reading well by third grade - stillwater area public schools · 2016-06-16 · reading well by...

Stillwater Area Schools Department of Teaching and Learning 2016‐2017

Reading Well by Third Grade

District 834 Implementation Plan 2016‐2017

Angela FreeseDirector of Learning Analytics and Systems Improvement

Rachel LarsonDirector of Personalized Learning Systems

Karen LatterellLiteracy Curriculum Lead and Intervention Coordinator


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Stillwater Area Public SchoolsReading Well by Third Grade

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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 7

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

Multi‐Tiered 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) 15

Alignment and Collaboration with Statutory Requirements 15

District‐Wide Professional Development Alignment 15

Job‐Embedded Professional Development 16

Use of Student and Teacher Performance Data to Inform Professional Development 16

Curriculum and Instruction 18

Horizontal and Vertical Curriculum Alignment 18

Curriculum Resources 18

Alignment and Collaboration with Statutory Requirements 19


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Student Support System for EL Learners 19

Professional Development for teachers of English Learners 19

Professional Development for General Education teachers 19

Communication System for Annual Reporting 20

Systems Accountability 20

Students Results Policy 20

Appendices 21

Appendix A: District Mission 21

Appendix B: Philosophy and Beliefs in Language Arts 21

Appendix C: Stillwater Area Public Schools Reading Screening Assessment Protocol 22

Appendix D: Stillwater Area Public Schools Expectations in Reading Instruction 23

Daily Literacy (Reading and Writing) Instruction 23

Balanced Literacy 23

Curriculum Maps and the Common Core 24

Independent Reading (In School) 24

At‐home Reading 24

Common Quarterly Benchmark Assessments 24

Running Records 25

Tier II PRESS Reading Interventions 25

Tier II Progress Monitoring 26

Tier II Exit 26

Appendix E: Stillwater Area Public Schools Parent Permission for Interventions 27

Appendix F: Reading Well by Third Grade Planning and Review Committee 33

Committee Members 33

Meeting Schedule for 2016‐20176 School Year 34


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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.


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Address the tasks in the Minnesota Department of Education Literacy Plan Development Rubric, 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.


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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, Stillwater elementary schools implement several tiers of assessment (Figure I and Appendix C). These assessments facilitate:

Assessment of students’ levels of proficiency. Communication with and involvement of parents. Intervention with students who indicate “some risk” or “high risk”. Identification of staff development needs.

Fall Winter Spring

FastBridge earlyReading

FastBridge aReading


FastBridge aReading


FastBridge aReading

MCA

Kindergarten Print Concepts, Onset Sounds, Letter Names, Letter Sounds

Onset Sounds, Letter Sounds, Word Segment, Nonsense Words

Letter Sounds, Word Segment, Nonsense Words,Sight Words

Grade 1 Word Segment,Nonsense Words,Sight Words,Sentence Reading

Word Segment,Nonsense Words,Sight Words,CBM Reading (3 passages required for composite)

Word Segment,Nonsense Words,Sight Words,CBM Reading

(3 passages required for composite)

Grade 2 CBM Reading

(3 passages req.)

All students grades 2‐6

CBM Reading

(3 passages req.)


CBM Reading

(3 passages req.)


Grade 3 CBM Reading for “some risk” and

“high risk” students

(1 passage req.)

CBM Reading for “some risk” and


(1 passage req.)

CBM Reading for “some risk” and “high risk”

students

(1 passage req.)

All Students grades 3‐6

Grade 4Grade 5Grade 6

Figure 1 Stillwater Area Public Schools Reading Screening Assessment Protocol

Universal Screening Program


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Stillwater Area Public Schools’ universal screening program serves many purposes. Its primary goal is to screen all elementary students to determine learning status, and in some cases, it is used to pinpoint the need for diagnostic assessment and possible placement in a Multi‐Tiered System of Support. Information generated by universal screening also aids in communicating student progress and student needs to parents.

At the classroom level, teachers find the universal screening program beneficial, as it provides a starting point for gathering diagnostic information to help drive instruction, and it aids the formation of flexible grouping.

From the administrative perspective, data generated from the universal screening program allows us to track longitudinal growth, to anticipate 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.

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.

For the 2016‐2017 school year, we will use the Individual Growth and Development (IGDI) Assessment for 4‐year‐old preschool students. For our students in K‐6, we will use FastBridge Curriculum‐Based Measurement (CBM), FastBridge earlyReading, and FastBridge Computer Adaptive Tests (CAT) aReading for elementary students. FastBridge 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 K‐6.

In grades kindergarten through grade 2, assessment teams screen all students using one‐to‐one FastBridge earlyReading screeners and FastBridge CBMs. Classroom teachers in grades 2‐6 assess students using FastBridge aReading. Initial screenings begin no later than the second week of school, though discussions are in place to begin screening later for our younger students. The intention of a change would be to establish first a safe learning community prior to beginning assessments with our youngest learners.

Teachers in grades 3‐6 will have access to FastBridge CBM reading passages if they would like to monitor oral reading fluency in addition to comprehension. All students indicating “some risk” or “high risk” on the aReading assessment will be screened three times each year with a CBM. Building interventionists will administer these assessments.


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Diagnostic AssessmentDiagnostic 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 Direct observation during conferring Running Record retells and question responses

Phonemic Awareness—

IGDIS for all 4‐year‐old preschool students FastBridge earlyReading Onset Sounds, Word Rhyming , Word Segmenting Path to Reading Excellence in School Sites (PRESS) Quick Phonemic Awareness

Assessment Orton‐Gillingham; available to reading interventionists

Phonics—

IGDIS for all 4‐year‐old preschool students FastBridge earlyReading Letter Sounds, Nonsense Words, Word Blending, PRESS

Decoding Assessment Orton‐Gillingham; available to reading interventionists

Fluency—

FastBridge earlyReading Nonsense Words, Sight Words, Sentence Reading, Reading CBM

Running Records fluency checks and MSV analysis Orton‐Gillingham; available to reading interventionists.

Vocabulary—

IGDIS for all 4‐year‐old preschool students District Common Quarterly Benchmark Assessments; available for all students 2‐6. FastBridge aReading; available for all students 2‐6. Orton‐Gillingham; available to reading interventionists. Running Records Conferring

Comprehension—

District Common Quarterly Benchmark Assessments; available for all students 2‐6. FastBridge aReading; available for all students 2‐6.


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Running Records Conferring FastBridge CBMcomp

Critical Reading—

District Common Quarterly Benchmark Assessments; available for all students 2‐6. Conferring District Common Quarterly Benchmark Assessments; available for all students 2‐6.

Progress MonitoringProgress monitoring is used to measure increments of growth and 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 FastBridge earlyReading assessments indicated in Figure 1. A composite score is generated from these subtests, which allows teachers to compare growth and to monitor progress across subtests.

This information is also used to determine the need for placement in a tiered system of interventions. Once a student demonstrates a need for any tier of intervention, the teacher or interventionist progress monitors using the tool indicated for the student’s grade level (Kindergarten—letter sound or nonsense words; First—nonsense words or reading CBM; Second—Reading CBM).

K‐2 students in Tier II interventions are progress monitored once every three weeks using FastBridge normed progress monitoring probes. During weeks one and two of this cycle, teachers progress monitor using skill‐level tools as indicated by their PRESS reading intervention placement.

K‐2 teachers also may use any of the twelve early literacy subtests available to them through FastBridge earlyReading as a means for progress monitoring while the student is receiving the intervention.

In grades 2‐6, all students are assessed using FastBridge aReading in the fall, winter, and spring. Fall data is compared to spring 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.

Beginning in the 2016‐2017 school year, students in grade 3‐6 who receive a Tier II reading intervention will also be progress monitored on a rotating three week schedule similar to that described for K‐2 students.

Students who receive a Tier III reading intervention will be progress monitored weekly using FastBridge normed progress monitoring probes (earlyReading or Reading CBM). Reading interventionists also


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conduct a minimum of three informal reading inventories (IRI) per year using the Benchmark Assessment System. If a student indicates growth, additional IRIs are conducted as needed.

Formative AssessmentsAt 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.

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 2016‐2017 school year is that all teachers complete at least one formal running record in both the fall and the 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. Beginning in 2016‐2017, data will be maintained and accessible in Illuminate DnA, allowing the district to study long‐term growth patterns and to create norms specific to Stillwater students.

Summative AssessmentsCommon 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 but are being updated at this time. 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.


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Parent Notification and Involvement

Communication of Assessment DataIndividual parents are notified of universal screening results only when a student qualifies for an intervention. Parents of students who qualify for intervention are notified of the student’s qualification for services and of the student’s completion of services by letter (Appendix E), and if needed, by phone or by an arranged conference. Parents are also notified when a preschool student qualifies for Title I summer preschool. The preschool teacher makes home visits with each family in order to gather information and to ease the transition to summer preschool.

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, though they are currently in revision. These results will also be available through a parent portal to DnA and may be communicated during parent‐teacher conferences.

General classroom assessments are sent home periodically with students’ Friday Folders and are shared at fall and spring parent‐teacher conferences.

Communication of Classroom ProgressPre‐K‐6th grade 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.

Pre‐K‐6th grade 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. 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 ProgressReading interventionists use FastBridge earlyReading and reading CBMs as their weekly progress monitoring tool. In addition to FastBridge progress monitoring, reading interventionists conduct IRIs in the fall, winter, and spring, and when indicated by student growth.

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.


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Interventionists also include periodic update on progress monitoring and intervention progress, and are expected to make student‐specific contact with each parent at least monthly.

Communication of School and District Opportunities for InvolvementThe 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 asked to choose eight parent involvement activities during the school year. Each of these sessions is provided by licensed parent educators.

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. Classroom opportunities for volunteering are communicated through the classroom newsletter or individual fliers sent home with students. At the district level, coordination takes place via Community Thread (www.communitythreadmn.org) to bring district and community volunteers together. Mandatory background checks are required for all volunteers though the system has been adjusted to allow parents an easier path to volunteering in their children’s classrooms.

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 each of our Title I elementary schools, and our Early Childhood Family Center, 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 district is completing a second year of programming and is beginning to systemically embed the content into all Early Childhood Family Education classes.


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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 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 2015‐2016 the district shared the preschool curriculum with 16 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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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 third year. Instructional Coaches have provided and will continue to provide ongoing, job‐embedded and workshop professional development throughout the school year in the area of balanced literacy. During 2015‐2016, coaches focused literacy efforts primarily around conferring, literacy book studies, and PRESS Tier II reading intervention training.

During the 2016‐2017 school year, professional development will focus on accessing, understanding, and using data to target instruction. This goal includes work with FastBridge, Illuminate DnA, PRESS, and benchmark assessments.

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, and a cohort of 3rd‐5th grade teachers received multiple trainings and coaching during the 2015‐2016 school year. Support and professional development will be on‐going for this group of teachers. All 3rd‐5th grade teachers will receive training and coaching support during the 2016‐2017 school year.

Phonemic awareness, phonics, fluency, vocabulary development, and comprehension instruction are currently in place and will be enhanced using the balanced literacy framework, differentiation, gradual release of responsibility, and a Multi‐Tiered System of Support (MTSS). Instructional Coaches will continue to deliver 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. Informal classroom observations indicate a need for training in structured academic talk.

MultiTiered System of Support (MTSS)


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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 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 FastBridge 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 weekly using FastBridge earlyReading, FastBridge Reading CBM, and Heinemann’s Benchmark Assessment System three times each year and as indicated by need.

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.


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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 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 2016‐2017 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 are trained 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. Most reading interventionists have been trained in at least level one of the multi‐sensory Orton‐Gillingham method of early reading instruction. Additionally, all reading interventionists have received professional development in ways to incorporate movement into their interventions.

Using Data to Determine InterventionEach building relies on data from FastBridge earlyReading, FastBridge aReading, and Minnesota Comprehensive Assessments to determine a student’s need for intervention. Once students are screened, teachers review data using PRESS data protocol to determine the appropriate level and type of intervention.


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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 is intended to reduce the number of students who appear to need Tier III interventions so that the most intensive intervention spots are available for those who are at the greatest risk.


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Professional Development on Scientificallybased Reading Instruction (SBRI)

Alignment and Collaboration with Statutory RequirementsDuring 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 received training in PRESS reading interventions prior to and during the 2015‐2016 school year. PRESS, developed and researched by the Minnesota Center for Reading Research at the University of Minnesota, 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. A cohort of teachers from grades 3‐5 received training in PRESS comprehension methods and began pilot implementation during the 2015‐2016 school year. All classroom teachers in grades 3‐5 will be trained in 2016‐2017, completing the initial step for implementing K‐5, Tier II, reading interventions. More information about PRESS 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.

DistrictWide Professional Development AlignmentOur district calendar is currently set up to provide four professional development days during the school year. Since strong, ongoing, embedded professional development is essential to a healthy educational system, Stillwater Schools is creating a professional development schedule to meet multiple needs.


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In the summer of 2016, all teachers will be invited to clarify understanding and expectations around elementary literacy through development of power standards, by developing standards‐aligned benchmark assessments, and by refining existing curriculum maps. These efforts will ensure a minimum standard of practice across the district.

In addition to a focus on a guaranteed and viable curriculum, professional development during the school year will center on using data tools (DnA), using data to inform instruction, and establishing a welcoming and productive classroom environment through Responsive Classroom training. Finally, professional development opportunities are offered by Instructional Coaches, Innovation and Technology Coaches, and the Department of Learning and Innovation. 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.

JobEmbedded Professional DevelopmentThe 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 seven of our nine elementary buildings. The remaining two elementary buildings receive instructional leadership from their building principal, district staff, and from instructional coaches in other buildings.

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 DevelopmentCommon 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


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the Center for Educational Leadership at the University of Washington. The St. Croix Education 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. Two professional development positions will be added in 2016‐2017. These staff will help to bridge the connection between TDEP data and district professional development needs.


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Curriculum and Instruction

Horizontal and Vertical Curriculum AlignmentOver 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 Learning and Innovation 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.

During the 2016‐2017 school year, this work will be refined to include power standards and to incorporate updated curriculum maps and updated CQBAs.

Curriculum ResourcesIn 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, Learning and Innovation has continued to support 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. 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 K‐6. Each of these programs will be available throughout the 2016‐2017 school year.


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Alignment and Collaboration with Statutory RequirementsDistrict curriculum maps and instructional resources align with Minnesota’s 2010 Literacy Standards, which incorporate the ‘Big 5’ (phonemic awareness, phonics, fluency, vocabulary, and comprehension), as well as oral language development and critical thinking.

Student Support System for EL Learners

Professional Development for teachers of English LearnersOur 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 teachersOur 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. During the 2015‐2016 school year, administration and school board members participated in this professional development.

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.


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Communication System for Annual Reporting

Systems AccountabilityOn 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 PolicyThe 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.


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Appendices

Appendix A: District Mission

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 ever‐changing 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.


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Appendix C: Stillwater Area Public Schools Reading Screening Assessment Protocol

Fall Winter Spring


FastBridge aReading



FastBridge aReading










Grade 2 CBM Reading

(3 passages req.)


CBM Reading

(3 passages req.)

Grade 2Grade 3

CBM Reading

(3 passages req.)


CBM Reading

(3 passages req.)

Grade 3 CBM Reading for “some risk” and


(1 passage req.)



(1 passage req.)



(1 passage req.)



(1 passage req.)

Grade 4Grade 5Grade 6

Figure 2 Stillwater Area Public Schools Reading Screening Assessment Protocol


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Stillwater Area Schools Department of Teaching and Learning 2016‐2017 P a g e | 29

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

Comprehensiono 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 modelingo We do—coaching and guided practiceo You do —partner or independent work

Choose your instructional framework: o Café/Daily 5o Whole group/guided reading/independent practiceo Readers’ Workshop


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 Mapso 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.

Reading Outside of School Expect 30 minutes daily of reading outside of school of self‐selected books: “just‐right,”

“stretch,” or “read‐to” books.

Use a system to encourage and track reading outside of school (logs, agendas, reading journals, etc.).

Common Quarterly Benchmark Assessments Give completed assessments quarterly (grades 2‐6).

Common Quarterly Benchmark Assessmentso 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)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 ino 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).

Tier II PRESS Reading Interventions Use screening data to identify students who may be at risk in reading and diagnostic screening

tools from PRESS to determine these students’ specific needs in reading.

Incorporate regular, Tier II, small‐group instruction targeted to this groups’ need.

Tier II Progress Monitoring


Progress monitor PRESS groups at skill level using PRESS progress monitoring materials or skill level reading passages during weeks one and two of a three week rotation. Skill‐level progress monitoring will help you to determine growth on the specific skill for which you have been intervening.

Progress monitor PRESS groups at grade level using FastBridge progress monitoring materials during week three of a three‐week rotation. Grade‐level progress monitoring will help you to determine progress toward grade level reading goals and will help you to determine when a student is ready to exit from a Tier II reading group.

Tier II Exit Exit a student from your Tier II PRESS group once the student has demonstrated grade level skill

on at least two FastBridge progress monitoring assessments.


Appendix E: Stillwater Area Public Schools Parent Permission for Interventions

Read With Me Permission Slip 20162017

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.

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.

Attend parentteacher 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 SkillsPhonemic AwarenessSight Word IdentificationComprehension

PhonicsVocabulary Fluency

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: (651) 351 Email: @stillwaterschools.org

Student Name Grade Date

Primary/ Guardian Name

Primary/ Guardian EMail

Primary/ Guardian Phone

Primary/ Guardian Secondary Phone

Signature:___________________________________________________________________


Hoja dando permiso para el programa de Lee Conmigo 20162017

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 FonéticaFluidezIdentificación de Palabras que se leen de memoria Vocabulario


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__________________


Title I Parent Permission Form September 2016 June 2017

Dear Parent(s)/Guardian(s):

Based on the results of both local and standardized researchbased 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 Geometry & Measurement

Phonics Numbers & Operations

Sight Word Identification Algebra

Fluency Data Analysis

Vocabulary

Comprehension

Kind regards,

Interventionist name:Title:School:Phone:Email:


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 MediciónFonética Números y operacionesIdentificación de Palabras que se leen de memoria ÁlgebraFluidez Análisis de DatosVocabularioComprensión

Atentamente,

Interventionist name:Title:School:Phone:Email:


Appendix F: Reading Well by Third Grade Planning and Review Committee

Committee Members

Rachel Larson, Director of Personalized Learning SystemsAngela Freese, Director of Learning Analytics and Systems ImprovementKaren Latterell, Curriculum Lead and Intervention CoordinatorDenise Cote, Curriculum Lead and GATE CoordinatorPaul Lee, Director, Student Support ServicesJohn Fry, Student Support Services Program AdministratorEric Anderson, Coordinator of Equity and IntegrationKaren Manske, Administrator for Early Childhood Family Center

Afton‐Lakeland Elementary:

Trudy Loney, InterventionistMegan Widner, InterventionistCarolyne Ziske, Building PrincipalScott Linner, School Psychologist(open), Primary Teacher(open), Instructional Coach

Andersen Elementary:

Kristi Campbell, InterventionistHugh Roberts, Building Principal(open), School Psychologist(open), Primary TeacherAaron Danielson, Instructional Coach

Lake Elmo Elementary:

Angie Weisbrod, InterventionistIris Wotzka, InterventionistMeagan Sinks, InterventionistStephen Gorde, Building Principal(open), School Psychologist(open), Primary TeacherLisa Blake, Instructional Coach

Lily Lake Elementary:

Jennifer Friemann, InterventionistKimberly Olsen, InterventionistMalinda Lansfeldt, Building PrincipalChantel Zwiefelhofer, School Psychologist(open), Primary Teacher

Val Corman, Instructional CoachMarine and Withrow Elementaries:

Betsy Anderson, Interventionist, MarineLisa Schoelerman, Interventionist, WithrowStacey Benz, Building PrincipalJami Stack, School Psychologist(open), Primary Teacher, Marine(open), Primary Teacher, WithrowJessica Johnson, Instructional Coach

Oak Park Elementary:

Lisa Potter, InterventionistNate Cox, Building PrincipalJennifer Kern, School Psychologist(open), Primary Teacher(open), Instructional Coach

Rutherford Elementary:

Danielle Johnson, InterventionistHeather Nelson, Building PrincipalJami Stack, School Psychologist(open), Primary TeacherWendy Schmalz, Instructional Coach

Stonebridge Elementary:

Lisa Schoelerman, InterventionistRachel Klancher, InterventionistDerek Berg, Building PrincipalMatt Samelian, School Psychologist(open), Primary Teacher


Aaron Danielson, Instructional Coach

Meeting Schedule for 2016‐2017 School YearSpecific dates are to be determined

Early FallCommittee meeting by building to review plan

WinterCommittee meeting by building to seek revisions

SpringCommittee meeting to review revisions

June School Board Presentation and Approval Process

reading well by third grade - stillwater area public schools · 2016-06-16 · reading well by...

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