La Crescent-Hokah Public Schools La Crescent, MN LOCAL BOARD ...
La Crescent-Hokah Elementary School 504 South Oak Street La Crescent, MN 55947
La Crescent-Hokah Elementary School LOCAL LITERACY PLAN
2013-2014
I. General Information and Instructions: Minnesota Local Literacy Plans are due July 1, 2013.
La Crescent-Hokah Public Schools La Crescent, MN District Name and Number: La Crescent-Hokah Public Schools ISD 300
Phone: 507-895-4484
Superintendent/Director: Ron Wilke
Fax:
th
Site Address: South 11 Street, La Crescent, MN 55947
Email: [email protected]
School Name and Number: La Crescent-Hokah Elementary
Phone: 507-895-5100
Principal/Director: Julie Beddow-Schubert, EdD
Fax:
Site Address: 504 South Oak Street, La Crescent, MN 55947
Email: [email protected]
Local Literacy Team Members
Local Literacy Team Roles
Julie Beddow-Schubert, EdD
Principal
Lisa Kroner
Kindergarten Teacher
Amy Steadman
Primary Teacher
Trudi Lahr
Primary Teacher
Melanie Anderson
Intermediate Teacher
Bonnie Lovell
Title I/ADSIS Reading Teacher
Sarah Riess
Intermediate Teacher
Leah Olson
Primary Teacher
Kristi Lieser-Hager
Early Childhood Special Education Teacher
Sue Thiede
Alternative Delivery of Specialized Instruction Teacher
Hillary Bernsdorf
Speech/Language Teacher
LOCAL BOARD OF EDUCATION ACTION The local Board of Education of La Crescent-Hokah Public Schools has authorized Dr. Julie Beddow-Schubert at a monthly meeting on June 20, 2012 to act as the Local Education Agency (LEA) representative in reviewing and filing the attached plan as provided under P.L. 107-110 for school year 2011-12. The LEA Representative ensures the school district maintains compliance with the appropriate federal statutes, regulations, and procedures and acts as the responsible authority in all matters relating to the review and administration of this literacy plan.
__________________________________________ (Signature of Superintendent/Director)
Southeast Service Cooperative/Engaging Design 2012
_________________________ ( Date)
1
504 Oak Street La Crescent, MN 55947
La Crescent-Hokah Elementary School LOCAL LITERACY PLAN
2013-2014
READING WELL BY THE END OF 3RD GRADE La Crescent-Hokah Schools is an innovative educational system designed to prepare all learners to engage in an ever changing global society. The cornerstone of this preparation is grounded in developing student literacy skills so all children in La Crescent-Hokah public schools read well by the end of third grade. Reading well by the end of third grade is defined as all third grade students meeting the Minnesota K-12 Standards in English Language Arts. A comprehensive curriculum, instructional and assessment plan is implemented throughout the entire school system. Student achievement data is collected frequently using curriculum based assessments, benchmark measures and the data is used to plan whole group, small group and individualized instruction. To that end, researched based curriculum and explicit reading and writing instruction begin at our Comprehensive Early Childhood Center and continues through all grade levels. The core curriculum and framework is listed below. The curriculum and framework information is expanded in the Core Reading and Intervention Programming section. We are an Early Childhood (EC) through 4th grade facility. Therefore our plan encompasses EC-4th grade literacy development.
Early Childhood Language Development and Communication through Creative Curriculum , Handwriting Without Tears and Fundations Listening and Understanding Communicating and Speaking Beginning Literacy Kindergarten Literacy Curriculum through a Balanced Literacy Framework Guided Reading and whole group instruction o Houghton Mifflin materials. Six Trait Writing, Word Work, and Strategies that Work (comprehension strategies) are imbedded in this core resource. Remedial instruction o Fundations o Stepping Stones to Literacy o Sounds and Letters from Language o Minnesota Reading Corps Program o Earobics o Successmaker Primary Grades (1st and 2nd grade) uses a balanced literacy framework. Guided reading and whole group instruction o Strategies that Work comprehension instruction o Fountas and Pinnell framework o Houghton Mifflin anthology and materials o Leveled reading materials Guided writing-6 Traits framework Word Work-Word Journey’s/Making Words Self-Selected Reading/Daily Five Framework o Read to self o Read to someone o Listen to reading o Writing o Word Work Remedial instruction
Southeast Service Cooperative/Engaging Design 2013
2
La Crescent-Hokah Elementary School 504 South Oak Street La Crescent, MN 55947
La Crescent-Hokah Elementary School LOCAL LITERACY PLAN
2013-2014
o Guided reading using ERE framework and leveled books o Patterns for Success o Sounds and Letters from Language! o Sound Partners o 6 Minute Solution o Read Naturally o Successmaker o Minnesota Reading Corps Program Intermediate Grades (3rd and 4th Grade) uses a balanced literacy framework. Guided reading and whole group instruction o Strategies that Work comprehension instruction o Fountas and Pinnell framework o Houghton Mifflin anthology o Fiction and Nonfiction leveled readers (attempting to tie to content areas) Guided writing-6 Traits framework Word Work-Word Journey’s/Making Words Self-Selected Reading/Daily Five Framework o Read to self o Read to someone o Listen to reading o Writing o Word work Remedial instruction o Rewards o Leveled reading o 6 Minute Solution o Read Naturally o Successmaker o Minnesota Reading Corps Program (Grade 3 only)
La Crescent-Hokah Elementary school uses research based literacy instruction which has led to high academic performance in reading and writing. Through collaboration with the local university reading professors, we adopted the Early Reading Empowerment (ERE) framework, and this framework is the foundation of our guided reading program. In addition, technology tools are infused into elementary literacy instruction allowing for development of student proficiency with these tools while acquiring literacy skills. We maximize literacy instruction by making explicit connections to all school subjects. As a result, La Crescent-Hokah Elementary School has performed significantly above state average in the area of reading proficiency. Below is the 3rd grade reading proficiency numbers for 2007 to 2011. When the 2012 scores are released, this graph will be updated.
Southeast Service Cooperative/Engaging Design 2012
3
504 Oak Street La Crescent, MN 55947
La Crescent-Hokah Elementary School LOCAL LITERACY PLAN
2013-2014
In an effort to develop longer lasting relationships with our students and families as well as refine our ability to meet individual student needs, our teaching teams are organized into two year learning continuums. The early childhood and kindergarten team focuses on early parental involvement, school readiness, and successful transitioning into the school setting. Kindergarten is an all day, every day program. Finally, beginning in first grade, students generally are with their teacher for two years. The students could loop up with their teacher or be in a multiage classroom. The teacher’s knowledge of student needs and the parent relationship support La Crescent-Hokah’s effort of ensuring all students read well by the end of grade three.
ASSESSMENT PRACTICES All Students La Crescent-Hokah Elementary School currently uses multiple criteria to determine individual student reading proficiency levels. Classroom and school-wide assessments including Running Records, multiple Assessment and Data Management for RTI (AIMSweb) measures (letter recognition, letter names and sounds, nonsense words, fluency), Northwest Evaluation Association’s Primary Assessment (NWEA-PRI), and Northwest Evaluation Association’s Measure of Academic Progress tests (NWEA-MAP) are used to diagnose student reading proficiency level. 2012-2013 was the first year using NWEA-PRI, and our building will be comparing the data from this assessment to the benchmarks we have used in the past. Minnesota Comprehensive Reading Assessment (MCA) is used as a yearly assessment to evaluate the rate at which the district curriculum and instructional practices is supporting literacy development. Finally, we are researching common core formative assessments to be applied to our instructional practices. Frequency. Running Records are taken at the discretion of classroom teachers and used to determine instructional programming changes for students. AIMS Web measures are given three times per year, NWEA-MAP and NWEA-PRI assessments occur twice per year and MCA reading assessments occur once per year. The benchmark information is utilized to determine the small group instructional levels, placement in additional reading instructional programs such as Title I and the Alternative Delivery of Specialized Instructional Services program. All student data is recorded in our district data warehouse and is utilized to holistically review curriculum and instructional practices
Southeast Service Cooperative/Engaging Design 2013
4
La Crescent-Hokah Elementary School 504 South Oak Street La Crescent, MN 55947
La Crescent-Hokah Elementary School LOCAL LITERACY PLAN
2013-2014
PARENT INVOLVEMENT AND NOTIFICATION A comprehensive parent communication and notification system is in place. The teachers and administrators use tools such as newsletters, email and Skymail to communicate daily, weekly and monthly literacy events. Literacy benchmarking information is communicated with parents during parent teacher conferences or via individual letters. Progress monitoring data is sent home with students approximately every six to nine weeks. In addition, specific programs collect parent and student feedback through yearly program satisfaction surveys and parent meetings. To involve parents with the literacy development of their children, teachers throughout the building send book bags and or reading logs home on a weekly basis. Parents are encouraged to foster literacy independence by having the children read to others or listen to student reading. In addition, many teachers are now using online leveled reading websites to monitor student reading. These websites have a parent access component and allow for home school communication throughout the entire year. Finally, our Early Childhood and Kindergarten teachers have implemented a kindergarten readiness series for children entering kindergarten next fall and their parents. This three part series provides opportunities for parents to learn about literacy, numeracy, social and emotional expectations for kindergarten. Children entering kindergarten in the fall participate in play based learning activities while their parents are in the adult sessions. The culminating event for the Kick Off to Kindergarten Series is a two to four day mini kindergarten experience in June.
CORE READING PROGRAM AND INTERVENTION PROGRAMS All students in the La Crescent-Hokah school system receive a core curriculum based upon research based instructional practices and curricular frameworks. When a student experiences difficulty with literacy development multiple interventions and instructional practices, also based on research, are utilized. Research based preschool and 4 year old kindergarten programming focusing on school readiness includes: a.) desire to read b.) print concepts c.) letter recognition, d.) letter sound identification and d.) vocabulary development using the Creative Curriculum program. In addition, Handwriting Without Tears instruction assists our youngest learners with developing initial writing skills. Our commitment to literacy proficiency is further evidenced by La Crescent-Hokah Elementary School’s All Day Every Day Kindergarten programming and working toward smaller class sizes at the K-3 level. Our highly qualified teachers engage in literacy instruction throughout the entire day using a balanced literacy program (desire to read and write, language concepts, print concepts, phonemic awareness, interesting words, letters and sounds) at the kindergarten level as well as (guided reading, writing, word work and self-selected/Daily 5 reading) in grades 1-4. Explicit comprehension strategies are taught in all classrooms. Kindergarten through 4th grade classroom literacy instruction is also embedded in thematic studies throughout the day. In addition, every child receives individualized reading instruction focused on development of decoding, fluency and comprehension skills. This small group instruction allows teachers to meet individual student reading levels for all learners-struggling, average, academically advanced, and gifted. Students struggling with reading skill development are provided additional academic instruction through our Response to Intervention (RTI) process, Alternative Delivery of Specialized Instructional Services (ADSIS), and Title I reading programming. Two Minnesota Reading Corps tutors will provide one to one reading support for struggling readers. Each of these programs provides additional reading support, in a small group or one-to-one setting, over and above the core reading instruction provided in the classroom. Struggling students typically receive 100-120 minutes per week of additional reading support using researched based instruction with a specialized reading instructor. Additionally, students may participate in technology based solutions to develop specific literacy skill sets such as phonics, phonemic awareness, vocabulary development, fluency and comprehension strategies.
Southeast Service Cooperative/Engaging Design 2012
5
504 Oak Street La Crescent, MN 55947
La Crescent-Hokah Elementary School LOCAL LITERACY PLAN
2013-2014
Placement in the alternative delivery program is determined with data and teacher recommendations using the diagnostic assessments. This process is monitored through our building Response to Intervention team (RTI team) comprised of building administration, core teachers, specialists, special education teachers and the school social worker. Families are contacted by the classroom teacher to indicate placement in the Alternative Delivery of Specialized Instructional Services and/or Title I. Every other week, AIMS Web assessments are used to progress monitor students receiving literacy interventions. If an instructor believes every other week progress monitoring does not provide timely information, the instructor will increase progress monitoring to a weekly basis. All progress monitoring data is shared with families approximately every six to nine weeks. If a student is not progressing with the additional alternative delivery of services programming, the Response to Intervention team will discuss alternative interventions, and upon exhausting all interventions, will recommend a special education evaluation/placement.
PROFESSIONAL DEVELOPMENT NEEDS La Crescent-Hokah Public Schools provides job-embedded staff development through Professional Learning Communities (PLC) across multiple disciplines and grade levels. The elementary school has three Professional Learning Communities: 1.) Early Childhood and Kindergarten, 2.) Primary-1st and 2nd Grade, and 3.) Intermediate-3rd and 4th Grade Teachers. The teams meet on a weekly basis for approximately 60-75 minutes. All teachers in the building were surveyed to determine their literacy professional development needs for the 2013-2014 school year. The Local Literacy Team members utilized the survey results to identify a need for continued professional development in 1) guided reading instruction, 2.) 4 Block and Big Block literacy framework, 3.) implementation of core materials, and 4.) explicit literacy training for paraprofessionals. Staff development will occur through a variety of ways which may include teacher collaboration during the PLC, conference/workshop attendance and book studies. In addition, there is a EC-12 English Language Arts Curriculum team that reviews the new Minnesota English Language Arts Standards for student and instructional needs. This team identifies areas for continued curriculum and instruction improvements.
Southeast Service Cooperative/Engaging Design 2013
6
La Crescent-Hokah Elementary School LOCAL LITERACY PLAN
2013-2014
I. General Information and Instructions: Minnesota Local Literacy Plans are due July 1, 2013.
La Crescent-Hokah Public Schools La Crescent, MN District Name and Number: La Crescent-Hokah Public Schools ISD 300
Phone: 507-895-4484
Superintendent/Director: Ron Wilke
Fax:
th
Site Address: South 11 Street, La Crescent, MN 55947
Email: [email protected]
School Name and Number: La Crescent-Hokah Elementary
Phone: 507-895-5100
Principal/Director: Julie Beddow-Schubert, EdD
Fax:
Site Address: 504 South Oak Street, La Crescent, MN 55947
Email: [email protected]
Local Literacy Team Members
Local Literacy Team Roles
Julie Beddow-Schubert, EdD
Principal
Lisa Kroner
Kindergarten Teacher
Amy Steadman
Primary Teacher
Trudi Lahr
Primary Teacher
Melanie Anderson
Intermediate Teacher
Bonnie Lovell
Title I/ADSIS Reading Teacher
Sarah Riess
Intermediate Teacher
Leah Olson
Primary Teacher
Kristi Lieser-Hager
Early Childhood Special Education Teacher
Sue Thiede
Alternative Delivery of Specialized Instruction Teacher
Hillary Bernsdorf
Speech/Language Teacher
LOCAL BOARD OF EDUCATION ACTION The local Board of Education of La Crescent-Hokah Public Schools has authorized Dr. Julie Beddow-Schubert at a monthly meeting on June 20, 2012 to act as the Local Education Agency (LEA) representative in reviewing and filing the attached plan as provided under P.L. 107-110 for school year 2011-12. The LEA Representative ensures the school district maintains compliance with the appropriate federal statutes, regulations, and procedures and acts as the responsible authority in all matters relating to the review and administration of this literacy plan.
__________________________________________ (Signature of Superintendent/Director)
Southeast Service Cooperative/Engaging Design 2012
_________________________ ( Date)
1
504 Oak Street La Crescent, MN 55947
La Crescent-Hokah Elementary School LOCAL LITERACY PLAN
2013-2014
READING WELL BY THE END OF 3RD GRADE La Crescent-Hokah Schools is an innovative educational system designed to prepare all learners to engage in an ever changing global society. The cornerstone of this preparation is grounded in developing student literacy skills so all children in La Crescent-Hokah public schools read well by the end of third grade. Reading well by the end of third grade is defined as all third grade students meeting the Minnesota K-12 Standards in English Language Arts. A comprehensive curriculum, instructional and assessment plan is implemented throughout the entire school system. Student achievement data is collected frequently using curriculum based assessments, benchmark measures and the data is used to plan whole group, small group and individualized instruction. To that end, researched based curriculum and explicit reading and writing instruction begin at our Comprehensive Early Childhood Center and continues through all grade levels. The core curriculum and framework is listed below. The curriculum and framework information is expanded in the Core Reading and Intervention Programming section. We are an Early Childhood (EC) through 4th grade facility. Therefore our plan encompasses EC-4th grade literacy development.
Early Childhood Language Development and Communication through Creative Curriculum , Handwriting Without Tears and Fundations Listening and Understanding Communicating and Speaking Beginning Literacy Kindergarten Literacy Curriculum through a Balanced Literacy Framework Guided Reading and whole group instruction o Houghton Mifflin materials. Six Trait Writing, Word Work, and Strategies that Work (comprehension strategies) are imbedded in this core resource. Remedial instruction o Fundations o Stepping Stones to Literacy o Sounds and Letters from Language o Minnesota Reading Corps Program o Earobics o Successmaker Primary Grades (1st and 2nd grade) uses a balanced literacy framework. Guided reading and whole group instruction o Strategies that Work comprehension instruction o Fountas and Pinnell framework o Houghton Mifflin anthology and materials o Leveled reading materials Guided writing-6 Traits framework Word Work-Word Journey’s/Making Words Self-Selected Reading/Daily Five Framework o Read to self o Read to someone o Listen to reading o Writing o Word Work Remedial instruction
Southeast Service Cooperative/Engaging Design 2013
2
La Crescent-Hokah Elementary School 504 South Oak Street La Crescent, MN 55947
La Crescent-Hokah Elementary School LOCAL LITERACY PLAN
2013-2014
o Guided reading using ERE framework and leveled books o Patterns for Success o Sounds and Letters from Language! o Sound Partners o 6 Minute Solution o Read Naturally o Successmaker o Minnesota Reading Corps Program Intermediate Grades (3rd and 4th Grade) uses a balanced literacy framework. Guided reading and whole group instruction o Strategies that Work comprehension instruction o Fountas and Pinnell framework o Houghton Mifflin anthology o Fiction and Nonfiction leveled readers (attempting to tie to content areas) Guided writing-6 Traits framework Word Work-Word Journey’s/Making Words Self-Selected Reading/Daily Five Framework o Read to self o Read to someone o Listen to reading o Writing o Word work Remedial instruction o Rewards o Leveled reading o 6 Minute Solution o Read Naturally o Successmaker o Minnesota Reading Corps Program (Grade 3 only)
La Crescent-Hokah Elementary school uses research based literacy instruction which has led to high academic performance in reading and writing. Through collaboration with the local university reading professors, we adopted the Early Reading Empowerment (ERE) framework, and this framework is the foundation of our guided reading program. In addition, technology tools are infused into elementary literacy instruction allowing for development of student proficiency with these tools while acquiring literacy skills. We maximize literacy instruction by making explicit connections to all school subjects. As a result, La Crescent-Hokah Elementary School has performed significantly above state average in the area of reading proficiency. Below is the 3rd grade reading proficiency numbers for 2007 to 2011. When the 2012 scores are released, this graph will be updated.
Southeast Service Cooperative/Engaging Design 2012
3
504 Oak Street La Crescent, MN 55947
La Crescent-Hokah Elementary School LOCAL LITERACY PLAN
2013-2014
In an effort to develop longer lasting relationships with our students and families as well as refine our ability to meet individual student needs, our teaching teams are organized into two year learning continuums. The early childhood and kindergarten team focuses on early parental involvement, school readiness, and successful transitioning into the school setting. Kindergarten is an all day, every day program. Finally, beginning in first grade, students generally are with their teacher for two years. The students could loop up with their teacher or be in a multiage classroom. The teacher’s knowledge of student needs and the parent relationship support La Crescent-Hokah’s effort of ensuring all students read well by the end of grade three.
ASSESSMENT PRACTICES All Students La Crescent-Hokah Elementary School currently uses multiple criteria to determine individual student reading proficiency levels. Classroom and school-wide assessments including Running Records, multiple Assessment and Data Management for RTI (AIMSweb) measures (letter recognition, letter names and sounds, nonsense words, fluency), Northwest Evaluation Association’s Primary Assessment (NWEA-PRI), and Northwest Evaluation Association’s Measure of Academic Progress tests (NWEA-MAP) are used to diagnose student reading proficiency level. 2012-2013 was the first year using NWEA-PRI, and our building will be comparing the data from this assessment to the benchmarks we have used in the past. Minnesota Comprehensive Reading Assessment (MCA) is used as a yearly assessment to evaluate the rate at which the district curriculum and instructional practices is supporting literacy development. Finally, we are researching common core formative assessments to be applied to our instructional practices. Frequency. Running Records are taken at the discretion of classroom teachers and used to determine instructional programming changes for students. AIMS Web measures are given three times per year, NWEA-MAP and NWEA-PRI assessments occur twice per year and MCA reading assessments occur once per year. The benchmark information is utilized to determine the small group instructional levels, placement in additional reading instructional programs such as Title I and the Alternative Delivery of Specialized Instructional Services program. All student data is recorded in our district data warehouse and is utilized to holistically review curriculum and instructional practices
Southeast Service Cooperative/Engaging Design 2013
4
La Crescent-Hokah Elementary School 504 South Oak Street La Crescent, MN 55947
La Crescent-Hokah Elementary School LOCAL LITERACY PLAN
2013-2014
PARENT INVOLVEMENT AND NOTIFICATION A comprehensive parent communication and notification system is in place. The teachers and administrators use tools such as newsletters, email and Skymail to communicate daily, weekly and monthly literacy events. Literacy benchmarking information is communicated with parents during parent teacher conferences or via individual letters. Progress monitoring data is sent home with students approximately every six to nine weeks. In addition, specific programs collect parent and student feedback through yearly program satisfaction surveys and parent meetings. To involve parents with the literacy development of their children, teachers throughout the building send book bags and or reading logs home on a weekly basis. Parents are encouraged to foster literacy independence by having the children read to others or listen to student reading. In addition, many teachers are now using online leveled reading websites to monitor student reading. These websites have a parent access component and allow for home school communication throughout the entire year. Finally, our Early Childhood and Kindergarten teachers have implemented a kindergarten readiness series for children entering kindergarten next fall and their parents. This three part series provides opportunities for parents to learn about literacy, numeracy, social and emotional expectations for kindergarten. Children entering kindergarten in the fall participate in play based learning activities while their parents are in the adult sessions. The culminating event for the Kick Off to Kindergarten Series is a two to four day mini kindergarten experience in June.
CORE READING PROGRAM AND INTERVENTION PROGRAMS All students in the La Crescent-Hokah school system receive a core curriculum based upon research based instructional practices and curricular frameworks. When a student experiences difficulty with literacy development multiple interventions and instructional practices, also based on research, are utilized. Research based preschool and 4 year old kindergarten programming focusing on school readiness includes: a.) desire to read b.) print concepts c.) letter recognition, d.) letter sound identification and d.) vocabulary development using the Creative Curriculum program. In addition, Handwriting Without Tears instruction assists our youngest learners with developing initial writing skills. Our commitment to literacy proficiency is further evidenced by La Crescent-Hokah Elementary School’s All Day Every Day Kindergarten programming and working toward smaller class sizes at the K-3 level. Our highly qualified teachers engage in literacy instruction throughout the entire day using a balanced literacy program (desire to read and write, language concepts, print concepts, phonemic awareness, interesting words, letters and sounds) at the kindergarten level as well as (guided reading, writing, word work and self-selected/Daily 5 reading) in grades 1-4. Explicit comprehension strategies are taught in all classrooms. Kindergarten through 4th grade classroom literacy instruction is also embedded in thematic studies throughout the day. In addition, every child receives individualized reading instruction focused on development of decoding, fluency and comprehension skills. This small group instruction allows teachers to meet individual student reading levels for all learners-struggling, average, academically advanced, and gifted. Students struggling with reading skill development are provided additional academic instruction through our Response to Intervention (RTI) process, Alternative Delivery of Specialized Instructional Services (ADSIS), and Title I reading programming. Two Minnesota Reading Corps tutors will provide one to one reading support for struggling readers. Each of these programs provides additional reading support, in a small group or one-to-one setting, over and above the core reading instruction provided in the classroom. Struggling students typically receive 100-120 minutes per week of additional reading support using researched based instruction with a specialized reading instructor. Additionally, students may participate in technology based solutions to develop specific literacy skill sets such as phonics, phonemic awareness, vocabulary development, fluency and comprehension strategies.
Southeast Service Cooperative/Engaging Design 2012
5
504 Oak Street La Crescent, MN 55947
La Crescent-Hokah Elementary School LOCAL LITERACY PLAN
2013-2014
Placement in the alternative delivery program is determined with data and teacher recommendations using the diagnostic assessments. This process is monitored through our building Response to Intervention team (RTI team) comprised of building administration, core teachers, specialists, special education teachers and the school social worker. Families are contacted by the classroom teacher to indicate placement in the Alternative Delivery of Specialized Instructional Services and/or Title I. Every other week, AIMS Web assessments are used to progress monitor students receiving literacy interventions. If an instructor believes every other week progress monitoring does not provide timely information, the instructor will increase progress monitoring to a weekly basis. All progress monitoring data is shared with families approximately every six to nine weeks. If a student is not progressing with the additional alternative delivery of services programming, the Response to Intervention team will discuss alternative interventions, and upon exhausting all interventions, will recommend a special education evaluation/placement.
PROFESSIONAL DEVELOPMENT NEEDS La Crescent-Hokah Public Schools provides job-embedded staff development through Professional Learning Communities (PLC) across multiple disciplines and grade levels. The elementary school has three Professional Learning Communities: 1.) Early Childhood and Kindergarten, 2.) Primary-1st and 2nd Grade, and 3.) Intermediate-3rd and 4th Grade Teachers. The teams meet on a weekly basis for approximately 60-75 minutes. All teachers in the building were surveyed to determine their literacy professional development needs for the 2013-2014 school year. The Local Literacy Team members utilized the survey results to identify a need for continued professional development in 1) guided reading instruction, 2.) 4 Block and Big Block literacy framework, 3.) implementation of core materials, and 4.) explicit literacy training for paraprofessionals. Staff development will occur through a variety of ways which may include teacher collaboration during the PLC, conference/workshop attendance and book studies. In addition, there is a EC-12 English Language Arts Curriculum team that reviews the new Minnesota English Language Arts Standards for student and instructional needs. This team identifies areas for continued curriculum and instruction improvements.
Southeast Service Cooperative/Engaging Design 2013
6
