sounds,!Decodable!Words,!Word!Blending,!Word!Segmenting!
• Orton<Gillingham;!available!to!Reading!Interventionists!
Fluency—!
• FAST!earlyReading!Decodable!Words,!Sight!Words,!Sentence!Reading,!Reading!CBM!
• Orton<Gillingham;!available!to!Reading!Interventionists.!
• Running!Records!
Vocabulary—!
• IGDIS!for!all!4<year<old!preschool!students!!
• District!Common!Quarterly!Benchmark!Assessments;!available!for!all!students!2<6.!
• FAST!aReading;!available!for!all!students!2<6.!• Orton<Gillingham;!available!to!Reading!Interventionists.!
• Running!Records!
Comprehension—!
• District!Common!Quarterly!Benchmark!Assessments;!available!for!all!students!2<6.!
• FAST!aReading;!available!for!all!students!2<6.!• Running!Records!
Critical!Reading—!
• District!Common!Quarterly!Benchmark!Assessments;!available!for!all!students!2<6.!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Progress(Monitoring(Progress!monitoring!is!used!to!measure!increments!of!growth!to!determine!response!to!interventions.!!!
At!the!preschool!level,!Minnesota!Reading!Corps!members!monitor!progress!of!four<year<olds!who!are!
identified!as!below!target!on!individual!IGDI!measures.!
In!grades!K<2,!all!students!are!screened!three!times!per!year!using!the!FAST!earlyReading!assessments!
indicated!in!Figure!1.!!A!composite!score!is!generated!from!these!subtests,!which!allows!teachers!to!
compare!growth!and!monitor!progress!across!subtests.!!!
This!information!is!also!used!to!determine!the!need!for!Tier!I!whole<class,!Tier!II!small<group!
interventions,!or!Minnesota!Reading!Corps!intervention.!!Once!a!student!demonstrates!a!need!for!any!
tier!of!intervention,!the!teacher!or!interventionist!may!use!any!of!the!twelve!early!literacy!subtests!
available!to!them!through!FAST!earlyReading*as!a!means!for!progress!monitoring!while!the!student!is!
receiving!the!intervention.!
I!grades!2<6,!all!students!are!assessed!using!FAST!aReading!in!the!fall!and!in!the!spring.!!Spring!data!is!compared!to!fall!data!to!determine!growth.!!Starting!in!2016<2017,!data!will!also!be!compared!to!
previous!years!to!determine!a!trajectory!of!growth!or!as!an!indicator!of!need.!
Reading!Interventionists!are!accustomed!to!bi<weekly!progress!monitoring.!!Read!with!Me!
Interventionists!and!Title!I!Reading!Interventionists!use!FAST!earlyReading!and!aReading!every!two!weeks!for!progress!monitoring.!!Additionally,!they!use!Heinemann!Leveled!Literacy!Intervention!
Assessments!monthly!as!a!progress!monitoring!tool.!!!
Formative(Assessments(At!the!pre<K!level,!teachers!use!Teaching!Strategies!Gold!to!formatively!assess!students!in!the!areas!of!
phonological!awareness,!alphabetic!knowledge,!concepts!of!print,!comprehension!of!oral!language,!and!
emergent!writing!skills.!
District<created!formative!assessments!in!reading!are!completed!for!grades!1!through!5.!!Each!formative!
assessment!is!standards!based!and!is!linked!to!Stillwater!Schools’!Curriculum!Maps!in!Literacy.!!District<
wide!use!of!common!formative!assessments!as!a!means!to!determine!concept!mastery!or!need!for!
additional!instruction!is!in!its!early!stages,!so!is!an!area!of!growth.!!Thorough!implementation!exists,!
however,!in!pockets!around!the!district.!
Running!records!are!also!being!used!across!the!district!as!a!means!to!individualize!instruction!and!to!
monitor!student!growth.!!Instructional!Coaches!have!trained!teaching!staff!and!have!provided!on<going,!
individualized!support!for!teachers!in!their!learning!and!implementation.!!The!expectation!for!the!2015<
2016!school!year!is!that!all!teachers!complete!at!least!one!formal!running!record!in!the!fall!and!spring!
using!materials!from!The!Reading!Writing!Project!(Columbia!University!Teacher!College).!!Teachers!can!
then!use!this!information!in!their!classroom!as!a!way!to!guide!students!to!appropriate!resources,!to!
individualize!instruction,!and!to!communicate!strengths!and!needs!to!the!following!year’s!teacher.!!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
District!staff!is!working!on!a!means!to!collect!running!record!data!to!make!it!easily!accessible!to!the!
following!year’s!teacher.!
&Summative(Assessments(Common!Quarterly!Benchmark!Assessments!(CQBA),!which!are!standards<based!and!tied!to!the!
Stillwater!Schools’!Curriculum!Maps,!serve!three!primary!roles:!!
• to!assess!students’!level!of!achievement!on!standards,!
• to!help!teachers!evaluate!their!instruction,!
• to!facilitate!collaborative!professional!development!among!teachers.!
In!addition!to!these!three!roles,!CQBA!allow!the!district!to!determine!district<wide!curricular!and!
professional!development!needs.!
CQBA!are!complete!for!grades!2<6.!!All!teachers!will!be!expected!to!administer!CQBA!during!a!specified!
time!frame!at!the!end!of!each!quarter!so!that!results!are!timely!for!use!in!Professional!Learning!
Communities.
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Parent&Notification&and&Involvement&
Communication(of(Assessment(Data(Individual!parents!are!notified!of!universal!screening!results!only!when!a!student!qualifies!for!an!
intervention.!!Parents!are!notified!of!a!student’s!qualification!for!services!and!of!a!student’s!completion!
of!services!by!letter!(Appendix!E),!and!if!needed,!by!phone!or!by!an!arranged!conference.!
Progress!monitoring!results!for!the!general!student!population!are!communicated!during!fall!parent<
teacher!conferences.!!Results!are!also!available!through!a!parent!portal!to!Illuminate!Data!and!
Assessment!(DnA).!
Common!Quarterly!Benchmark!Assessments!(CQBA),!which!are!standards<based!and!aligned!with!grade<
level!curriculum,!are!in!place!for!grades!2<6.!!These!results!are!also!available!through!a!parent!portal!to!
DnA.!!!
General!classroom!assessments!are!sent!home!periodically!with!students’!Friday!Folders!and!are!shared!
at!fall!and!spring!parent<teacher!conferences.!
Communication(of(Classroom(Progress(Classroom!teachers!are!in!the!practice!of!sending!home!weekly!classroom!updates;!however,!they!may!
occur!every!two!weeks!depending!on!schedules.!!Updates!generally!include!curricular!focus,!upcoming!
assignments!and!assessments,!important!classroom!activities!(i.e.,!class!performances!or!field!trips),!and!
classroom!volunteer!opportunities.!
Elementary!Parent<Teacher!Conferences!are!scheduled!in!the!fall!and!in!the!spring.!!Options!are!
available!during!the!day!and!during!the!evening!so!that!parents!can!schedule!at!their!convenience.!!
Elementary!fall!conferences!are!scheduled!for!October!9th!during!the!day,!and!October!12th!and!13th!
during!the!evening.!!Spring!conferences!are!scheduled!February!12th!during!the!afternoon,!and!
February!16th!and!18th!in!the!evening.!!Individual!conferences!outside!of!these!days!may!be!scheduled!to!
accommodate!families’!schedules.!
Contact!with!individual!parents!is!made!on!an!as<needed!basis.!!Both!positive!and!needs<based!
communications!are!encouraged.!
Communication(of(Intervention(Progress(Reading!Interventionists!use!FAST!earlyReading!as!their!bi<weekly!progress!monitoring!tool.!!In!addition!
to!FAST!progress!monitoring,!Reading!Interventionists!conduct!monthly!running!records!checks.!
Each!reading!interventionist!has!a!home<school!communication!system!in!place.!!Communication!folders!
are!sent!home!with!students,!at!a!minimum,!each!week!with!homework!and!program!updates.!!When!
available!(bi<weekly),!interventionists!include!updates!on!progress!monitoring.!!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Communication(of(School(and(District(Opportunities(for(Involvement(The!Stillwater!Area!Public!Schools’!Communications!and!Marketing!Department!has!several!avenues!in!
place!for!parent!and!community!communication.!!This!department!publishes!a!print!newsletter,!which!is!
distributed!four!times!each!year,!and!an!e<news!email,!which!is!distributed!weekly.!!In!addition!to!these!
two!direct!lines!of!communication,!the!Communications!and!Marketing!Department!maintains!the!
district!website,!a!Facebook!account,!and!a!Twitter!account.!!District!updates!also!appear!on!the!local!
cable!television!bulletin!board.!!
In!our!Early!Childhood!and!Family!Center,!parents!are!invited!to!parent!involvement!activities!eight!
times!each!school!year.!
Communication!at!the!building!level!takes!place!via!a!school!newsletter!and!school!webpages.!!Each!of!
our!nine!elementary!schools,!as!well!as!our!Early!Childhood!Family!Center,!sends!out!a!weekly!parent!
newsletter.!!Newsletters!are!sent!out!primarily!via!e<mail!and!include!updates!on!building!activities,!and,!
when!appropriate,!building<level!volunteer!opportunities.!!During!building!tours,!back<to<school!night,!
and!parent!teacher!conferences,!parents!are!actively!recruited!to!sign!up!for!the!building!newsletter.!!!
Volunteer!opportunities!are!communicated!via!building!newsletters!or!through!building<specific!Parent<
Teacher!Associations;!whereas!classroom!opportunities!for!volunteering!are!communicated!through!the!
classroom!newsletter!or!individual!fliers!sent!home!with!students.!At!the!district!level,!we!coordinate!
with!Community!Thread!(www.communitythreadmn.org)!to!bring!district!and!community!volunteers!
together.!!Mandatory!background!checks!are!required!for!all!volunteers.!!!
Finally,!a!unique!program!run!through!our!Office!of!Equity!and!Integration!works!to!inform!and!involve!
parents!at!the!elementary!level.!!This!PATH!Program!(Partnership!in!Achievement!and!Transition!to!
Higher!Learning)!is!designed!to!facilitate!parent!engagement!in!a!child’s!education!by!informing!parents!
about!our!school!systems!and!empowering!them!to!take!an!active!role!in!their!child’s!learning.!!More!
detailed!information!follows!in!the!section!“Communication!of!Opportunities!to!Support!Child!
Development.”!
Communication(of(Opportunities(to(Support(Child(Development((The!PATH!Program!(Partnership!in!Achievement!and!Transition!to!Higher!Learning),!run!by!our!Office!of!
Equity!and!Integration,!is!divided!into!four!curriculums:!Preschool,!Elementary,!Middle!and!High!School.!!
Each!of!these!curriculums!addresses!the!specific!needs!of!students!at!each!of!these!four!levels.!!!
At!this!time,!the!district!currently!has!staff!trained!to!run!the!program!at!all!of!our!Title!I!elementary!
schools,!and!our!Early!Childhood!Family!Center,!and!has!completed!three!cohorts!utilizing!this!
methodology!(two!in!preschool!and!one!group,!conducted!in!Spanish!at!Lake!Elmo!Elementary!with!
Latino!families).!!Parents!are!recruited!by!building!staff,!and!they!are!asked!to!commit!to!attending!six!
weekly!sessions!that!are!1.5!hours!in!length.!
!The!preschool!curriculum!is!designed!to!engage!parents!in!a!conversation!about!school!readiness,!and!
their!role!in!preparing!their!child!for!kindergarten.!!The!curriculum!teaches!parents!strategies!for!
fostering!Early!Literacy!and!Math.!!The!Literacy!skills!it!focuses!on!are:!Vocabulary!building,!phonemic!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
awareness!(Rhyming!and!Alliteration),!and!print!concepts.!!In!addition,!it!stresses!the!importance!of!
reading!with!children!regularly!at!home.!!The!elementary!curriculum!clarifies!the!language!about!
academic!standards,!teaches!parents!about!the!importance!of!parent<teacher!conferences,!clarifies!the!
coding!on!our!report!cards!and!reinforces!the!importance!of!open!and!honest!communication!with!
schools!about!student!progress.!In!addition,!it!establishes!a!connection!between!academic!achievement!
and!positive!discipline,!self<esteem,!and!providing!structures!in!the!home!(like!a!quiet!space!for!
homework,!and!early!bed!time,!etc.)!that!allow!students!to!maximize!their!own!academic!potential.!!The!
middle!and!high!school!curriculums!are!geared!toward!college!readiness.!!Specifically,!parents!learn!
about!the!role!of!the!guidance!counselor,!they!are!taught!about!the!concept!of!academic!rigor,!they!are!
taught!how!to!calculate!a!student’s!GPA,!and!they!are!coached!about!how!to!advocate!for!their!student!
within!the!school!building.!
During!2014<2015!the!district!shared!the!preschool!curriculum!with!18!families!from!our!adult!ELL!
program.!!These!families!come!from!13!different!countries!and!10!different!languages.!!Additionally,!the!
Middle!School!curriculum!was!shared!in!Spanish!with!Latino!families!whose!children!are!attending!Oak<
Land!Junior!High.!!Finally,!the!elementary!curriculum!was!shared!in!English!with!multicultural!groups!of!
parents!at!Oak!Park!Elementary,!Lily!Lake,!and!Afton—Lakeland.!
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Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Intervention&and&Instructional&Supports&
Alignment(of(Core(Instruction((Tier(I)(((The!attached!(Appendix!C)!Stillwater*Expectations*in*Elementary*Reading*Instruction!provides!expectations!for!teachers!in!the!areas!of!daily!literacy!instruction,!balanced!literacy,!curriculum!maps!
and!the!Common!Core!standards,!independent!and!at<home!reading!expectations,!Common!Quarterly!
Benchmark!Assessments,!and!running!records.!
Stillwater’s!Curriculum!Maps,!which!are!aligned!to!the!2010!Minnesota!Academic!Standards!in!English!
Language!Arts,!are!in!place!for!grades!K<6.!!All!teachers!are!expected!to!follow!the!curriculum!maps!to!
ensure!equity!of!instruction!for!all!students!district<wide.!!Pacing!changes!are!acceptable,!within!reason,!
so!that!teachers!may!meet!the!needs!of!their!students.!!Review!and!revision!of!Stillwater’s!Curriculum!
Maps!and!the!associated!Common!Quarterly!Benchmark!Assessments!are!ongoing.!
The!transition!to!a!balanced!literacy!model!completed!its!second!year.!!During!July!2013,!teachers!had!
the!opportunity!for!intensive!training!in!reading!workshop.!!Instructional!Coaches!provided!training!in!
balanced!literacy!throughout!the!year!at!the!building!level.!!Teachers!had!another!opportunity!for!
reading!workshop,!Daily!5/CAFÉ!,!and!writing!workshop!training!during!Summer!Institute!2014.!!During!
Summer!Institute!2015,!teachers!have!the!opportunity!to!learn!more!about!assessing!readers!for!
learning,!conferring!with!readers,!and!implementing!guided!reading.!!Instructional!Coaches!have!
provided!and!will!continue!to!provide!ongoing!training!throughout!the!school!year!in!the!area!of!
balanced!literacy.!
During!the!2015<2016!school!year,!professional!development!will!continue!to!focus!on!providing!
teachers!ways!to!differentiate!instruction.!!This!training!will!build!on!the!work!that!we!have!begun!in!the!
area!of!balanced!literacy!and!will!extend!to!other!content!areas!as!well.!
Path!to!Reading!Excellence!in!School!Sites!(PRESS)!Tier!I!and!Tier!II!reading!interventions,!from!the!
Minnesota!Center!for!Reading!Research!at!the!University!of!Minnesota,!will!help!us!to!address!needs!in!
early!reading!skills!in!K<2.!!All!K<2!teachers!and!elementary!interventionists!will!be!trained!in!PRESS!in!
August.!
Fluency,!vocabulary!development,!and!comprehension!instruction!are!currently!in!place!and!will!be!
enhanced!using!the!balanced!literacy!framework,!differentiation,!and!gradual!release!of!responsibility.!!
Instructional!Coaches!will!be!delivering!professional!development!in!the!classroom,!at!the!building!level,!
and!district<wide!in!support!of!developing!these!instructional!skills.!
Oral!language!development!and!critical!thinking,!while!in!place,!are!not!formally!tracked.!!Elementary!
teachers!engage!students!in!opportunities!for!play!and!problem!solving!throughout!the!day.!!Formalizing!
expectations!and!adding!additional!grade<appropriate!professional!development!is!an!area!of!need.!
MultiJTiered(System(of(Support((MTSS)(We!are!currently!developing!protocols!for!our!Multi<Tiered!System!of!Support.!!Many!of!the!pieces!are!
in!place!and!a!team!has!been!formed!to!formalize!the!systems.!!Ultimately,!our!district’s!goal!is!to!utilize!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
a!comprehensive!system!of!Learning!Supports!that!incorporates!a!multi<tiered!system!of!support!
protocol.!!Through!this!system,!our!buildings!will!look!at!academic!interventions!alongside!social,!
emotional,!and!behavioral!needs!and!concerns.!!School!social!workers!and!school!psychologists!will!loop!
into!Professional!Learning!Community!meetings!on!a!monthly!basis!to!identify,!discuss!and!track!
students!who!are!not!performing!at!grade!level.!!The!teams!will!then!take!this!multi<tiered!systems!
approach!to!implement!individual!response<to<intervention!plans.!
Academic!interventions!are!determined!during!the!universal!screening!process!in!the!fall.!!After!the!
universal!screening!process!is!completed,!interventionists!meet!with!K<2!teachers!to!plan!Tier!I!class<
wide!interventions!or!Tier!II!small<group!interventions!using!PRESS!reading!interventions.!!These!in<class!
interventions!will!run!daily!for!10<12!days.!!Students!will!be!re<assessed!in!the!area!of!need!using!the!
FAST!earlyReading!progress!monitoring!tool!appropriate!for!the!skill.!!After!a!review!of!the!progress!
monitoring!data,!interventions!can!be!adjusted!at!that!point!in!time!and!begin!again.!!!
Students!demonstrating!intensive!need!will!be!scheduled!for!pull<out!intensive!intervention!with!a!
trained!reading!interventionist.!!These!students!will!work!with!an!interventionist!4<5!days!per!week!in!
groups!of!3<4!students.!!Interventionists!will!progress!monitor!bi<weekly!using!FAST!earlyReading!and!monthly!using!Heinemann!Benchmark!Assessment!System!Running!Records.!
Our!goal!is!to!have!a!system!in!place!where!students!are!effectively!monitored!for!improvement!or!for!
additional!intervention!needs.!!!
The!Stillwater!Schools!MTSS!System!also!includes!programming!for!gifted!students.!!In!order!to!qualify!
for!programming,!students!must!first!take!the!Cognitive!Abilities!Test!(CogAT).!!!Students!are!invited!to!
take!the!CogAT!based!on!their!district!achievement!test!score!of!>91%.!!Parents!and/or!teachers!can!also!
request!testing!for!any!student.!!After!parent!permission!is!received,!students!are!tested!in!small,!grade<
alike!groups!by!a!trained!proctor.!!Tests!are!sent!externally!to!be!scored.!!Students!who!have!CogAT!
scores!of!>139!accompanied!by!high!achievement!scores!are!invited!to!our!GATE!school,!which!is!a!
school!for!highly!gifted!within!a!district!elementary!school!(Oak!Park!Elementary).!!Classroom!teachers!
across!the!district!examine!their!grade!level!scores!to!determine!gifted!cluster!placement.!!Students!with!
qualifying!academic!and!ability!scores!will!be!considered!for!a!cluster!placement!within!their!regular!
classroom.!!These!students!are!clustered!with!peers!of!similar!intellectual!ability,!and!are!given!more!
opportunities!to!go!deeper!within!a!concept!or!topic.!
Intervention(Opportunities((Tiers(I,(II,(and(III)(Elementary!principals!are!committed!to!scheduling!intervention!opportunities!outside!of!core!
instructional!times.!!The!goal!is!to!support!all!teachers!within!the!classroom!setting!and!to!support!
services!with!differentiation!training!to!allow!for!best!practice!intervention!and!enrichment!
opportunities.!
Tier'I:!!The!district!is!in!the!process!of!training!teachers!in!balanced!literacy!and!in!instructional!
frameworks!to!support!balanced!literacy.!!In!these!frameworks,!teachers!are!able!to!individualize!
instruction!through!flexible!and!fluid!grouping!as!determined!by!student!need,!through!small!group!or!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
one<to<one!instruction,!and!through!student!self<selection!of!‘just<right!books.’!!These!frameworks!also!
allow!time!for!observation!and!informal!assessments,!so!teachers!are!able!to!make!more!informed!
decisions!about!students’!needs.!
In!addition!to!core!literacy!instruction,!classes!that!demonstrate!significant!need!will!receive!a!class<
wide!intervention!using!PRESS!analysis!of!screening!data!and!appropriate,!targeted,!class<wide!
intervention!activities.!!!
Tier'II:!!!Each!of!our!elementary!buildings,!as!well!as!our!Early!Childhood!and!Family!Center,!has!applied!
for!a!Minnesota!Reading!Corps!(MRC)!tutor!for!the!2016<2016!school!year.!!These!MRC!tutors!will!serve!
as!Tier!II!interventionists!in!grades!preK<3!to!provide!students!with!additional!guided!practice!in!reading!
outside!of!classroom!reading!instructional!time.!!Students!who!are!slightly!below!grade!level!will!meet!
with!MRC!tutors!daily!for!approximately!twenty!minutes.!
In!addition!to!intervention!offered!by!MRC!tutors,!classroom!teachers!will!implement!targeted,!Tier!II!
small<group!interventions!using!PRESS!analysis!of!screening!and!benchmarking!data,!and!PRESS!targeted!
intervention!activities.!!!
The!PRESS!reading!intervention!program!and!MRC!intervention!program!will!work!together!to!provide!a!
complementary!Tier!II!program.!
Tier'III:'!Tier!III!reading!intervention!is!supported!by!the!ADSIS!grant!at!each!of!our!nine!elementary!
buildings!in!a!program!called!Read!with!Me!(RWM).!!!!Additionally,!Title!I!funding!provides!for!some!Tier!
III!reading!intervention!in!our!four!Title!I!elementary!buildings,!though!Title!I!funding!is!generally!split!
between!reading!and!math!intervention.!!In!both!cases,!(ADSIS!and!Title!I)!students!in!Tier!III!reading!
intervention!receive!30!minutes!of!instruction!with!groups!of!three!to!five!students!in!addition!to!the!
student’s!classroom!literacy!instruction.!!!
All!Title!I!and!RWM!Reading!Interventionists!will!be!trained!extensively!in!Heinemann’s!Leveled!Literacy!
Intervention,!which!is!supported!by!independent!empirical!research!and!based!on!research!in!fifteen!key!
areas!of!reading!and!instruction.!!Reading!Interventionists!meet!periodically!throughout!the!year!to!
discuss!implementation!and!for!professional!development!through!peer!review.!
Using(Data(to(Determine(Intervention(Each!building!relies!on!data!from!FAST!earlyReading,!FAST!aReading,!and!Minnesota!Comprehensive!
Assessment!to!determine!a!student’s!need!for!intervention.!!Once!students!are!screened,!K<2!teachers!
review!data!using!the!PRESS!analysis!to!determine!the!appropriate!level!and!type!of!intervention.!
Students!in!grades!3<6!are!eligible!for!reading!intervention!if!they!fall!below!the!30th!percentile.!
Over!the!last!few!years,!students!have!been!placed!in!interventions!using!the!‘bottom!up’!method:!Tier!
III!interventionists!fill!intervention!groups!with!the!most!at<risk!students.!!The!addition!of!PRESS!data!
analysis!in!grades!K<2!should!work!to!reduce!the!number!of!students!who!appear!to!need!Tier!III!
interventions.
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Professional&Development&on&Scientifically?based&Reading&Instruction&(SBRI)&
Alignment(and(Collaboration(with(Statutory(Requirements(During!the!2013<2014!school!year,!professional!development!focused!on!how!to!establish!a!framework!
for!balanced!literacy!in!the!classroom.!!Professional!development!during!the!summer!of!2014!and!during!
the!2014<2015!school!year!continued!to!support!frameworks!for!balanced!literacy!instruction.!!In!
addition!to!these!trainings,!teachers!received!differentiation!training!and!support!during!the!school!
year.!!Teachers!have!the!opportunity!to!deepen!their!understanding!of!balanced!literacy!concepts!
during!the!Summer!Institute!2015!and!on!into!the!2015<2016!school!year.!
K<2!teachers!and!interventionists!will!receive!training!in!PRESS!reading!interventions!prior!to!and!during!
the!2015<2016!school!year.!!PRESS!was!developed!and!researched!by!the!Minnesota!Center!for!Reading!
Research!at!the!University!of!Minnesota.!!This!intervention!program!focuses!on!five!pillars!of!a!quality!
reading!program:!quality!core!instruction,!data<based!decision!making,!tiered!interventions,!and!
professional!learning!communities.!!The!program!addresses!four!of!the!“Big!5”!areas!in!reading!
instruction:!phonemic!awareness,!phonics,!fluency,!and!comprehension.!!Under!our!current!
implementation!plan!in!K<2,!we!will!focus!primarily!on!phonemic!awareness,!phonics,!and!fluency,!with!
the!goal!of!adding!comprehension!intervention!K<6!in!the!future.!More!information!can!be!found!at!
http://www.cehd.umn.edu/reading/PRESS/about.html!!
In!the!area!of!diversity,!Stillwater!Area!Public!Schools’!Achievement!and!Integration!Plan!has!a!three!
pronged!approach:!long<term!systemic!change,!solution!focused,!and!research!and!best!practices.!!These!
three!characteristics!are!implemented!through!a!district!team!that!works!with!outside!specialists!from!
the!field!of!Intercultural!Development.!The!program’s!foundation!is!interdisciplinary,!drawing!from!the!
fields!of!Education,!Intercultural!Communication,!Psychology,!Anthropology!and!Sociology.!!
While!drawing!best!practices!from!many!fields,!the!program!always!has!its!focus!on!all!students!
developing!their!full!potential,!having!equal!access!to!achievement,!and!preparing!them!to!be!successful!
global!citizens.!!While!the!program!recognizes!that!this!process!is!developmental!for!both!students!and!
staff,!it!also!works!to!provide!immediate!application!in!participants’!lives.!!This!focus!on!immediate!
application!leads!the!district!team!to!make!a!conscious!effort!to!model!what!they!propose!to!others.!
DistrictJWide(Professional(Development(Alignment(Our!district!calendar!is!currently!set!up!to!provide!a!limited!number!of!professional!development!days!
during!the!school!year.!!Since!strong,!ongoing,!embedded!professional!development!is!essential!to!a!
healthy!educational!system,!Stillwater!Schools!has!created!a!professional!development!schedule!to!
meet!multiple!needs.!
In!the!summer!of!2015,!all!elementary!teachers!are!invited!to!a!week<long!summer!institute!where!they!
can!choose!from!a!variety!of!options!to!meet!their!individual!needs.!!Options!include!21st!century!skills!in!
technology,!guided!reading,!conferring,!running!records,!close!reading,!and!differentiation.!!All!of!these!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
opportunities!are!supported!throughout!the!year!by!our!Innovation!and!Technology!Coaches,!our!
Instructional!Coaches,!and!the!Department!of!Teaching!and!Learning.!
The!two!professional!development!days!in!the!2015<2016!calendar!will!include!time!for!grade<level!
teachers!to!meet!to!discuss!the!implementation!of!grade<level!standards!through!curriculum!maps,!
essential!learning!outcomes,!and!learning!targets.!!In!addition!to!time!on!the!two!professional!
development!days,!teachers!will!have!two!additional!half!days!during!the!school!year!to!meet!to!
continue!this!work.!!Work!on!these!days!is!organized!by!the!grade<level!Curriculum!Support!Team!
Teachers,!Instructional!Coaches,!and!the!Department!of!Teaching!and!Learning.!!
Finally,!professional!development!opportunities!are!offered!by!Instructional!Coaches,!Innovation!and!
Technology!Coaches,!and!the!Department!of!Teaching!and!Learning.!!These!opportunities!typically!take!
place!outside!of!the!school!day!but!may!take!place!during!staff!meetings!or!when!a!teacher!is!granted!a!
substitute!day!for!professional!development.!
JobJEmbedded(Professional(Development(The!Stillwater!Schools’!MTSS!team!will!work!to!develop!a!clear!plan!for!Professional!Learning!
Communities!(PLC).!!PRESS!reading!intervention!data!analysis!will!help!to!drive!PLC!discussions.!!Once!
solidly!established,!PLC!teams!will!be!able!to!examine!student!performance!and!data!to!determine!their!
own!professional!development!needs,!learning!from!each!other!where!possible,!and!reaching!out!to!
Instructional!Coaches!and!the!Department!of!Teaching!and!Learning!for!greater!professional!
development!needs.!
Instructional!Coaches!are!in!place!at!five!of!our!nine!elementary!buildings.!!The!remaining!four!
elementary!buildings!receive!instructional!leadership!from!their!building!principals.!!!!!
Instructional!Coaches!typically!work!with!teachers!in!a!ten<week!cycle,!intensively!coaching!up!to!six!
teachers!during!one!cycle.!!Coaching!needs!are!determined!through!self<observation!and!self<evaluation!
(video)!and!through!needs!emerging!on!our!Five!Dimensions!Teacher!Evaluation!Rubric.!!Instructional!
Coaches!can!play!many!roles!during!this!intensive!process,!including!but!not!limited!to!modeling!
instruction,!collaborative!teaching,!collaborative!planning,!Cognitive!Coaching!discussions,!and!
classroom!support!for!peer!observation.!
In!addition!to!intensive!coaching,!Instructional!Coaches!work!with!principals!and!with!the!Department!of!
Teaching!and!Learning!to!provide!district<wide!and!in<building!professional!development.!
Use(of(Student(and(Teacher(Performance(Data(to(Inform(Professional(Development(Common!Quarterly!Benchmark!Assessments!(CQBA)!allow!the!Department!of!Teaching!and!Learning!to!
explore!gaps!in!curriculum!and!to!prioritize!professional!development!needs.!
In!addition!to!CQBAs,!the!district!will!use!teacher!evaluation!data!to!design!professional!development.!!
During!the!2013<2014!school!year,!the!district!piloted!a!peer<!and!teacher<evaluation!program!called!5!
Dimensions!of!Teaching!and!Learning.!!This!“growth<oriented”!teacher!evaluation!system!was!created!by!
the!Center!for!Educational!Leadership!at!the!University!of!Washington.!!The!St.!Croix!Education!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Association!voted!to!adopt!this!evaluation!system!in!May!2014,!allowing!full!implementation!for!the!
2014<2015!school!year.!
Under!this!evaluation!system,!a!teacher’s!individual!goals,!PLC!goals,!building!goals,!and!student!
performance!data!are!collected,!allowing!building!administrators,!as!well!as!the!Department!of!Teaching!
and!Learning,!to!plan!professional!development!at!multiple!levels.!!Additionally,!teachers!who!are!
involved!in!an!intensive!coaching!cycle!will!use!the!5!Dimensions!of!Teaching!and!Learning!as!a!pre<!and!
post<coaching!tool.!!This!will!allow!teachers!to!align!their!coaching!goals!to!the!professional!evaluation!
system.!
!
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Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Curriculum&and&Instruction&
Horizontal(and(Vertical(Curriculum(Alignment(Over!the!past!four!years,!the!Department!of!Teaching!and!Learning!has!worked!to!create!literacy!
curriculum!maps!for!each!grade!level.!!At!this!point!in!time,!these!maps!are!in!place!for!kindergarten!
through!grade!6.!!!!
Having!clearly!articulated!curriculum!maps!in!place!provides!equity!of!instruction!for!students!across!the!
district!and!allows!for!teachers!to!work!collaboratively!in!building<level!and!cross<district!PLCs.!!
Curriculum!Support!Team!Teachers!and!Instructional!Coaches!are!working!with!the!Department!of!
Teaching!and!Learning!to!help!teachers!understand!implementation!of!these!curriculum!maps!and!their!
importance!to!an!effective!and!cohesive!education!system.!
Curriculum!maps!are!based!on!Essential!Learning!Outcomes!(ELOs)!and!Learning!Targets!(LTs),!which!are!
based!on!the!2010!Minnesota!State!Literacy!Standards.!!Curriculum!Support!Team!Teachers!have!
worked!to!revise!these!ELOs!and!LTs!to!ensure!clarity!for!teachers,!students,!and!parents,!and!to!ensure!
that!skills!are!clearly!scaffolded!across!grade!levels.!!Instructional!Coaches!work!with!teachers!
throughout!the!year!to!integrate!this!information!into!instruction.!ELOs!and!LTs!are!available!to!
teachers,!to!parents,!and!to!community!members!via!each!building’s!website.!
Curriculum(Resources(In!addition!to!our!curriculum,!as!set!out!in!our!curriculum!maps,!teachers!rely!on!curriculum!resources!
to!teach!students.!!Our!primary!resource,!which!was!adopted!during!the!2012<2103!school!year,!is!
Houghton!Mifflin!Harcourt’s!Journeys*!series.!!Curriculum!Support!Team!Teachers!(CSTs)—collaborative,!
cross<district,!teacher!teams—are!working!to!ensure!that!curriculum!maps!clearly!identify!possible!
resources!within!Journeys!for!each!of!the!curricular!requirements.!!!
The!Stillwater!school!board!also!approved!the!purchase!of!high<interest,!ability<appropriate!books!
during!the!2013<2014!school!year!for!classroom!independent<reading!libraries.!!This!purchase!supports!
district!efforts!in!differentiation,!and!it!helps!teachers!to!meet!the!need!for!informational!text!as!defined!
by!the!Common!Core!Standards.!!!
Finally,!the!Partnership!Plan!purchased!three!online!subscriptions!for!our!elementary!schools!to!help!
support!personalized!learning.!!Storia,!an!online!e<book!program!curated!by!Scholastic!books,!is!
available!for!all!preK<6!students!through!June!2017.!!Vocabulary/Spelling!City,!a!customizable!vocabulary!
and!spelling!program,!is!available!for!all!students!K<6.!!The!third!program,!Study!Island,!a!standards<
based!customizable!program,!is!available!for!all!students!grades!3<6.!
Alignment(and(Collaboration(with(Statutory(Requirements(District!curriculum!maps!and!instructional!resources!align!with!Minnesota’s!2010!Literacy!Standards,!
which!incorporates!the!‘Big!5’!(phonemic!awareness,!phonics,!fluency,!vocabulary,!and!comprehension)!
as!well!as!oral!language!development!and!critical!thinking.!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Student&Support&System&for&EL&Learners!Professional(Development(for(teachers(of(English(Learners(Our!Student!Support!Services!Department!provides!specialized!support!for!the!English!Learners!Instructional!Department.!!!District!English!Learner!teachers!meet!for!one!day!each!month!to!coordinate!curriculum,!instruction,!resources,!and!services.!!Principals!support!the!unique!needs!of!the!EL!department!at!a!building!level.!!!!!The!EL!Department!utilizes!the!Sheltered!Instruction!Observation!Protocol!(SIOP)!professional!development!model!and!assesses!English!Proficiency!Levels!using!WIDA!(World<class!Instructional!Design!&!Assessment).!!All!students!are!assessed!immediately!after!enrollment!to!ensure!proper!student!placement!within!their!grade!level,!WIDA!standards,!and!EL!courses.!!The!plan!of!service!delivered!to!each!student!depends!upon!grade!level!as!well!as!their!proficiency!level!(Entering,!Beginning,!Developing,!Expanding,!or!Bridging).!Instructional!support!time!related!to!number!of!days!per!week!and!number!of!instructional!minutes!also!varies.!!!
Professional(Development(for(General(Education(teachers(Our!Office!of!Equity!&!Integration!(OEI)!has!developed!and!implemented!an!Inter<cultural!Coaching!Professional!Development!framework!for!the!past!five!years.!!Inter<cultural!coaches!support!teaching!staff!within!buildings!to!develop!cultural!awareness!and!cultural!sensitivity!while!incorporating!culturally!responsive!teaching!techniques!and!lesson!plans.!!!!An!area!in!which!we!could!improve!upon!related!to!EL!learners!is!the!amount!of!training!and!resources!available,!and!the!reach!of!OEI!inter<cultural!training!for!general!education!staff.!!!!!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Communication&System&for&Annual&Reporting&
Systems(Accountability(On!an!annual!basis!our!school!district!submits!a!Systems!Accountability!Report!to!MDE.!!This!report!details!our!academic!and!student!performance!data!which!includes!all!data!related!to!Language!Arts!instruction!and!programming.!!The!Stillwater!Area!Public!Schools!Board!of!Education!as!well!as!community!stakeholders!review!the!data!and!it!is!published!on!our!website.!!!!
Students(Results(Policy(The!Board!of!Education!is!also!updating!our!Student!Results!Policy!to!incorporate!key!components!within!the!World's!Best!Workforce!Policy!related!to!language!arts!instruction,!performance,!and!programming.!!These!key!components!include:!Kindergarten!Readiness,!3rd!Grade!Literacy!Proficiency,!and!Closing!Identified!Achievement!Gaps.!!!!!
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Appendices&!
Appendix(A:((District(Mission(
Curiosity.!Partnerships.!Community.!Leadership.!Personalized.!These!are!just!some!of!the!words!a!team!
of!community!members!and!district!staff!used!to!redefine!education!in!the!Stillwater!Area!Public!School!
District.!These!words!helped!to!guide!the!development!of!a!new!mission!statement!that!will!propel!
Stillwater!Area!Public!Schools!into!the!future.!!
The'mission'of'Stillwater'Area'Public'Schools,'in'partnership'with'students,'family'and'community,'is'
to'develop'curious'individuals'who'are'active'and'engaged'leaders'in'an'ever8changing'world'by'
challenging'all'students'as'they'travel'along'their'personalized'learning'pathways.'
'
Appendix(B:((Philosophy(and(Beliefs(in(Language(Arts(
District!834!students,!pre<K!through!adult,!will!receive!educational!opportunities!to!advance!literacy!
skills!for!building!a!foundation!that!enables!them!to!become!creative!and!independent!thinkers,!
empowered!for!future!endeavors.!
We!believe:!
• All!students!have!a!need!for!continuous,!rigorous,!and!relevant!literacy!instruction!shared!by!all!
subject!areas.!
• All!students!should!receive!the!best!instruction!and!support!necessary!to!become!highly<skilled!
listeners,!speakers,!readers,!writers,!viewers,!and!critical!thinkers.!
• All!students!should!be!supported!at!school!and!at!home!to!develop!a!life<long!love!of!reading!
and!learning.!
• Literacy!instruction!must!be!aligned!with!Minnesota!English!Language!Arts!Academic!Standards.!
!
( (
Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!
Appendix(C:((Stillwater(Area(Public(Schools(Reading(Screening(Assessment(Protocol(!
!
!
!
Fall'
'
Winter' Spring'
FAST'
earlyReading'FAST'
aReading'FAST'
earlyReading'FAST'
aReading'FAST'
earlyReading'FAST'
aReading'MCA'
Kindergarten' Concepts!of!
Print,!!
Onset!Sounds,!
Letter!Names,!
Letter!Sounds!
! Onset!Sounds,!
Letter!Sounds,!!
Word!
Segmenting,!
Deocdable!
Words!
! Letter!Sounds,!!
Word!
Segmenting,!
Deocdable!
Words,!
Sight!Words!
! !
Grade'1' Word!Segmenting,!
Decodable!
Words,!
Sight!Words,!
Sentence!Reading!
! Word!Segmenting,!
Decodable!
Words,!
Sight!Words,!
CBM!Reading!
! Word!Segmenting,!
Decodable!
Words,!
Sight!Words,!
CBM!Reading!
! !
Grade'2' CBM!Reading! All!grade!2!
students!
<40th!percentile!
ORF!
<40th!
percentile!
!
CBM!Reading! All!grade!2!
students!
!
Grade'3' ! All!grade!3!
students!
<40th!percentile!
ORF!
<40th!
percentile!!
! All!grade!3!
students!
All!grade!3!
students!
Grade'4' ! All!grade!4!
students!
<40th!percentile!
ORF!
<40th!
percentile!
!
! All!grade!4!
students!
All!grade!4!
students!
Grade'5' ! All!grade!5!
students!
<40th!percentile!
ORF!
<40th!
percentile!!
! All!grade!5!
students!
All!grade!5!
students!
Grade'6' ! All!grade!6!
students!
<40th!percentile!
ORF!
<40th!
percentile!
!
! All!grade!6!
students!
All!grade!6!
students!
(
! !
!
Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!!! P a g e !|!22!
Appendix(D:((Stillwater(Area(Public(Schools(Expectations(in(Reading(Instruction(
Daily&Literacy&(Reading&and&Writing)&Instruction& Grades!K<2:!!Schools!should!provide!120!minutes!of!daily!literacy!instruction!(includes!direct!
instruction,!guided!practice,!independent!practice,!independent!reading,!conferring,!record!
keeping,!and!assessment)!
Grades!3<5:!!Schools!should!provide!90!minutes!of!daily!literacy!instruction!(includes!direct!
instruction,!guided!practice,!independent!practice,!independent!reading,!conferring,!record!
keeping,!and!assessment)!
Grade!6:!!Schools!should!provide!daily!ELA!instruction!that!allows!time!for!direct!instruction,!
guided!practice,!independent!practice,!independent!reading,!conferring,!record!keeping,!and!
assessment.!!Time!expectations!for!grade!6!may!be!decided!by!the!Elementary!Scheduling!
Committee.!
Balanced&Literacy& Balance!time!spent!working!in!all!areas!of!literacy!development!as!developmentally!appropriate:!
Oral!language!development!
Phonemic!awareness!
Phonics!and!word!analysis!
Fluency!
Vocabulary!and!word!study!
Reading!a!balance!of!fiction!and!
informational!text!
Writing!in!response!to!reading!and!
to!generate!and!convey!ideas!
Listening!
Speaking!
!
!
Comprehension!o including!!text!structure!analysis!
(descriptive,!compare/contrast,!
cause/effect,!chronological/sequence,!
problem!solution,!concept!definition,!
and!goal/action/outcome)!
o and!critical,!close!reading!within!and!
across!text!
Assessment—ongoing!collection!of!
informal!and!formal!data!to!understand!
the!reading!development!and!needs!of!
each!student.
Balance!instructional!time!using!Gradual*Release*of*Responsibility!model:!
o I*do—teacher!modeling!
o We*do—coaching!and!guided!practice!
o You*do!—partner!or!independent!work!
Choose!your!instructional!framework:!!!
o Café/Daily!5!
o Whole!group/guided!reading/independent!practice!
o Readers’!Workshop
!
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Curriculum&Maps&and&the&Common&Core& Follow!the!Stillwater!Curriculum!Maps,!adjusting!when!necessary!for!acceleration!or!
remediation.!
Follow!Stillwater’s!Essential!Learning!Outcomes!(ELOs)!and!Learning!Targets!(LTs).!!These!are!
accessed!via!the!home!page!of!your!school!website.!!Scroll!down!to!the!bottom!of!the!left<hand!
side!bar!to!find!the!link.!
Stillwater’s!Curriculum!Maps!
o Ensure!all!students!receive!instruction!and!practice!in!Common!Core!standards.!
o Allow!for!common!quarterly!benchmark!assessment!and!common!formative!
assessments,!which!in!turn!allows!for!evaluation!of!data!and!student!products!during!
PLCs.!
o Allow!for!collaboration!of!ideas!and!collaboration!of!work!effort.!
Independent&Reading&(In&School)& Grades!K<5:!!Expect!30!minutes!daily!of!independent!reading!(work!on!building!stamina!and!at!
the!primary!level!consider!breaking!the!time!into!manageable!chunks).!
Grade!6:!!Schedule!two,!weekly,!independent!reading!blocks.!
Encourage!“just<right”!and!“stretch”!texts!for!independent!reading.!!Use!leveling!as!a!starting!
point!for!partnering!students!and!to!help!identify!“just<right”!and!“stretch”!texts.!!Be!flexible!
about!text!levels!during!book!selection!as!highly!motivated!students!with!prior!knowledge!will!
be!able!to!handle!more!challenging!texts.!
As!students!mature!as!readers,!expect!them!to!use!many!selection!strategies!for!choosing!
appropriate!books.!!Text!levels!may!be!one!of!these!strategies!but!should!not!be!the!only!
strategy.!
Expect!students!to!read!a!balance!of!fiction!and!informational!texts.!
At?home&Reading& Expect!30!minutes!daily!of!at<home!reading!of!self<selected!books:!“just<right,”!“stretch,”!or!
“read<to”!books.!
Use!a!system!to!encourage!and!track!at<home!reading!(logs,!agendas,!reading!journals,!etc.).!
Common&Quarterly&Benchmark&Assessments& Give!completed!assessments!quarterly!(grades!2<6).!
Common!Quarterly!Benchmark!Assessments!
o Allow!teachers!to!better!understand!students’!strengths!and!needs!prior!to!end<of<the<
year!assessments!so!that!they!are!able!to!tailor!instruction.!
o Link!directly!to!Common!Core!standards!in!reading!(Informational!and!Literature)!
!
Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!!! P a g e !|!24!
o Demonstrate!district<level!progress!toward!standards!mastery!and!predict!performance!
on!MCA!assessments.!
o Provide!data!to!drive!PLCs,!to!determine!intervention!staffing!needs,!and!to!develop!
IEPs.!
o Identify!gaps!in!district!curriculum.!
o Identify!district<level!professional!learning!needs.!
Running&Records& Ongoing!assessment!is!the!heart!of!Balanced!Literacy.!!In!order!to!accelerate!growth!by!
targeting!instruction!to!individual!students’!needs,!you!will!need!to!use!a!variety!of!assessments.!!
Running!Records!should!be!used!both!as!a!formative!and!summative!measure!in!your!classroom.!!
Expect!to!administer!formal!running!records!in!the!fall!and!spring!of!each!year.!
Complete!two!summative!Running!Records!each!year!(fall!and!spring)!on!each!student.!!
Remember,!levels!R<Z!can!be!administered!in!writing!if!a!student!demonstrates!fluency!in!
reading!and!writing.!
Using!the!Teacher!College!Running!Records!during!summative!Running!Record!assessment!
allows!for!consistency!in!communication!and!consistency!of!practice!within!grade!levels!and!
buildings,!and!across!the!district.!
When!conferring!with!students!during!independent!reading!time,!complete!formative!running!
records!using!the!student’s!independent!reading!book!and!a!generic!scoring!sheet.!
Running!Records,!both!summative!(fall!and!spring)!and!formative!(taken!during!instruction!while!
listening!to!students!read)!can!expand!teachers’!knowledge!of!students’!reading!levels,!reading!
and!language!development,!and!selection!of!“just<right”!texts.!
Running!Records!include!assessment!in!
o Fluency!(the!ability!to!read!at!a!comfortable!pace!with!prosody!while!attending!to!
meaning—not!reading!as!fast!as!possible)!
o Word!analysis!skills!(miscue!analysis!using!MSV:!meaning,!structure,!and!visual!cues)!
o Retelling!skills!(sequencing,!identification!of!big!ideas!and!key!details)!
o Answering!explicit!questions!(recall/memory!v.!look<backs/scanning!for!answers)!
o Answering!questions!requiring!inference!(making!inferences,!citing!specific!evidence!
from!the!text,!and,!elaborating!on!answers).
!
Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!!! P a g e !|!25!
Appendix(E:((Stillwater(Area(Public(Schools(Parent(Permission(for(Interventions((
Title I Parent Permission Form September 2015- June 2016
Dear Parent(s)/Guardian(s):
Based on the results of both local and standardized research-based assessments, along
with teacher recommendations, ____________________________ qualifies for services
in the district Title I program. This supplemental program is designed to help students
understand literacy strategies, mathematical principles and fundamental concepts.
As the Title I teacher assigned to ___________________, I will work closely with
classroom teachers to provide additional instruction that will support your student’s
academic growth and success. Students may enter and/or exit the program within the
same year or remain in the program until specific goals have been achieved. Progress
will be monitored and shared with you and your child’s classroom teacher at least three
times each school year.
Based on district and state assessments, your student qualifies in the
following area(s):
Reading Skills Math Skills
Phonemic Awareness
Sight Word Identification
Comprehension
Phonics
Vocabulary
Fluency
Geometry & Measurement
Numbers & Operations
Algebra
Data Analysis
!
Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!!! P a g e !|!26!
Please complete the permission slip below and return it to the school office as soon as
possible. If you wish to discuss the program or your child’s needs, please feel free to
contact me. I look forward to working with your child in the District’s support program
and am very excited about his or her success!
Sincerely,
Name:
Stillwater Intervention
!
Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!!! P a g e !|!27!
!
'Formulario de Permiso de los Padres - Título I
Septiembre 2015 - junio 2016
Estimado Padre/s / tutor/es :
Basado en los resultados de las evaluaciones locales y estandarizada basada en la investigación , junto
con recomendaciones de los maestros , ____________________________ califica para servicios en el
Título 1 de Matemáticas Conmigo y / o Título I programa nivelado de Intervención de Alfabetización. Este
programa complementario está diseñado para ayudar a los estudiantes a entender las estrategias de
alfabetización , principios matemáticos y conceptos fundamentales. Por favor, consulte la información
general sobre Título 1 adjunta que incluye respuestas a las preguntas más frecuentes .
Como maestro de Título I designado a __________________________, voy a trabajar muy de cerca con
los maestros para proporcionar instrucción adicional que apoye el crecimiento y el éxito académico de su
estudiante. Los estudiantes pueden entrar y / o salir del programa en el mismo año o permanecer en el
programa hasta que se hayan alcanzado los objetivos específicos. Se seguirá de muy cerca el progreso
y se compartirá con usted y el maestro de aula de su hijo/a al menos tres veces cada año escolar.
Por favor complete el formulario de permiso de abajo y devuélvalo a la oficina de la escuela tan pronto
como sea posible. Si desea discutir el programa o las necesidades de su hijo/a , no dude en ponerse en
contacto conmigo . Espero con interés trabajar con su hijo/a en el programa de apoyo del Distrito y estoy
muy entusiasmado con su éxito!
Basado en las evaluaciones del distrito y del estado, su estudiante califica en la/s área/s siguiente/s: Destrezas de Lectura Destrezas de Matemáticas Conciencia fonémica Geometría y Medición Fonética Números y operaciones Identificación de Palabras que se leen de memoria Álgebra Fluidez Análisis de Datos Vocabulario Comprensión
!
Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!!! P a g e !|!28!
Atentamente,
Nombre del Maestro:
Maestro de Título I
Email: teléfono:
( ) Yo doy permiso para que participe mi hijo/a en el programa de Intervención de Título 1
( ) Yo No doy permiso para que participe mi hijo/a en el programa de Intervención de Título 1
Nombre del estudiante ________________________ Grado__________
Fecha de nacimiento____________________________
Nombre del padre/tutor ______________________________________________
Número de Teléfono de casa___________________________
Número de Teléfono celular____________________________
Email (correo electrónico) ________________________________________
Firma de padre/tutor _______________________________ fecha__________________
(
( (
!
Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!!! P a g e !|!29!
(
Read With Me Permission Slip 2015-2016
Dear Parent/Guardian: As a result of district assessments given to all students, your child has been recommended to participate in Stillwater Area Public Schools Read With Me Program.
Read With Me is designed to improve reading achievement and build strong reading skills. Students are instructed in decoding, word analysis skills, reading and comprehension strategies, and fluency development.
If you give permission for your student to participate in the Read With Me Program, your student’s Read With Me teacher will:
● Work with your child in a small group setting.
● Provide your student instruction on word analysis, reading strategies, fluency, and comprehension.
● Send home reading activities and weekly fluency passages.
● Communicate your student’s progress to you and his/her classroom teacher.
We request that you as the parent/guardian: ● Work with your student on reading activities and fluency passages.
● Attend parent-teacher conferences.
● Have open communication with your student’s Read With Me Teacher.
Based on district and state assessments, your student qualifies in the following area(s):
Reading Skills Phonemic Awareness Sight Word Identification Comprehension
Phonics Vocabulary Fluency
! !
!
Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!!! P a g e !|!30!
Please review this form and submit it to your child’s teacher as soon as possible.
Please indicate whether or not you give Stillwater Area Public Schools permission to work with your child in the Read With Me Program by checking the appropriate box below:
_____ I give permission for my child to participate in Read With Me.
_____I do NOT give permission for my child to participate in Read With Me.
Read With Me Teacher: __________________________________________________
Phone: ___________________ Email: [email protected]
Student Name
Grade Date
Primary/ Guardian Name
Primary/ Guardian
Primary/ Guardian Phone
Primary/ Guardian Secondary Phone
( (
!
Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!!! P a g e !|!31!
(
Hoja dando permiso para el programa de Lee Conmigo 2015-2016
Estimado Padre / Guardián,
Como resultado de las evaluaciones de la alfabetización que dan a todos los estudiantes, su hijo/a ha sido recomendado para participar en el programa de Lee Conmigo de las Escuelas Publicas de Stillwater Área.
Lee Conmigo está diseñado para mejorar el rendimiento en lectura y crear fuertes habilidades de lectura. Enseñan a los estudiantes la descodificación, la análisis de palabras, la lectura y estrategias de comprensión y el desarrollo de la fluidez.
Si usted da permiso para que su estudiante pueda participar en el programa Lee Conmigo maestro de su estudiante va a:
● Trabajar con su hijo/a en un grupo pequeño.
● Enseñar el alumno en el análisis de palabras, estrategias de lectura, fluidez y comprensión.
● Enviar actividades de lectura y pasajes de fluidez a casa semanalmente.
● Comunicar el progreso de su hijo/a a usted y a su maestro de aula.
Pedimos que usted como padre / tutor:
● Trabaje con su hijo/a en las actividades de lectura y los pasajes de fluidez .
● Asiste a las conferencias de padres y maestros.
● Tener una comunicación abierta con el maestro de Lee Conmigo de su hijo.
Basado en las evaluaciones del distrito y el estado, su estudiante califica en las áreas siguiente (s):
Destrezas de Lectura
Conciencia fonémica Fonética Fluidez Identificación de Palabras que se leen de memoria Vocabulario Comprensión
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!!! P a g e !|!32!
Por favor revise este formulario y entréguelo a la maestra de su hijo/a lo más pronto posible.
Por favor, indique si da a las Escuelas Públicas de el Área de Stillwater permiso para trabajar con su hijo en el programa de Lee Conmigo marcando la casilla correspondiente:
_____ Doy permiso para que mi hijo/a participe en Lee Conmigo.
_____Yo No doy permiso para que mi hijo/a participe en Lee conmigo.
Maestro de Lee Conmigo:______________________________________________
Teléfono: _______________ Email: ________________ @ stillwater.k12.mn.us
Nombre del Estudiante
Grado Fecha
Nombre de Padre / Tutor
E-Mail de
Padre / Tutor
Teléfono de Padre / Guardián
Teléfono Secundario Padre / Guardián
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Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!!! P a g e !|!33!
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Appendix(F:((Reading(Well(by(Third(Grade(Planning(and(Review(Committee!(
Committee!Members!Malinda!Lansfeldt,!Executive!Director!of!
Learning!Services!and!Elementary!Education!
Karen!Latterell,!Curriculum!Lead!and!
Intervention!Coordinator!
Denise!Cote,!Curriculum!Lead!and!GATE!
Coordinator!
Rachel!Larson,!Learning!Supports!Coordinator!
Open,!Assessment!and!Evaluation!Coordinator!
Paul!Lee,!Director,!Student!Support!Services!
John!Fry,!Student!Support!Services!Program!
Administrator!
Eric!Anderson,!Coordinator!of!Equity!and!
Integration!
Karen!Manske,!Administrator!for!Early!
Childhood!Family!Center!
Heather!Nelson,!Principal!!for!Rutherford!
Elementary!!
Tom!Hobert,!Principal!for!Afton<Lakeland!
Elementary!
Val!Corman,!Lily!Lake!Elementary!Instructional!
Coach!
Kimberly!Ellenbecker,!Lily!Lake!Elementary!
Reading!Specialist!
Natasha!Thorager,!Media!Specialist,!Rutherford!
Elementary!
Open,!Primary!Education!Teacher
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Meeting!Schedule!for!2015J2016!School!Year!Specific!dates!are!to!be!determined!
!
November!
Committee!Meeting!to!Review!Plan!
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February!
Committee!Meeting!to!Review!and!Revise!Plan!
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May!
Committee!Meeting!to!Revise!Plan!
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June!!
School!Board!Presentation!and!Approval!Process!
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