ELEMENTARY: Expectations - Schoolwires

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Expectations

Learning and Teaching

Handbook 2021-22

INSTRUCTIONAL TECHNOLOGY &

MEDIA LITERACY

EARLY CHILDHOOD

KINDERGARTEN-GRADE 12:

• Visual Arts

• Music

ELEMENTARY:

• Co-Teaching

• English Learners

• Special Education

• Reader’s Workshop

• Writer’s Workshop

• Kindergarten Expectations

• Mathematics

• Science

• Social Studies

• Health Education

• Physical Education

• Talented Development (TDAS)

JUNIOR HIGH:

• Co-Teaching

• Reading

• Writing

• Mathematics

• Science

• Social Studies




SECONDARY:

• English Learners

• Special Education

• Reading and Writing

• World Languages

• Mathematics

• Science

• Social Studies




RESOURCES:

• CLR (Culturally Linguistically

Responsive Instruction)

• PBIS (Positive Behavioral

Interventions & Support)

• Terms, Definitions and

Acronyms

• Teaching & Learning Contacts

• Elementary Field Trip

Expectations

Instructional

http://www.isd742.org/cms/lib/MN01909691/Centricity/domain/24/forms/teaching%20and%20learning/miscellaneous%20forms/Field%20Trip%20elementary.pdf

http://www.isd742.org/cms/lib/MN01909691/Centricity/domain/24/forms/teaching%20and%20learning/miscellaneous%20forms/Field%20Trip%20elementary.pdf

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In the St. Cloud Area School District we have a variety of mobile devices for teachers and

students. We strive to create a learning environment that fosters the 4 Cs (Creativity,

Communication, Collaboration, and Critical Thinking) by planning with the SAMR Model

and TPACK in mind.

The SAMR model breaks lessons into four critical areas: Substitution, Augmentation,

Modification, and Redefinition. It is a mindset for teachers when planning to help transform

a classroom. As the number of devices grow, students have opportunities to redefine their

education.

Image from https://www.commonsensemedia.org/videos/introduction-to-the-samr-model

The following is an example of SAMR in education:

S: Substitution

Instead of writing a paper with a pencil, students use a device to type the paper.

Students print the paper and turn it into their teacher.

A: Augmentation

Students create a research document on their mobile device, share it with peers and

teachers. Comments and edits are made while the document is digital. Once the

document is complete, it is turned into the teacher online.

M:Modification

Students create a report using a Google Doc to organize their notes. Then they create a

multimedia presentation and collaborate with peers via cloud based applications.

Students work together, even when not in the same room.

R:Redefinition

Students create a report using a variety of multimedia tools. They engage in video

interviews with experts in the field and post their final product to share with the world.

INSTRUCTIONAL TECHNOLOGY

Media Literacy

DOCUMENT NAVIGATION:

• Next Page

• Back to Contents Page

RESOURCES:

To learn more about TPACK and

SAMR visit Technology Integration

on the District 742 website (link

below):

• TPACK & SAMR


• Next Page


https://www.commonsensemedia.org/videos/introduction-to-the-samr-model

http://www.isd742.org/Page/5973

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MEDIA LITERACY STANDARDS:

The media specialist has the responsibility of communication and monitoring the delivery

of the media literacy standards. This communication should be delivered at staff meetings,

in-services, and by meeting with groups of staff (such as grade levels, teams , or

departments) periodically throughout the year. Teachers are responsible for all instruction

and work with media specialists for guidance and assistance in resources and lesson plans.

The building media specialist is responsible for leadership of the building technology and

media program, support of the technology and media needs of building staff, assisting

teachers in the delivery of media literacy, and oversight of the media center, building

network, and building technology.

INSTRUCTIONAL GOALS DUTIES:

• Plan and teach the media/technology programs with staff teams for maximum

curricular integration.

• Work with individual teachers in designing authentic learning tasks, assessments, and

integrating information required to meet the information literacy standards.

• Provide job embedded staff development to support the integration of technology as

it relates to curriculum, instruction, assessment, and technology initiatives.

• Facilitate the responsible use of information and technology (including cyber safety

and copyright) to students, parents, and staff.

• Model instruction for teachers, team teach, and provide instructional support.

• Understand and assist the implementation of district curriculum and scope &

sequence for all subject areas.

• Collaborate with teachers and others to plan and implement experiences that

improve literacy and promote a love of reading and lifelong learning

INSTRUCTIONAL TECHNOLOGY

Media Literacy


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• Previous Page


RESOURCES:

To learn more about TPACK and

SAMR visit Technology Integration

on the District 742 website (link

below):

• TPACK & SAMR

https://isd742.org/Page/5973

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PRE-K CONTENT AREA

Early Childhood DOCUMENT NAVIGATION:




RESOURCES

• PBIS

CLASSROOM ENVIRONMENTS/ROUTINES:

• Established routines, protocols, and strategies for PBIS and Conscious Discipline are

utilized and communicated in classroom instruction.

• Established routines are followed and positive behavior and mutual respect is evident.

• The room is arranged to provide instruction for a variety of learners, with areas for

whole group and small group instruction.

• Areas in the classroom include: dramatic play area, book area, writing center, math

area, science area, art area, block area, and puzzles and games.

• There is access to multiple print materials.

• Daily classroom schedule is posted at adult eye level.

• Daily picture schedule is posted at student eye level.

• Culturally responsive teaching strategies are embedded throughout instruction.

TEACHER INDICATORS:

• District 742 Preschool Curriculum is the core curriculum used to guide daily instruction.

• Provide hands-on and age-appropriate learning activities.

• Provide descriptive feedback.

• Use repeated read aloud and vocabulary strategies.

• Teaching and modeling is focused on learning targets and clear expectations for

student work.

• Engage students with frequent use of cooperative routines

Ex: Think-Pair-Share and Turn and Talk

• Encourage students to use new strategies while working independently, connecting

new learning to prior knowledge.

• Use effective questioning techniques and encourage dialogue and discussion to

engage students in higher-order thinking.

STUDENT INDICATORS:

• Build confidence and self-direction.

• Understand and follow classroom routines and expectations.

• Manage change and resolve conflicts peacefully.

• Actively listen and engage with the teacher and other students.

• Build on their interest in books and reading.

• Develop listening and speaking skills.

• Develop beginning reading and writing skills.

• Develop beginning math skills.

ASSESSMENT:

• Give assessments Fall, Winter and Spring: Teaching Strategies (TS) Gold

• Ongoing teacher observations.

• Use all data to inform instruction.

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K-12 CONTENT AREA

Visual Art

CLASSROOM ENVIRONMENT/ROUTINES:

• Classroom routines create a strong foundation of community, trust, and acceptance.

• Established routines, protocols, and strategies for PBIS, CLR, and Thoughtful Classroom

Framework are utilized in classroom instruction.

• Positive relationships and mutual respect are evident.

• Proper care of use of tools, equipment, and instruments are established and followed.

• Minnesota Academic Standards in the Arts as posted and discussed.

• The room is arranged with areas for whole group and small group instruction.

CORE INSTRUCTION PROVIDES:

• Appropriate materials relevant to visual arts benchmarks.

• Culturally relevant texts, images, and activities.

• Text, images, and materials that represent multiple perspectives.

• Engage students in the creation, presentation, response and connection of specific art

forms.

K-5 students receive regular visual art instruction every week. 6-12 students are able to

access a wide variety of visual art programming options, including fundamental and

exploratory visual arts courses, 2D and 3D coursework, photography, and video

production. Students may also experience varied fine art residency programs as part of

total school programming.

TEACHER INDICATORS:

• Organize the classroom for safety and learning.

• Promote high-level student interaction.

• Create a classroom environment that inspires and promotes creative problem solving.

• Use effective questioning techniques.

• Establish clear learning goals and essential questions (based on the National Core Arts

standards).

• Use multiple sources of information/media/materials.


• Engage students in authentic projects/products.

• Provide opportunities to reflect.

STUDENT INDICATORS:

• Show respect for others and the classroom.

• Have a voice.

• Stretch their minds with different forms of thinking and activity.

• Show curiosity.

• Know what they have to produce and what’s expected of them.

• Communicate about their learning.

• Use feedback to assess and modify their work.

• Develop meaningful process/products.

• Make meaningful connections and generalizations through visual arts.

INSTRUCTIONAL RESOURCES:

• Minnesota Fine Arts Standards and National Core Arts Standards.

• Varied materials as appropriate for visual arts medium/technique.





RESOURCES

• PBIS

• CLR

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K-12 CONTENT AREA

Music


• Classroom routines create a strong foundation of community, trust, and acceptance.




• Proper care of use of tools, equipment, and instruments are established and followed.

• Minnesota Academic Standards in the Arts as posted and discussed.

• The room arrangement is conducive for whole group and small group instruction.

CORE INSTRUCTION PROVIDES:

• Appropriate materials on subjects connected to grade level music benchmarks and/

or student ability.


• Text, images, and materials that represent multiple perspectives.

• Engage students in the foundations, creation, presentation, and critique of specific art

forms.

K-5 students receive regular music instruction every week. 6-12 students are able to

access a wide variety of music programming options, including band, orchestra, vocal

music, and non performance music courses. All students receive exposure to dance

through embedded music and physical education units; students access varied fine art

residency programs as part of total school programming.

TEACHER INDICATORS:

• Organize the classroom for safety and learning.

• Promote high-level student interaction.

• Create a classroom that inspires and delights.

• Use effective questioning techniques.

• Establish clear learning goals and essential questions (based on the National Core Arts

standards).

• Use multiple sources of information/media/materials.


• Engage students in authentic products.

• Provide opportunities to reflect.

STUDENT INDICATORS:

• Show respect for others and he classroom.

• Have a voice.

• Stretch their minds with different forms of thinking and activity.

• Show curiosity.



• Use feedback to assess and modify their work/performance.

• Develop meaningful products.

• Make meaningful connections and generalizations about the arts.


K-5: Making Music, adopted curriculum. Game Plan as a supplement.

Varied instruments and music-making tools.

6-12: Course specific.





RESOURCES

• PBIS

• CLR

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ELEMENTARY CONTENT AREA

Co-Teaching Framework

VISION

The process of learning should be motivating, engaging, rigorous, and

empowering so that all students can access content with passion and purpose.

GOALS

• Implement the co-teaching model with integrity

• Implement the integrated service model using the lens and expertise of SPED, EL and

Gen Ed Teacher

• Implement key instructional strategies that support student diversity, growth and

engagement.

BENCHMARKS

• Classroom environment demonstrates parity and collaboration (both names on door,

sharing materials and space, etc.).

• Classroom management strategies are in place and there is consistency with both co-

teachers.

• Both co-teachers begin and end class together and remain in room entire time.

• An effective co-teaching model is being used during mini lesson.

• The mini lesson is an appropriate length of time, 10-20 minutes depending on the age/

grade level of the students.

• During small group instruction, both co-teachers teach students and differentiate to

meet the needs of all students.

• The class moves smoothly with evidence of co-planning, co-assessing, and

communication between co-teachers (transitions, relationships, responsibilities, etc.).

• Co-teachers deliver lessons that are differentiated instructionally for a variety of

learners.

• Lessons address the range of learner needs.

• Anchor charts, word walls, visuals, & language supports are present in the

classroom.

• Technology may be used to enhance & deepen learning.

• Each co-teacher adds his/her expertise to each lesson.

• Content and language objectives are posted and are articulated to, with and

by students.

• Co-teachers use language ("we" or "our") that demonstrates true collaboration and shared

• Co-teachers use language ("we" or "our") that demonstrates true collaboration and

shared responsibility.

• Co-teachers provide multiple opportunities for interaction and there is evidence of

community through conversation and the use of Active Engagement Strategies.

• Co-teachers ask questions at a variety of levels to meet all students' needs (basic

recall to higher order thinking—DOK questioning).





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PLANNING PROTOCOL

• Planning time for co-teachers is created and honored within the weekly schedule.

• Co-teachers use MN Standards to determine what students need to know and be able to .

• Co-teachers use MN MCA test specs to identify key academic language, and learning expectations as

related to unpacking standards.

• Co-teachers use multiple data points from formative & summative assessments, including STAR data to

determine instructional needs for both whole group and small group as related to the above

documents.

• Co-teachers use MN ACCESS 2.0 or WIDA ELP levels to determine linguistic goals for MLs based on

WIDA performance.

• Co-teachers use the district resources to provide Whole Group and Small Group instruction based on

the information above.





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English Learners


• Minnesota State Standards and WIDA English Language Development Standards are

used by EL and Classroom Teachers.

• Supplementary resources are available and accessible to EL students and teachers to

scaffold access to the MN State Standards.

• Observable evidence demonstrates inclusive classroom communities.

• Shared classroom teaching spaces are provided for EL and classroom teachers for co-

teaching.

• Language and content objectives are articulated to, with and by students.

• Native languages and home environments are positioned as resources.

• There is evidence of high-effect strategies for English learners being utilized.

TEACHER INDICATORS:

(EL Teachers, in collaboration with classroom teachers)

• Engage in instructional collaboration, including:

- Planning for differentiated instruction for all content areas.

- Using a variety of co-teaching approaches.

- Sharing all areas of assessment, progress monitoring, and reviewing linguistic and

academic data regarding student progress.

- Reflecting on the collaborative process and adjusting teaching practices based on

reflections.

- Ensuring the teacher talk to student talk ratio is at 30% Teacher Talk and 70%

Student Talk.

• Explicitly teach academic language needed to access grade level standards.

• Activate and strengthen students’ background knowledge.

• Promote and support oral interaction and extend academic talk.

• Develop opportunities for EL students to strengthen academic use of listening,

speaking, reading and writing in English.

• Differentiate instruction with regard to content, process, and product to scaffold

access to MN State Standards..

EL STUDENT INDICATORS:

• Actively participate in all classroom activities.

• Demonstrate progress in English language proficiency as they work towards grade

level standards.

• Engage in learning language through content.

• Practice social and academic oral language.

• Build skills in listening, reading and writing in collaboration with teachers.,

paraprofessionals and peers.

• Learn together with non-EL students through interactions and activities.

• Utilize first language to clarify understanding, when needed.


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RESOURCES:

WHAT ARE THE SIX

PROFICIENCY LEVELS OF ENGLISH

LANGUAGE ACQUISITION?

• Entering

• Emerging

• Developing

• Expanding

• Bridging

• Reaching

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English Learners

IDENTIFICATION AND ASSESSMENT OF EL STUDENTS: MN STATUTE 124D.61

• An English Learner is defined in Minnesota as a pupil in kindergarten through grade 12

or a pre-kindergarten student enrolled in an approved voluntary pre-kindergarten

program under section 124D.151 who meets the following requirements (2015

Minnesota Statutes, section 124D.59, Subdivision 2):

- the student, as declared by a parent or guardian (on the MN Language Survey),

first learned a language other than English, comes from a home where the

language usually spoken is other than English, or usually speaks a language other

than English; and,

- the student is determined by a valid assessment such as the WIDA Screener or

WIDA MODEL measuring the pupil’s English language proficiency and by

developmentally appropriate measures, which might include observations,

teacher judgment, parent recommendations, or developmentally appropriate

assessment instruments, to lack the necessary English skills to participate fully in

academic classes taught in English

• Required Summative English Language Assessments:

- ACCESS 2.0 for ELLs for grades K-12

- Alternate ACCESS 2.0 for ELLs for identified ELs that are dual identified as Special

Education students and is listed in their Individual Education Plan (IEP) as an

accommodation for individual ELs

• Levels of English service determined by ACCESS 2.0, WIDA Screener or WIDA

Kindergarten Measure of Developing English Language (MODEL)

• Individual and class progress are monitored with both formative and summative

assessments

• English Learners are reclassified as English Learner No and are exited from English

Learner services according to the following criteria:

- A student receives a 4.5 Overall Composite Proficiency Level with at least three

domains at 3.5 or greater in speaking, reading, writing and listening on the ACCESS

2.0

- A student has attained the language skills necessary to compete with native

English speakers in age and grade appropriate settings in all areas of language

development without the use of adapted or modified English materials

• If a student meets the entrance requirements for the EL program, parents have the

option of either accepting or refusing (waiving) EL services.

• Demonstrating English proficiency in other academic subject areas and

reclassification criteria for English learners and program entrance and exit

criteria for English learners must be documented by the district, applied

uniformly to English learners, and includes parents and other stakeholders in

the process.

RESOURCES:

WOLRD CLASS INSTRUCTIONAL

DESIGN AND ASSESSMENT (WIDA)

LEVELS

• Entering

• Emerging

• Developing

• Expanding

• Bridging

• Reaching


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• Students are placed in their least restrictive environment-the environment that meets

their specialized needs while spending time with non-disabled peers to the maximum

extent appropriate.

• The room is arranged to provide instruction for a variety of learners.

• Routines are explicitly taught and visually represented in the room.

• Positive behavior support is practiced.

• Lessons are aligned to state standards and reflect individual students’ goals and

objectives.

• Modifications and adaptations are made in agreement with students’ IEP needs.

• Accessible Educational Materials, Universal Design for Learning (UDL) tools, and

Assistive Technology (AT) tools are used according to student need.

TEACHER INDICATORS:

• Teachers demonstrate knowledge of state standards.

• Teachers are knowledgeable about the general education curriculum and

differentiate according to student need.

• Teachers engage students through a variety of lessons and activities that meet

individual needs.

• Teacher provide support for special education students within a continuum of services:

collaboration, co-teaching, consultation.

• Teachers demonstrate high expectations for students, with a belief that every student

will succeed.

SPECIAL EDUCATION STUDENT INDICATORS:

• Students are making progress toward their IEP goals and objectives.

• Students are working toward a higher level of self-sufficiency, self-management, and

independence.

• Students are engaged in meaningful learning activities and show pride in their work.

• Students are growing in self-awareness, decision making, relationship skills, and social

awareness.

ASSESSMENT:

• Teachers collect data to monitor and report progress on IEP goals and objectives.

• Students participate in district and state assessments. Some students participate with

modifications as identified in the IEP.

• Use of ongoing formative and summative classroom assessments to plan instruction.

ELEMENTARY CONTENT AREA:

Special Education DOCUMENT NAVIGATION:




LINKS TO SPECIAL EDUCA-

TION RESOURCES

• Assistive Technology

• FOCUS ON DUE PROCESS

• MDE Special Education

• Social Thinking

• Special Education Data Collection Forms

https://www.isd742.org/Page/6117


http://education.state.mn.us/MDE/dse/sped/

https://www.socialthinking.com



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Section One: Schedule and Time Guidelines

Daily Schedule https://drive.google.com/open?id=1SM99zwwLkTsEB1mY2LNaZPSdNMBZWsQb • Daily schedule should include a balance of:

- Morning Meeting, community building or opening circle

- Play

- Whole Group Instruction (Guideline - 15 minutes at a time)

• Time requirements for core subjects

- Literacy 75-90 minutes

- Math 60 minutes

• Frequent breaks and opportunities for movement are built into schedule

Section Two: Best Practices for Play • Play is purposeful

• Play incorporates individualized learning

• Daily Schedule includes both indoor and outdoor play

- Two 20 to 30 minute blocks of indoor play

* Play opportunities occur in the am and pam

* Teacher introduces activities and children self select learning

activities

* Children are engaged in learning center activities

* A wide variety of materials are available for students

* Includes time for students to plan and share their play experience

* At least on playtime per day is used for teacher interaction and

observation of play

- Additional outside recess time recommended when weather appropriate

• Play can be related to curriculum, standards (such as social studies and health),

SEL benchmarks, etc.

• Students plan their learning and discuss what they discovered during play in the

large group closure.

Section Three: Physical Environment and Materials

Physical Environment • The room includes labels of basic items and materials with both words and pictures

- Center Areas are labels

• Room Arrangement (Large group, small group, individual space):

- Table space

- Rug for circle

- Small group table

- Access to materials for play

• Visuals to support and scaffold language:

- Alphabet

- Number Line

- Word Wall

- Daily Schedule

- Lunch menu with visuals

- Children represented by names, photos and/or self portraits

• Have an area for calming or a quiet away space within the classroom

Setting up Materials Use • Routines are established and modeled related to material use

• Introduce materials through guided exploration


Kindergarten Expectations DOCUMENT NAVIGATION:




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Materials • Provide open-ended play opportunities within the Kindergarten classroom

• Authentically represent the cultures and homes of your students through; books,

toys, realia, posters, songs, center materials, etc.

• Include real life (example: actual stethoscope, not a toy) and found materials

(example: acorns, boxes, fabric scraps, buttons, bottle caps, etc)

• Centers should have flexible materials that can and should be switched out

• Centers should be arranged to promote easy access to materials for student self

selection

• Materials should be labeled with words and pictures

• Materials should be easy for children to clean up






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Materials List for Kindergarten Centers

The following materials are recommended for Kindergarten centers. The district will

strive to provide base materials for teachers. Teachers may also add play

materials to their classroom learning environment.






Center Materials

General Tables (flexible to change heights/easy to move & put together),

chairs

Block Center/Area Wooden blocks of varying sizes, wooden shelving, baskets, magna-

tiles, other building manipulatives (legos, duplox, foam blocks), found

materials

Rotating Additions: Animals, vehicles, train tracks, etc.

Multi-Themed

Dramatic Play

Center/Area

Examples Include: Post Office, Flower Shop, Restaurant, etc. Wooden

kitchen set, food & dishes, pots & pans & utensils, dolls, puppets,

wooden doll furniture, table, mirror.

Reading Center/

Area

Book shelves for display, flexible child size seating, culturally

authentic texts, leveled readers, picture books, big books, poems,

pointers, reading mats

Science Center/

Area

Magnifying glasses, animals, writing tools, paper, natural materials,

magnets

Math Center/Area Manipulatives, shelving, bins/baskets, wooden beads, wooden

pattern block

Art Center/Area Easel, shelf/storage space, art/writing tools to create, paper, scissors,

easel paper, markers, glue, found materials, drying rack, paint and

brushes

Writing Center/

Area

Paper, table/desk, wooden storage caddy, clipboards, dry erase

boards, various writing tools

Sensory Center/

Area

Sensory table, box or bin with rotating materials such as rice, sand,

corn, beans, playdough

General

Manipulatives

Wide variety of puzzles (tabletop and floor), board games, small

manipulatives

Books are recommended for every center area

Adult prompts and questions are available for each center

*Last updated 4/24/20 by 2019-2020 Kindergarten Task Force

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Providing Kindergarten students with ample opportunities to play

is grounded in research related to the social and emotional, de-

velopmental and academic needs of Kindergarten students. In

addition, play based learning also creates equitable and inclu-

sive learning environments.

Social and Emotional Benefits of Play • Play gives students opportunities to practice social skills

• Students who play have more empathy and imagination

• Play builds resilience in children

Academic Benefits of Play • Play is one of the most powerful learning contexts availa-

ble

• Play builds on children’s experiences and connects those

to academic learning

• Play supports children in using the language they hear

and builds student vocabulary

• Play provides opportunities for students to collaborate,

communicate and be creative

• Play responds to the needs humans have when learning. Play

is-

*Social *Meaningful *Active *Engaging

• Students who play are more focused and motivated in aca-

demic work

• Students learn academic skills such as storytelling and

problem solving

Play is Developmentally Appropriate • Kindergarten is the foundation for all future learning and

play is the primary mode through which children make sense

of the world

• Opportunities to play are essential to the well being and

further development of children

• Play gives students opportunities to develop the pre-

academic cognitive and self regulation skills needed for rigor-

ous academic challenges in later school years

Play is a Part of an Equitable Learning Environment • Classrooms that incorporate play are inclusive of all learn-

ers and learning styles

• Providing play time at school ensures all students reap the

benefits of play regardless of their home resources

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Reader’s Workshop


• Environment demonstrates that Language Arts is an engaging time supported by

positive behavior strategies that foster a love for reading and learning.

• Culturally Responsive teaching routines that support Balanced Literacy are evident.

• The room is arranged with areas for both whole group and small group instruction.

• The classroom library provides an inviting opportunity to choose books for pleasure

reading and books for successful independent reading.

TEACHER INDICATORS:

WHOLE CLASS CORE LITERACY INSTRUCTION: 10-20 Minute Mini Lesson(s)

• Minnesota Standards are taught using WONDERS as the core curriculum used to guide

daily instruction.

• Use the Reader’s Workshop Launching Unit to establish beginning of the year

independent and partner reading routines and practices

• Model exemplary reading and love for reading through DAILY READ ALOUD.

• Student-friendly content and language objectives are posted and used throughout

instruction.

• Teaching reflects focus on learning targets, and clear expectations for student work.

• Scaffolded instruction of reading skills through teacher modeled think-aloud and

gradual release of responsibility guides student learning.

• Frequent use of cooperative routines that encourage student engagement are

evident.



• Develop word study routines informed by WONDERS Spelling Inventory.

• Introduce and reinforce Tier I, II, and III vocabulary.

• Every student holds a book and reads from books every day, in whole group, small

group and independently.

SMALL GROUP INSTRUCTION: 15-20 Minute Daily Rotation of SKILL/STRATEGY based flexible

learning groups, and independent reading for enjoyment.

• Establish flexible guided reading groups.

• Plan lessons so that students are engaged in practicing reading strategies.

• Clearly state learning target for learning in small group.

• Provide multiple opportunities for students to demonstrate thinking, and respond to

reading orally and in writing.

• Use word study activities to recognize patterns within words in order to develop

decoding, spelling and writing fluency.

INDEPENDENT READING:

• Develop structures and routines that foster a love for independent reading time.

• Duration of reading time grows through the year as stamina is developed.

• Develop student independence by modeling choice of “just right” and high interest

books.

• Establish an inviting classroom library: leveled books, multiple genres, e-books, student

created books, books for pleasure reading.

• Confer with students to monitor areas for growth and goal setting.

• Model authentic conversation about books through partner reading.

Teaching and Learning

Curriculum K-5

Wonders Curriculum – Connect

Ed

Running Record Benchmarks

Small Group Teaching

Responsibilities

“There are many

little ways to

enlarge your child’s

world.

Love of books is the

best of all.”


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Reader’s Workshop

STUDENT INDICATORS OF LITERACY LEARNING:

• Understand and follows procedures and routines that encourage literacy learning.

• Can restate the learning objectives in his/her own words.

• Takes responsibility for and demonstrates learning in whole group and small group by

reading, thinking, questioning and sharing ideas about text.

• Engage in authentic literacy activities such as independent reading, partner reading,

listening to reading, word work, writing, and research for extended periods of time.

• Use word solving strategies independently.

ASSESSMENT:

• Students engage in goal setting and reflection toward progress of meeting their goals.

• Screening assessments are given Fall Winter and Spring: STAR, GOMs, WONDERS

Spelling Inventory.

• Ongoing use of WONDERS Running Records reflect continuous growth of reading skills

and are used for determining small group instruction.

• Early Emergent readers (Levels aa – C): every 2 to 4 weeks

• Emergent readers (Levels D – J): every 4 to 6 weeks

• Early fluent readers (Levels K – P): every 6 to 8 weeks

• Fluent readers (Levels Q – Z): every 8 to 10 weeks

• All data is used to inform instruction, and guide the MTSS process.

When planning with Wonders there are guidelines that you are expected to follow in the

balanced literacy approach to learning.

• Approach your literacy lessons from a Standards Based instructional model - All

students have access to grade level standards.

• WONDERS is the primary resource used for stories that support whole group instruction

and student learning.

• The read aloud is used to model the metacognitive strategy that all readers use, and

what you want the students to know and be able to do.

• The mini lesson is the shared experience designed to provide exposure to the

standards and skills that the students will practice.

• Scaffolded from modeled, to shared, to guided, to independent practice - I do,

We do, You do

• Every student holds a book and reads from books every day, in whole group, small

group and independently.

• Performance tasks are identified as the means by which students will demonstrate their

learning

• Allows for formative and summative assessment

Effective Instruction - Understanding By Design template -Global Unit Mapping

“There are many

little ways to

enlarge your child’s

world.

Love of books is the

best of all.”

Jacqueline

Kennedy Onassis


• Previous Page



• Previous Page


https://docs.google.com/document/d/1ReIVqtprLwOc6gFvgMAmPPZXlxaSEoU9_qx8Bdu3sxg/edit

18


Writer’s Workshop

CLASSROOM ENVIRONMENT/ROUTINES: 30-50 Minutes

• Classroom routines that support Balanced Literacy are evident.


• The classroom library provides an inviting opportunity to choose books as mentor texts.

TEACHER INDICATORS:

WHOLE CLASS CORE WRITING INSTRUCTION: 10-12 MINUTE MINI LESSON(S)

• Use WONDERS and/or Lucy Calkins as the core curriculum that guides daily writing

instruction.

• Use the Writer’s Workshop Launching Unit to establish beginning of the year routines

and practices



• Daily writing goal addressing grade level standard is visible and used to support

learning.

• Designs lessons that require students to write for the purpose of responding to text or

writing within a genre.

• Model daily writing in response to reading through use of mentor text.

• Use shared writing to engage students in collaborative learning.

• Connect writing lesson and goal to independent work.

• Provide time daily for independent writing in response to text.

• Models the Writing Process.

• Provide specific feedback that helps students review and reflect on writing goals.

• Use of E-Z Write to guide handwriting.

INDEPENDENT WRITING: 15-30 Minutes

• Develop structures and routines that foster effective use of writing time.

• Duration of writing time grows through the year as stamina is developed.

• Create anchor charts for reference during independent writing.

• Confer with students to monitor areas for growth and goal setting.

SHARING: 5-10 Minutes

• Review the learning target from the mini lesson.

• Encourage students to share and celebrate their learning and writing.

STUDENT INDICATORS:

• Engage in shared writing experience.

• Follow writer’s workshop routines in the classroom.

• Write throughout the day in all content areas, expressing interests, ideas, and insights.

• Apply writing skills in reader’s response, graphic organizers, and genre writing.

• Use the writing process to finalize and publish a piece of writing.

• Work with partners, small group or whole group to improve their writing.

ASSESSMENT:

• Teacher analysis of students’ daily writing and extended writing samples to guide

lessons.

• Writing Rubrics are used to set expectations for high quality student work.

• Students use writing rubrics and personal reflection to improve the quality of their

writing.






Curriculum K-5

“You have to write

the book that wants

to be written.

And if the book will

be too difficult for

grown-ups, then

you write it for

children."

Madeleine L'Engle



19


Mathematics

RESOURCES

• PBIS

• CLR

• ConnectEd

• ALEKS.com

• Learning and Teaching’s

Curriculum Math Content

Section in StaffNet.

• Illuminations

• SciMathMN (frameworks)


• Next Page



• Next Page



• Minnesota academic standards for mathematics and learning goals are posted and

regularly cited. Kid friendly descriptions are encouraged.

• Routines are clearly defined, communicated and established using strategies and

suggestions from PBIS, CLR and Thoughtful Classroom Framework.

• Protocols for a safe and caring community, including communicating ideas, are

explicitly taught through gradual release and consistently followed throughout the

year.

• High engagement opportunities are provided through the use of hands on materials

and a variety of contexts using the Concrete Representational Abstract (CRA) model.

• Areas in the classroom are designated for small group discussions and large group

activities.

• Multiple mathematical strategies are combined with “Math Talk” opportunities and

consistent use of academic vocabulary.

• Purposeful highlighting of connections between math concepts as well as between

math and other content areas.

CORE RESOURCES AND INSTRUCTIONAL STRATEGIES:

Recommended length for K-5 Math lessons is 90 minutes scheduled daily.

• 60 minutes for core content (in large and small groups).

• 30 minutes for differentiated opportunities.

District supported resources for the K-5 math program are:

(See Resources on the sidebar for links)

• McGraw Hill My Math and online (ConnectEd.com).

• Individualized online learning environment: (ALEKS.com), Grades 3-5.

Detailed grade level information, mapping and guidelines are provided on the math

content website under Learning and Teaching’s Curriculum section in StaffNET.

TEACHER INDICATORS:

• Use effective questioning techniques and encourage dialogue, discussion and

debate to engage students in higher-order thinking .

• Require students to transfer learning, help them analyze/address task demands and

assemble big ideas (note taking, summarizing, etc.).

Highlighted Thoughtful Classroom Teacher Effectiveness Framework (TCTEF) Domains:

• Domain 3: Engagement and Enjoyment.

• Domain 4: A Culture of Thinking and Learning.

• Domain 8: Applying Learning.


https://www.aleks.com/




https://illuminations.nctm.org/

http://www.scimathmn.org/stemtc/frameworks

20


Mathematics

STUDENT INDICATORS:

• Display effort, are self-directed, exhibit habits of mind to work through problems, and

are able to present and explain their work.

• Stretch their minds with different forms of thinking, and use academic vocabulary.

• Are able to distinguish between what they know, don’t know and what they need to

work on.

• Are able to identify big ideas, important details and make meaningful connections

and generalizations to actively process new content.

• Have access to necessary supplies and resources.

Highlighted TCTEF Domains:




ASSESSMENT:

• Articulate orally and/or in writing what was learned that day.

• Use ongoing formative and summative assessments to check for student

understanding and to adjust instruction accordingly, guided by the MN Academic

Standards for Math and district resources.

• Re-teach and/or model as needed based on formative assessment.

RESOURCES

• PBIS

• CLR

• ConnectEd

• ALEKS.com




• Illuminations



• Previous Page



• Previous Page









21


Science

RESOURCES

• PBIS

• CLR

• FOSS

• Engineering is Elementary


Curriculum Science Content



• Next Page



• Next Page


A Guiding Statement, “Making District 742’s Elementary Science Program REAL” Real-World applications that use a variety of science, technology, and engineering skills,

Engaging all students in safe, hands-on scientific investigations and discussions,

Authentic connections to students’ lives and prior knowledge, and

Life-long and collaborative learning that extends beyond the science classroom.


• NOTE: Minnesota Academic Standards for Science were reviewed in 2018-2019.

Content and pedagogy will be transitioning starting in 2024-2025 and the new MCA IV

Science exam will be given in Spring 2025.

• Kid friendly descriptions of Minnesota academic standards for science, key concepts

and learning goals are posted and regularly cited.



• Appropriate safety procedures and protocols for materials are explicitly taught to

students through gradual release and consistently followed throughout the year.

• Opportunities for exploration, observation and communication around science

concepts are overtly highlighted. Students are asked to make connections between

science units, as well as with all content areas and societal situations .

• High engagement opportunities through the use of hands on materials and a variety of

contexts (i.e. modeling, use of national science and engineering practices, student real

world examples).

• Materials are organized for safety, efficient use and ease of distribution, and updated/

restocked after use.

• Areas in the classroom are designated for small group discussions, experiments and

large group activities.

• Cross Cutting Concepts, Science and Engineering Practices, and Disciplinary Core

Ideas are taught together.


Recommended length for K-5 Science lessons is 45-60 minutes daily. A consistently

designated time is often scheduled for rotation of science, health and social studies units

throughout the year.

District supported resources for the K-5 science program are:

(See Resources on the sidebar for links)

• Full Option Science System (FOSS) Kits and online, K-5.

• Engineering is Elementary (EiE) Kits and online, K-5.

• Science, A Closer Look (McGraw-Hill), 4-5.

• St. John’s Outdoor University Field Trips and Kits, 1,3,5.

Detailed grade level information scope and sequence for content, common

assessments and other guidelines are provided on the science content website under

Teaching and Learning’s Curriculum grade level sections in StaffNet.

http://www.fossweb.com/

http://www.eie.org

22


Science

TEACHER INDICATORS:

• Establish classroom rules and procedures and provide clear task directions to organize

the classroom for safety and learning .

• Use effective questioning techniques, encourage dialogue, discussion and debate,

challenge students to present/defend ideas and require students to transfer learning,

to engage students in higher-order thinking.

• Engage students in authentic research projects and help them assemble big ideas.

Highlighted Thoughtful Classroom Teacher Effectiveness (TCTEF) Domains:

• Domain 1: Organization, Rules and Procedures.



STUDENT INDICATORS:

• Display effort, are self-directed and able to present and explain their work.



• Think critically – synthesize and discuss ideas, give explanations, make hypotheses, and

raise their own questions.


Highlighted (TCTEF) Domains:



• Domain 7: Deepening. and Reinforcing Learning

ASSESSMENT




Standards for Science and district resources.

• Highlighted resource: Use of science notebook/journal based on FOSS and EiE units for

formative and summative assessment, as well as ongoing student reflections on

learning.

RESOURCES

• PBIS

• CLR

• FOSS

• Engineering is Elementary





• Previous Page



• Previous Page


http://www.fossweb.com/

http://www.eie.org

23


Social Studies


The core resource provides:

• Appropriate text level reading on subjects connected to grade level social studies

benchmarks.


• Text and images from multiple perspectives.






Minnesota Social Studies benchmarks include content and skill development in four core

areas; Geography, Economics, History, and Citizenship/Government. Teachers have

access to the core resources below as well as supplemental online resources to support

instruction in all four areas.

Resources:

• Grades K-2: Social Studies Book Bins: Geography, Economics, History, Civics/

Government.

• Grade 3: Social Studies Archaeology/Ancient History Bins: Foundations, Ancient China,

Ancient Maya, Ancient Egypt.

• Grades 4-5: Social Studies Alive!.

Strategies:

• Compare-Contrast/Similarities-Differences strategies.

• Focus on Social Studies discussion strategies.

• Primary Source material; text, images, artifacts, evidence.

• Taught 2-3 times per week (or equivalent schedule) for 30-45 minutes.

TEACHER INDICATORS:

• Establish clear learning goals connected with the social studies essential questions.

• Assess background knowledge and introduces key vocabulary.

• Use multiple sources of information, media from diverse perspectives.

• Use a variety of questioning and discussion techniques to assess understanding.

• Challenge students to present and defend ideas.

STUDENT INDICATORS:

• Generate questions about content and learning goals.

• Actively communicate (speaking, writing, listening) about their learning.

• Identify big ideas and important details.

• Use writing and thinking strategies.

• Incorporate feedback into product revisions.

• Present and explain their work.


• Core resource materials.

• A variety of fiction and nonfiction literature.

RESOURCES

• PBIS

• CLR





24


Health Education


The Great Body Shop Teachers

Guide

The Great Body Shop Online

(thegreatbodyshop.net)

• Use of individual teacher login.

- Verify online access from

the teacher manual # on

the back of the teacher

guide.

• Recommendations for grade

level literature (electronic

library).

• Enhancement activities and

lessons related to science,

literature, and physical

education.

• Monthly Student Issues.

Grade Level Standards and

Benchmarks from MDE are located

in District Grade Level Web Page.


• Next Page



• Next Page



• Next Page



• Next Page



The classroom utilizes the district created resources located on Staffnet.

• The room is arranged with area for whole group and small group instruction.

• Smart Board is utilized for whole group instruction

• Poster, bulletin boards and displays are culturally relevant and provide healthy

messages (several provided in curriculum).

• Classroom routines (including district/building initiatives) are utilized in classroom

instruction to create a strong foundation of community, trust, and acceptance.

• Culturally responsive teaching is evident.

• Culturally relevant and appropriate text level reading is used (electronic library

provided within the curriculum) to support health concepts.

TEACHER INDICATORS:

Kindergarten

• Health Education is taught 1 time per week (or equivalent schedule) for 20-30 minutes

each time.

• Lesson plans are followed and align with MDE recommended standards and bench

marks.

• Mini-Lesson model is recommended for Kindergarten Health lessons.

Grades 1-3


each time.


marks per grade level.

• Students can see themselves reflected in the curriculum.

Grades 4-5


each time.


marks per grade level.

• Students can see themselves reflected in the curriculum.

* Supplemental video found on Staffnet in the health folder can be used to assist

teachers during the Family Life Education Unit.

http://www.thegreatbodyshop.net/

25


Health Education

STUDENT INDICATORS:

• Purposefully engaged in health skills and concepts (i.e. Nutrition, exercise, healthy

decision making, safety, media literacy, growth and development, mental health and

relationship building).

• Reading, writing, speaking and/or listening.

• Can see themselves reflected in the curriculum.

ASSESSMENT:

• Ongoing - formative and summative.

• Aligned with unit goals and progress reports.


The Great Body Shop Teachers

Guide

The Great Body Shop Online

(thegreatbodyshop.net)

• Use of individual teacher login.

- Verify online access from

the teacher manual # on

the back of the teacher

guide.

• Recommendations for grade

level literature (electronic

library).

• Enhancement activities and

lessons related to science,

literature, and physical

education.

• Monthly Student Issues.

Grade Level Standards and

Benchmarks from MDE are located

in District Grade Level Web Page.


• Previous Page



• Previous Page



•

http://www.thegreatbodyshop.net/

26


Physical Education DOCUMENT NAVIGATION:

• Next Page



• Next Page



• Next Page



• Next Page



• Inline skates, Bicycles, & cross

-country skis used on

rotational schedule between

buildings. (see information in

Google Drive folder)

• Standards, Benchmarks, and

common assessments located

in District 742 Physical

Education health folder. (see

information in Google Drive

folder)


• Unit Priority Standards/Benchmarks/Guiding Questions are posted in classroom.


instruction to create a strong foundation of community, trust, and acceptance.

• Classroom climate is respectful among teacher-students and student-student.

• Active learning and differentiation within a variety of learning opportunities.

• Instructor models healthy and active behaviors.

• Proper care of equipment is established and followed.

TEACHER INDICATORS:

• Displays knowledge of physical education content and is prepared with all

instructional materials.

• Lessons are based on standards and benchmarks including a balance of individual,

dual and team movement activities.

• Developmentally sequenced and appropriate progressions of gross motor skill and

movement concept instruction.

• Communicate and reference standards/benchmarks and guiding questions.

• Effectively monitor student behavior (circulating room and engaging with students).

• Organize daily instruction into four main sections:

1. Warm up to improve physical fitness, review or introduce content

2. Skill or concept instruction, refinement and practice

3. Application of skills and concepts

4. Summary of lesson and check for understanding

• Smooth transitions are made without loss of instructional/learning time.

• Direct instruction is broken down into sections no more than 5 minutes in length.

• Use high level and consistent questioning (use of accountable talk).

• Implement literacy strategies (write to learn, oral writing strategies, vocabulary, and

non-fiction writing).

• Use a variety of teaching strategies (direct instruction, small group, pair share, inquiry,

etc.).

• Differentiate lessons and supports all learners including ELL and Special Education

Students.

• Formative and/or summative assessments are used daily and ongoing to inform

instruction.

STUDENT INDICATORS:

• Actively engaged and participating in the learning process.

• Use physical education and health concepts and vocabulary in discussion.

• Work is clearly aligned to appropriate priority benchmark.

• Understand and respect classroom expectations and routines.

• Involved in discussions and collaboration of groups.

27


Physical Education

ASSESSMENT:

• Regular communication with parents is prevalent and documented.

• Engaging classroom assessments (both formative and summative) are ongoing.

• Formative and Summative assessments are tracked and analyzed following district

recommended common assessments. • Grades are based on Standards.


• Previous Page



• Previous Page



• Inline skates & cross-country

skis used on rotational

schedule between buildings.

(see information in Google

Drive folder)






folder)

28


Talent Development & Accelerated Services


• Next Page


RESOURCES:

Strategies for Talented or High

Potential Readers and Writers

• Provide written text at the

students independent reading

level whenever possible.

• Focus guided reading

instruction on the acquisition

of specific skills and strategies

the student is ready to learn as

indicated by STAR

assessments.

• Encourage students to think

deeply about text by using

high level questioning

strategies.

• Provided tiered assignments to

allow students to extend

beyond grade level

expectations.

• Extend student writing

assignments by including new

genres and writing techniques

to move students forward in

writing.

• Increase understanding of

academic vocabulary to

increase success in future

advanced academic courses.


Potential Math Students

• Use guided math stations to

provide extensions or

enrichment beyond the grade

level curriculum.

• Use pretest data to ensure that

students are not repeating

curriculum they have

mastered.


deeply about math concepts

by using high level questioning

strategies.

• Provide tiered assignments to


beyond grade level

expectations.

• Allow students opportunities to

apply math knowledge to real

world situations.

St. Cloud Area schools provides talent development programming in fulfillment of our

district mission and core belief that everyone deserves equitable access to the highest

quality of learning to maximize individual potential. Talent Development programming is

an equitable access, needs-oriented program for students who have demonstrated gifted

and talented traits and behaviors, high achievement or the potential for high

achievement.

ELEMENTARY LEVELS OF SERVICES

Level One: Schoolwide Enrichment All students access schoolwide enrichment opportunities designed to be enriching,

engaging, hands on experiences that foster 21st century learning.

School Wide Enrichment—Goals and Outcomes.

Level Two: Young Scholars and Academic Achievement Programs

Young Scholars: Young Scholars is a program for students with high potential who may

need access, advocacy and/or affirmation of their abilities.

Many students demonstrate observable behaviors that indicate high potential. These

students are best served by targeted, ongoing opportunities to nurture their academic

potential. Students identified as Young Scholars demonstrate observable traits that can

be indicators of advanced thinking. These students are served by the Talent

Development specialist at their site.

Students will have opportunities to participate in whole class lessons designed to highlight

high potential tendencies. Student who demonstrate high potential tendencies and

have indicators that have been shown to be predictors of decreased access, advocacy

and affirmation may be served through Young Scholars. A variety of indicators are used

to determine whether or not a student lacks access, advocacy and affirmation of ability.

Short Term Goals: Identify students who may not be considered for advanced academic

programming and who, without opportunity, are less likely to pursue advanced level

academics on their own.

Long Term Goals: To nurture high academic potential at an early age so that students

who have historically been underserved in advanced academic programs will be

prepared to engage in challenging subjects and rigorous courses through their school

years.


• Next Page


Goals & Outcomes of a Young Scholars Session

https://docs.google.com/a/apps.isd742.org/document/d/1l0U3d80JXsTXUlJWlmQF-U6zSLEaDM0msUA8UWwbo3M/edit?usp=sharing

29


Talent Development & Accelerated Services RESOURCES:










indicated by STAR

assessments.




strategies.



beyond grade level

expectations.





writing.










level curriculum.




mastered.




strategies.



beyond grade level

expectations.



world situations.

Outcomes:

Social and Emotional Learning:

• Students will apply learned self regulation strategies.

• Students will develop resiliency by being faced with difficult challenges in their strength

area in a small group supportive environment.

• Students will be given opportunities to see themselves as learners and as academic

leaders.

Academic Learning:

• Students will transfer new social and emotional learning to the regular classroom

setting to increase student’s individual achievement.

• Each Young Scholars session will incorporate a literacy component to increase high

level academic vocabulary acquisition.

• Whenever possible small group young scholars programming will be provided to

students in grades 1-5. When staffing does not allow for service in grades 1-5.

The following components are essential to maintain the integrity of the Young Scholars

program.

• Grades 3-5 should be given priority in young scholars service.

• Each classroom should receive whole group lessons for identification following these

guidelines.

- 3 lessons in grades 1-5 the first year of programming

- 3 lessons in grades 1-3, all subsequent years

- 1-2 lessons in grades 4-5, all subsequent years

• Identified Young Scholars should receive advanced instruction in supported small

group sessions. Small group size should be 10-12 when possible

• Guidelines for weekly service are as follows-

- 1, 60 minutes per week (2, 30 minute sessions)

- 2-5, 90 minutes per week (2, 45 minute sessions)

• All identified Young Scholars should receive a minimum of 30 minutes of time with the

Talent Development specialist each week.

• Young Scholars should not be removed from programming due to academic

performance unless a problem solving meeting has occurred and the parent/

guardian/teacher and Young Scholars specialist are all in agreement that removal

from programming is in the student’s best interest.

• Students are provided opportunities to showcase their work or learning to real world

audiences inside and outside of school when possible.

• Students who have been identified as Young Scholars in the past will be re-identified

each year through the whole group lessons.

• Students can enter Young Scholar programming mid-year if the classroom teacher has

seen evidence of advanced thinking and spots in the small group sessions have

become available.

• Student behavior should not prevent students from accessing Young Scholars.

• Kindergarten classes will receive critical and creative thinking lessons from Talent

Development Specialists about twice per month. The rationale for a whole group

service model is change.

1. it allows students a year to become familiar with the critical and creative thinking

required to be a Young Scholar before being formally identified.

2. it levels the playing field for students who have had limited exposure to

Young Scholars – Program Essentials


• Next Page

• Previous Page



• Next Page

• Previous Page


30




• Previous Page



• Previous Page


RESOURCES:










indicated by STAR

assessments.




strategies.



beyond grade level

expectations.





writing.










level curriculum.




mastered.




strategies.



beyond grade level

expectations.



world situations.

3. it allows students an opportunity to adapt to being in school and allows their

teachers to see their ability to think at high levels over the course of an entire

year, rather than just the first few months of school.

Level Three: High Achievement Cluster Placement Some students have academic needs that extend beyond the current grade level

curriculum. These students require opportunities to have current curriculum enriched with

depth and complexity. In addition, they also require the option of accelerating to more

advanced curriculum at times. Students who show evidence of need are placed with a

trained teacher in a classroom with like ability peers. The students receive a

differentiated curriculum that meets their educational needs. This option allows students

to receive full time services while also maintain the classroom experience of having

mixed ability peers. These students also receive instructional support from the building

talent development specialist.

Level Four: Acceleration, Early Entrance and Dual Enrollment Some students require advanced services beyond level three. If you feel a student is in

need of one of these services, contact the TDAS coordinator to activate the district

acceleration process.

Guide for Teachers

Young Scholars – Program Essentials, cont’d.

https://docs.google.com/document/d/1JdnhFw6fMAzAxPR6sy73WsvFWi2AIthOu5Er4u0S0Hs/edit?usp=sharing

31

JUNIOR HIGH CONTENT AREA


VISION

The process of learning should be motivating, engaging, rigorous, and

empowering so that all students can access content with passion and purpose.

GOALS

• Implement the co-teaching model with integrity

• Implement the integrated service model using the lens and expertise of SPED, EL and

Gen Ed Teacher

• Implement key instructional strategies that support student diversity, growth and

engagement.

BENCHMARKS

• Classroom environment demonstrates parity and collaboration (both names on door,

sharing materials and space, etc.).

• Classroom management strategies are in place and there is consistency with both co-

teachers.

• Both co-teachers begin and end class together and remain in room entire time.

• An effective co-teaching model is being used during mini lesson.

• The mini lesson is an appropriate length of time, 10-20 minutes depending on the age/

grade level of the students.

• During small group instruction, both co-teachers teach students and differentiate to

meet the needs of all students.

• The class moves smoothly with evidence of co-planning, co-assessing, and

communication between co-teachers (transitions, relationships, responsibilities, etc.).

• Co-teachers deliver lessons that are differentiated instructionally for a variety of

learners.

• Lessons address the range of learner needs.

• Anchor charts, word walls, visuals, & language supports are present in the

classroom.

• Technology may be used to enhance & deepen learning.

• Each co-teacher adds his/her expertise to each lesson.

• Content and language objectives are posted and are articulated to, with and

by students.

• Co-teachers use language ("we" or "our") that demonstrates true collaboration and shared

• Co-teachers use language ("we" or "our") that demonstrates true collaboration and

shared responsibility.

• Co-teachers provide multiple opportunities for interaction and there is evidence of

community through conversation and the use of Active Engagement Strategies.

• Co-teachers ask questions at a variety of levels to meet all students' needs (basic

recall to higher order thinking—DOK questioning).





32



PLANNING PROTOCOL

• Planning time for co-teachers is created and honored within the weekly schedule.

• Co-teachers use MN Standards to determine what students need to know and be

able to.

• Co-teachers use MN MCA test specs to identify key academic language, and learning

expectations as related to unpacking standards.

• Co-teachers use multiple data points from formative & summative assessments,

including STAR data to determine instructional needs for both whole group and small

group as related to the above documents.

• Co-teachers use MN ACCESS 2.0 or WIDA ELP levels to determine linguistic goals for

MLs based on WIDA performance.

• Co-teachers use the district resources to provide Whole Group and Small Group

instruction based on the information above.





33


Reading

The Language Arts Department is committed to helping all students develop the healthy

habit of reading, writing, and communicating effectively. As lifelong learners, students will

use these healthy habits to think critically about everything they read, see, and hear, and

will be empowered to effectively express themselves.


• A climate in which Language Arts is an engaging time supported by positive behavior

strategies that foster a love for reading and learning.

• The room is arranged with areas for whole group and small group interaction and

learning.

• The classroom library provides an inviting opportunity to choose books for pleasure

reading and books for successful independent reading.

• Culturally Responsive teaching strategies are embedded throughout instruction.

• Technology is used for students to access needed material to support core

instructional strategies.

TEACHER INDICATORS:

WHOLE CLASS CORE LITERACY INSTRUCTION:

• Determine text and grade level standard focus from HMH Collections Curriculum.

• Establish and post content and language objectives used to support student learning.

• Teacher provides whole group and small group instruction.

• Promote high level student interaction/engagement using cooperative learning

routines.

• Consistent use of modeling and think-a-louds that demonstrate strategies used by all

readers.

• Use a variety of questioning strategies that encourage students to support learning.

• Connect independent work to daily instruction.

SMALL GROUP INSTRUCTION:

• Implement small group rotation schedule that supports differentiated instruction.

• Link mini-lesson to small group instructional engagements.

• Use data from STAR, and formative assessments to determine strategy or skill based

groups.

• Facilitate student focused reading, writing, speaking, listening, and learning

engagements.

• Monitor student progress to address students’ literacy needs.

INDEPENDENT READING:

• Provide access to classroom library for student choice of independent reading material

from a variety of genres.

• Provide support that enables students to choose text that can be read independently

and for enjoyment.

• Confer with students and provide specific feedback about reading goals.

• Establish routines for students to engage in authentic, rich dialogue about their reading.

“It is not enough to

simply teach

children to read;

we have to give

them something

worth reading.

Something that will

stretch their

imaginations--

Something that will

help them make

sense of their own

lives and

encourage them to

reach out toward

people whose lives

are quite different

from their own.”

Katherine Patterson


• Next Page



• Next Page


34


Reading

STUDENT INDICATORS:

• State learning goals in their own words.

• Actively engage in learning process through reading, thinking, writing, and talking

about texts.

• Use reading and writing strategies throughout learning time.

• Talk about their learning process.

• Choose appropriate level independent reading texts.

ASSESSMENT:

• Use STAR assessment for screening, determining learning progressions, and goals for

individual student growth.

• Use ongoing formative and summative assessments to inform instruction.

• Use anecdotal notes, daily work, and student conference information to monitor

progress.

“It is not enough to

simply teach

children to read;

we have to give

them something

worth reading.

Something that will

stretch their

imaginations--

Something that will

help them make

sense of their own

lives and

encourage them to

reach out toward

people whose lives

are quite different

from their own.”

Katherine Patterson


• Previous Page



• Previous Page


35


Writing



strategies that foster a love for writing and self-expression.


• The classroom library provides access to mentor texts used in writing.


• Technology is used for students to access needed material to support writing

strategies.

TEACHER INDICATORS:

WHOLE CLASS CORE WRITING INSTRUCTION:

• Post learning goals that show progression of acquired writing skills.

• Use mentor text as exemplars of writing.

• Model expectations of written work.

• Provide ongoing explicit instruction on conventions, grammar, punctuation, and

spelling.

• Use rubrics as a standard to confer about writing, set goals, and measure growth.

• Provide daily opportunities to write in response to reading.

• Provide extended writing time to develop writing across genres.

STUDENT INDICATORS:

• Writing daily to reflect learning, reader response, and skill practice.

• Demonstrate understanding of structures and purpose for writing.

• Write for extended time to complete work for publication and sharing.

• Welcome feedback from peers and teachers to improve writing.

• Reflect on writing to make changes to improve overall quality of writing.

ASSESSMENT:

• Conference with students to set personal writing goals, and collect writing over time to

show growth.

• Use writing rubrics to demonstrate expectation of quality work and measure growth.


Content Curriculum

Holt-McDougall Curriculum

“The nicest part is

being able to write

down all my

thoughts and

feelings;

otherwise, I'd

absolutely

suffocate."

Anne Frank

March 16,1944


• Previous Page



• Previous Page




http://my.hrw.com

36


Mathematics

RESOURCES

• PBIS

• CLR

• SAMR

• ConnectEd

• ALEKS.com




• Illuminations


• Desmos


• Next Page



• Next Page




regularly cited.



• Protocols, such as using tools and communicating ideas, are explicitly taught through

gradual release and consistently followed throughout the year.




activities.






Math classes are offered as a full-year, daily section in a routine student schedule.

Teachers are encouraged to overtly highlight and ask students to make connections

between math as well as other content areas and current societal situations. The

technology Inspire 1:1 roll out encourages teachers to use the SAMR model to incorporate

technology resources into their teaching environment.

District supported resources for the 6-8 math program are based on the MN Academic

Standards and include: (See Resources on the sidebar for links)

• McGraw Hill Glencoe, Course 1 and 2, Algebra 1 (ConnectEd.com).

• Individualized online learning environment: (ALEKS.com).

• EA Program: Math Foundations 1 and 2

• Special Education Program: McGraw Hill Glencoe, Course 1 and 2, Algebra 1

(ConnectEd.com); other curriculum resources as directed by your Special Education

supervisor.


content website under Learning and Teaching’s Curriculum section in StaffNet.

TEACHER INDICATORS:


debate to engage students in higher-order thinking.

• Require students to transfer learning and help them analyze/address task demands

and assemble big ideas (note taking, summarizing, etc.).












https://www.desmos.com/

37


Mathematics

RESOURCES

• PBIS

• CLR

• SAMR

• ConnectEd

• ALEKS.com




• Illuminations


• Desmos


• Previous Page



• Previous Page


STUDENT INDICATORS:




work on.

• Think critically – synthesize and discuss ideas, give explanations, make hypotheses.








ASSESSMENT:





• Re-teach and/or model as needed based on formative assessment, using district

resources.

• Highlighted resource: Use Schoology and publisher’s online resources for formative

and summative assessment, reflection, collaborative discussion and work, and student

feedback.









38


Science DOCUMENT NAVIGATION:

• Next Page



• Next Page


RESOURCES

• PBIS

• CLR

• SAMR

• ThinkCentral

Select Science Fusion

• ConnectEd

• Learning and Teachings’s



District 742’s Secondary Science Program Guiding Statement: Empower with science knowledge and understanding,

Navigate our ever changing world,

Goal-oriented instruction to prepare for the future,

Active teaching and learning for all students,

Generate solutions as critical thinkers, and

Educate and inspire students to feel successful..


• NOTE: Minnesota Academic Standards for Science were updated in May 2019.



• Minnesota academic standards for science, key concepts and learning goals are

posted and regularly cited.



• Appropriate safety procedures and protocols for materials are explicitly taught

through gradual release and consistently followed throughout the year.




• High engagement opportunities through the use of hands on materials and a variety

of contexts (i.e. modeling, use of national science and engineering practices, student

real world examples).



• Cross Cutting Concepts, Science and Engineering Practices, and Disciplinary Core

Ideas are taught together.


Science classes are offered as a full year, daily section in a routine student schedule.

District supported resources for the 6-8 science program are based on the MN Academic


• 6th Grade – Physical Science: HMH ScienceFusion Curriculum and Online Platform.

(www.ThinkCentral.com)

• 7th Grade – Life Science: McGraw Hill iScience and Online Platform.

(www.ConnectEd.com)

• 8th Grade – Earth Science: McGraw Hill iScience and Online Platform.

(www.ConnectEd.com)

Detailed grade level information, scope and sequence for content, common

assessments and other guidelines are provided on the science content website under

Teaching and Learning’s Curriculum section in StaffNet.

TEACHER INDICATORS:


the classroom for safety and learning.





https://www-k6.thinkcentral.com/ePCLandingPage/#scienceHealth


39



• Previous Page



• Previous Page


RESOURCES

• PBIS

• CLR

• SAMR

• ThinkCentral

Select Science Fusion

• ConnectEd








STUDENT INDICATORS:











ASSESSMENT

• Use ongoing formative and summative assessments to check for student understanding

and to adjust instruction accordingly, guided by the MN Academic Standards for

Science, the national Next Generation Science Standards, Crosscutting Concepts and

Practices, and district resources.

• Re-teach and/or model as needed based on formative assessments.

• Highlighted resource: Use of Schoology and publisher’s online resources for formative

and summative assessment, reflection, collaborative discussion work, and student

feedback.

https://www-k6.thinkcentral.com/ePCLandingPage/#scienceHealth


40


Social Studies



• Appropriate text level reading on subjects connected to grade level social studies

benchmarks.








Resources:

• Grade 6: Northern Lights; Minnesota Historical Society. Online student account print

text available.

• Grade 7: Discovering America’s Past; McGraw Hill. Online student account; print text

available.

• Grade 8: Exploring World Geography; McGraw Hill. Online student account; print text

available.

Strategies:

• Inquiry Framework - C3 from the National Council for the Social Studies.

• Similarities-Differences strategies.

• Focus on Social Studies discussion strategies.

• Primary Source material; text, images, artifacts,

• Compare-Contrast/evidence.

TEACHER INDICATORS:






• Differentiate assessment tasks.

STUDENT INDICATORS:








• Core resource materials.

• A wide variety of sources that represent diverse (and often absent) perspectives.

RESOURCES

• PBIS

• CLR

• AVID





https://www.isd742.org/cms/lib/MN01909691/Centricity/domain/24/links/Expectations%20Handbook.pdf

41


Health Education


• Unit Priority Standards/Benchmarks/Guiding Questions are posted in classrooms.


instruction to create a strong foundation of community, trust and acceptance.

• Instructor engages in positive interactions with students.


• Classroom is organized and instructional resources are accessible to students.

• Active learning and differentiation present within a variety of learning opportunities.

TEACHER INDICATORS:

• Display knowledge of health content and is prepared with all instructional materials.

• Lessons are based on standards/benchmarks and district-aligned curriculum.

• Communicate and reference benchmarks and guiding questions.

• Access prior knowledge and review key concepts and/or skills.


• Daily instruction is organized into three main sections:

1. 5-15 minutes of direct instruction and/or modeling.

2. Guided practice, cooperative group work and/or individual practice.

3. Summary of lesson and checking for understanding.

• Make smooth transitions without loss of instructional/learning time.


• Implement daily literacy strategies (write to learn, literacy circles, vocabulary, and non

-fiction writing).

• Use a variety of teaching strategies (direct instruction, small group, pair share, quick

write etc.).

• Differentiate lessons for ELL and Special Education students.

STUDENT INDICATORS:

• Actively engage and participate in the learning process.

• Use health concepts and vocabulary in discussion.

• Clearly align work to appropriate priority benchmarks.


• Participate in discussions and collaboration of groups.

• Engage in nonfiction writing, reading, and/or vocabulary strategies in Health.

• Engage in arts literacy strategies with movement in the classroom.

ASSESSMENT:

• Student assessment data is posted and up to date.



• Formative and Summative assessments are tracked and analyzed for individual

students.






• Glencoe Teen Health:

- Course 2

• Standards, Benchmarks and



Education health folder

(Google Drive)

42


Physical Education










TEACHER INDICATORS:

• Display knowledge of physical education content and is prepared with all instructional

materials.



• Provide developmentally sequenced and appropriate progressions of gross motor skill

and movement concept instruction.



• Organization of daily instruction:

1. Personal physical fitness component: Review or introduce content.

2. Skill, strategy, or concept instruction: Refinement and practice.

3. Application of skills and concepts.



• Provide direct instruction in sections no more than 5 minutes in length.

• Use high level and consistent questioning.




etc.).

• Differentiate lessons and support all learners including ELL and Special Education

students.

• Use daily and ongoing formative and/or summative assessments to inform instruction.

• Introduce a variety of individual, dual, team, and recreational activities.

• Guide student assessment of personal fitness and student development of individual

programs.

• Introduce lifetime fitness activities so that personal fitness plans may be developed for

lifelong use.


• Next Page



• Next Page



• Snow Shoes & Geo Fit used on

a rotational schedule between



• Fitness Gram Assessment

information is located in

District 742 Physical Education

health folder. (see information

in Google Drive folder)






folder)

43


Physical Education

STUDENT INDICATORS:


• Use physical education concepts and vocabulary in discussion.




• Engage in nonfiction writing, reading, and/or vocabulary strategies in physical

education.

ASSESSMENT:




• Formative and Summative assessments are tracked and analyzed.

• Grades are based on a combination of dressing out and standards.


• Previous Page



• Previous Page







• Fitness Gram Assessment

information is located in

District 742 Physical Education

health folder. (see information

in Google Drive folder)






folder)

44








achievement.

Honors, Advanced or Clustered Classes have the following guidelines related to instruction

and assessment:

Instructional Practices

• Students spend the majority of their classroom time engaged in analysis, evaluation

and/or synthesis learning opportunities.

• Students engage in solving real world problems with unpredictable outcomes.

• Students apply knowledge to various contexts, especially real world issues or problems.

• Students produce original work and use integrated technology for production.

• Students have an opportunity to engage in interdisciplinary work.

• Students engage in complex tasks independently of the teacher. Students who are

not yet ready to complete complex tasks independently receive scaffolded support to

meet course expectations.

Assessment Practices

• Assessments require students to engage in analysis, synthesis and/or evaluation tasks.

• Students are asked to create unique solutions that apply their knowledge to real word

problems.

• Assessments require students to solve multi step problems.

• Students are given opportunities to demonstrate their knowledge on performance

based assessments.

Middle Level Options for Advanced Learners

Honors/Accelerated Courses: Honors course offerings vary by school. Honors courses

are designed to enrich and extend grade level curriculum in core subjects with the

exception of math. Accelerated Math classes provide instruction in math that is one year

above a student’s current grade level. There are pathways for students to advance

beyond on year. St. Cloud Area schools is committed to equitable representation of

student sub groups in honors programming.

High Achievement Cluster Placement: Students placed in a middle level high

achievement cluster have needs that extend beyond the current grade level curriculum.

These students require opportunities to have current curriculum enriched with depth and

complexity. In addition, they also require the option of accelerating to a more advanced

curriculum at times. Students who show evidence of need are placed with a trained

teacher in a classroom with like ability peers. The students receive a differentiated

curriculum that meets their educational needs. This option allow students to receive full

time services while also maintaining the classroom experience of having mixed ability

peers. These students also receive instructional support from the building differentiation

specialist if further extension is needed.

Advanced Language Arts: Advanced Language Arts is a multi-age Language Arts

course for 6th-8th grade students. Advanced Language Arts is designed to be a

qualitatively different experience from a regular or honors level language arts course. It is

intended to serve students who have needs that are both academic and effective.

Advanced Language Arts is meant to meet the needs of students who exhibit many or all

of the following characteristics:

When engaged in literacy-related activities the students

• Are highly interested in both literature and writing,





RESOURCES:










indicated by STAR

assessments.




strategies.



beyond grade level

expectations.





writing.










level curriculum.




mastered.




strategies.



beyond grade level

expectations.



world situations.

45



• Demonstrate high levels of comprehension

• Think critically and at advanced levels,

• Are inquisitive, and

• Are intrinsically motivated to succeed.

When engaged in learning the students:

• Are motivated to solve real world problems,

• Are global thinkers,

• Are divergent thinkers, and

• May experience different social and emotional needs that are a result of their

advanced intellectual development.

The following are the academic and social and emotional goals of Advanced Language

Arts

Academics:

• Students will read a wide range of advanced literature and engage in advanced

literacy related activities.

• Students may work on state standards two years above their current grade level.

• Students will write in a wide variety of styles and genres.

• Curriculum will be cross-curricular, focus on broad concepts.

• Curriculum will require students to

− See concepts from multiple perspectives,

− Think critically and at high levels, and

− Move at an accelerated pace.

• Students will engage in work that focusses on depth and complexity for the vast

majority of the time.

• Students will learn advanced communication skills.

• Students will engage in real world, project based learning and can expect to

represent their learning in non-traditional, creative ways.

• Students will have a multi-year experience with a teacher trained in crating learning

environments that challenge advanced learners and lead to academic growth,

Affective:

• Students will receive support with affective learner needs such a perfectionism,

organization, time management and working collaboratively. This support will be

embedded into academic learning opportunities.

• Students will learn self-advocacy strategies specific to addressing challenges often

met by advanced learners.

• Students will have a like ability peer group and will have opportunities to discuss

unique social and emotional needs with others of like academic ability.

• Students will learn strategies to capitalize on their talents while also navigating learning

environments and systems that may be challenging to advanced learners.

• Students will have a multi-year experience with a teacher trained in supporting the

unique social and emotional needs of advanced learners.





RESOURCES:










indicated by STAR

assessments.




strategies.



beyond grade level

expectations.





writing.










level curriculum.




mastered.




strategies.



beyond grade level

expectations.



world situations.

46

SECONDARY CONTENT AREA

English Learners


•


• Next Page



• Next Page



• Minnesota State Standards and WIDA English Language Development Standards are

used by EL and Classroom Teachers.

• Supplementary resources are available and accessible to EL students and teachers to

scaffold access to the MN State Standards.

• Observable evidence demonstrates inclusive classroom communities.

• Shared classroom teaching spaces are provided for EL and classroom teachers for co-

teaching.

• Language and content objectives are articulated to, with and by students.

• Native languages and home environments are positioned as resources.

• There is evidence of high-effect strategies for English learners being utilized.

TEACHER INDICATORS:

(EL Teachers, in collaboration with classroom teachers)

• Engage in instructional collaboration, including:

- Planning for differentiated instruction for all content areas.

- Using a variety of co-teaching approaches.

- Sharing all areas of assessment, progress monitoring, and reviewing linguistic and

academic data regarding student progress.

- Reflecting on the collaborative process and adjusting teaching practices based on

reflections.

- Ensuring the teacher talk to student talk ratio is at 30% Teacher Talk and 70%

Student Talk.

• Explicitly teach academic language needed to access grade level standards.

• Activate and strengthen students’ background knowledge.

• Promote and support oral interaction and extend academic talk.

• Develop opportunities for EL students to strengthen academic use of listening,

speaking, reading and writing in English.

• Differentiate instruction with regard to content, process, and product to scaffold

access to MN State Standards..

EL STUDENT INDICATORS:

• Actively participate in all classroom activities.

• Demonstrate progress in English language proficiency as they work towards grade

level standards.

• Engage in learning language through content.

• Practice social and academic oral language.

• Build skills in listening, reading and writing in collaboration with teachers.,

paraprofessionals and peers.

• Learn together with non-EL students through interactions and activities.

• Utilize first language to clarify understanding, when needed.

RESOURCES:

WHAT ARE THE SIX

PROFICIENCY LEVELS OF ENGLISH

LANGUAGE ACQUISITION?

• Entering

• Emerging

• Developing

• Expanding

• Bridging

• Reaching

47


English Learners


•


• Previous Page



• Previous Page



• An English Learner is defined in Minnesota as a pupil in kindergarten through grade 12

or a pre-kindergarten student enrolled in an approved voluntary pre-kindergarten

program under section 124D.151 who meets the following requirements (2015

Minnesota Statutes, section 124D.59, Subdivision 2):

- the student, as declared by a parent or guardian (on the MN Language Survey),

first learned a language other than English, comes from a home where the

language usually spoken is other than English, or usually speaks a language other

than English; and,

- the student is determined by a valid assessment such as the WIDA Screener or

WIDA MODEL measuring the pupil’s English language proficiency and by

developmentally appropriate measures, which might include observations,

teacher judgment, parent recommendations, or developmentally appropriate

assessment instruments, to lack the necessary English skills to participate fully in

academic classes taught in English

• Required Summative English Language Assessments:

- ACCESS 2.0 for ELLs for grades K-12

- Alternate ACCESS 2.0 for ELLs for identified ELs that are dual identified as Special

Education students and is listed in their Individual Education Plan (IEP) as an

accommodation for individual ELs

• Levels of English service determined by ACCESS 2.0, WIDA Screener or WIDA

Kindergarten Measure of Developing English Language (MODEL)

• Individual and class progress are monitored with both formative and summative

assessments

• English Learners are reclassified as English Learner No and are exited from English

Learner services according to the following criteria:

- A student receives a 4.5 Overall Composite Proficiency Level with at least three

domains at 3.5 or greater in speaking, reading, writing and listening on the ACCESS

2.0

- A student has attained the language skills necessary to compete with native

English speakers in age and grade appropriate settings in all areas of language

development without the use of adapted or modified English materials

• If a student meets the entrance requirements for the EL program, parents have the

option of either accepting or refusing (waiving) EL services.

• Demonstrating English proficiency in other academic subject areas and

reclassification criteria for English learners and program entrance and exit

criteria for English learners must be documented by the district, applied

uniformly to English learners, and includes parents and other stakeholders in

the process.

RESOURCES:

WORLD CLASS INSTRUCTIONAL

DESIGN AND ASSESSMENT

(WIDA) LEVELS

• Entering

• Emerging

• Developing

• Expanding

• Bridging

• Reaching

48

SECONDARY CONTENT AREA:

Special Education






• Students are placed in their least restrictive environment-the environment that

meets their specialized needs while spending time with non-disabled peers to

the maximum extent appropriate.

• The room is arranged to provide instruction for a variety of learners.

• Routines are explicitly taught and visually represented in the room.

• Positive behavior support is practiced.

• Lessons are aligned to state standards and reflect individual students’ goals

and objectives.

• Modifications and adaptations are made in agreement with students’ IEP

needs.

• Accessible Educational Materials, Universal Design for Learning (UDL) tools, and

Assistive Technology (AT) tools are used according to student need.

TEACHER INDICATORS:

• Teachers demonstrate knowledge of state standards.

• Teachers are knowledgeable about the general education curriculum and

differentiate according to student need.

• Teachers engage students through a variety of lessons and activities that meet

individual needs.

• Teacher provide support for special education students within a continuum of

services: collaboration, co-teaching, consultation.

• Teachers demonstrate high expectations for students, with a belief that every

student will succeed.

STUDENT INDICATORS:

• Students are making progress toward their IEP goals and objectives.

• Students are working toward a higher level of self-sufficiency, self-

management, and independence.

• Students are engaged in meaningful learning activities and show pride in their

work.

• Students are growing in self-awareness, decision making, relationship skills, and

social awareness.

ASSESSMENT:

• Teachers collect data to monitor and report progress on IEP goals and

objectives.

• Students participate in district and state assessments. Some students participate

with modifications as identified in the IEP.

• Use of ongoing formative and summative classroom assessments to plan

instruction.

LINKS TO SPECIAL EDUCA-

TION RESOURCES

• Assistive Technology

• FOCUS ON DUE PROCESS

• MDE Special Education

• Social Thinking

• Special Education Data Collection Forms



http://education.state.mn.us/MDE/dse/sped/

https://www.socialthinking.com



49

HIGH SCHOOL CONTENT AREA

Reading & Writing

The Language Arts Department is committed to helping all students develop the healthy

habit of reading, writing, and communicating effectively. As lifelong learners,

students will use these healthy habits to think critically about everything they read, see,

and hear, and will be empowered to effectively express themselves.



strategies that foster a love for reading, writing, learning and communication.

• The room is arranged with areas for whole group, small group and partner interaction.

• Standards based content and language objectives are posted to meet instructional

goals.

• The classroom library provides an inviting opportunity to choose books for instructional

purpose, pleasure reading, and books for successful independent reading.

• The classroom library provides access to mentor texts used in reading and writing.


• Technology is embedded into instructional practices.

TEACHER INDICATORS:

• Design lessons aligned to Minnesota State Standards.

• Engage students in text through a variety of techniques.

• Help students develop skills for reading and responding to rigorous texts using text

evidence.

• Maximize learning through Depth of Knowledge questions that encourage response to

reading in authentic conversation and/or writing.

• Use multiple sources of information and media to enhance learning.

• Differentiate instruction based on formative and summative assessment.

• Differentiate assignments to meet varied course standards/objectives, learning styles,

student needs.

STUDENT INDICATORS:

• Actively engage in the learning process.

• Use metacognition to show understanding of new learning, responding to and asking

questions about text using text evidence.

• Use reading strategies to problem solve reading and comprehension of rigorous, and

more complex text.

• Monitor comprehension while reading independently.

• Demonstrate critical thinking through discourse and writing.

• Work collaboratively in a group toward common goal or presentation.

• Evaluate and improve writing using rubrics and feedback from peers and teacher.

ASSESSMENT:

• Assessment is an ongoing process.

• Use formative and summative assessment to inform instruction.

• Assessment is differentiated based on Standards, course content and student need.

• Use rubrics to demonstrate expectation of quality work and measure growth.

• Progress toward meeting goals is regularly communicated with students and parents.

• Writing assessment shows a progression of skill acquisition and depth of understanding.

Teaching and Learning Content

Curriculum

Holt-McDougall Curriculum

“I kept always two

books in my

pocket.

One to read, one to

write in."

Robert Louis

Stevenson







http://my.hrw.com

50


World Languages


• Routines are established and a strong foundation of togetherness and community are

built through shared experiences, traditions, stories, and relationships.

• Classroom environment is welcoming and accepting of all students.

• ISD 742 learning goals based on the National ACTFL Standards are posted and

discussed.

• Students use various resources, including technology.

• Proper use and care of equipment, materials and community supplies are established

and followed.

TEACHER INDICATORS:

• Learn about the cultures and interests of students and develops authentic relationships

with students.

• Make content relevant and real by linking it to students’ experiences and lives through

culturally responsive teaching.

• Base lesson design and implementation on National ACTFL Standard and the 5 Cs

(Communication, Cultures, Connections, Comparisons, Communities).

• Provide intentional, rigorous opportunities for students to practice the three modes of

communication (interpersonal, interpretive, presentational).

• Customize, differentiate, modify and accommodate instruction based on learner

needs.

• Allow students choices to work collaboratively or independently.

• Guide selection of resources and technology to support the needs of learners.

• Use ISD 742 adopted and recommended resources.

• Guide students to understand their learning needs so they may make choices and

become self-directed learners.

• Create opportunities to allow for application of knowledge and skills rather than using

scripted language only.

• Daily instruction is organized into 5 main sections:

- Discussion of lesson objective or essential question.

- Access of prior knowledge.

- Direct instruction, demonstration, modeling.

- Guided and independent practice.

- Reflection, lesson summary, check for understanding and re-teach as needed.


• Next Page



• Next Page


51


World Languages

STUDENT INDICATORS:

• Actively engaged and participating in the learning process.

• Use language and/or grammatical concept and vocabulary in discussion.

• Work is clearly aligned to appropriate priority teacher benchmark.


• Involve in discussion and collaboration of groups.

• Use resources, tools and technology to demonstrate learning.

• Use research, reasoning and critical thinking skills to make connections between self

and content.

• Monitor and reflect on progress throughout units of learning.

ASSESSMENT:

• Authentic products, creations and performances.

• Data is posted and up to date.

• Students reflect and monitor progress in order to understand what they need to do to

achieve mastery.

• Teacher use of ongoing and frequent formative and summative assessment to check

for student achievement toward goals and standards.

• Student achievement data are tracked and analyzed, often through data teams and

data is used to drive instruction.

• Regular communication with parents is consistent and documented.


• Previous Page



• Previous Page



• Previous Page


52


Mathematics

RESOURCES

• PBIS

• CLR

• SAMR

• ConnectEd

• ALEKS.com




• Illuminations


• Desmos


• Next Page



• Next Page




regularly cited.



• Protocols, such as using tools and communicating ideas, are explicitly taught through

gradual release and consistently followed throughout the year.




activities.






Math classes are offered as a full-year, daily section in a routine student schedule.

Teachers are encouraged to overtly highlight and ask students to make connections

between math as well as other content areas and current societal situations. The

technology Inspire 1:1 roll out encourages teachers to use the SAMR model to

incorporate technology resources into their teaching environment.

District supported resources for the 9-12 math program are based on the MN Academic


• McGraw Hill Glencoe: Algebra 1, Geometry, Algebra 2, Pre-Calculus

(ConnectEd.com).

• Individualized online learning environment: (ALEKS.com).

• EA Program: Math Foundations 1 and 2.

• Special Education Program: McGraw Hill Glencoe , Algebra 1, Geometry, Algebra 2,

(ConnectED.com); other curriculum resources as directed by your Special Education

Supervisor..


content website under Learning and Teaching’s Curriculum section in StaffNet.

TEACHER INDICATORS:


debate to engage students in higher-order thinking.

• Require students to transfer learning, help them analyze/address task demands and

assemble big ideas (note taking, summarizing, etc.)


• Domain 3: Engagement and Enjoyment











53


Mathematics

RESOURCES

• PBIS

• CLR

• SAMR

• ConnectEd

• ALEKS.com




• Illuminations


• Desmos


• Previous Page



• Previous Page


STUDENT INDICATORS:




work on.

• Think critically – synthesize and discuss ideas, give explanations, make hypotheses.

• Are able to Identify big ideas, important details and make meaningful connections

and generalizations.to actively process new content.






ASSESSMENT:





• Re-teach and/or model as needed based on formative assessment, using district

resources.

• Highlighted resource: Use Schoology and publisher’s online resources for formative

and summative assessment, reflection, collaborative discussion and work, and student

feedback.









54



• Next Page



• Next Page


RESOURCES

• PBIS

• CLR

• SAMR




District 742’s Secondary Science Program Guiding Statement: Empower with science knowledge and understanding,

Navigate our ever changing world,

Goal-oriented instruction to prepare for the future,

Active teaching and learning for all students,

Generate solutions as critical thinkers, and

Educate and inspire students to feel successful.


• NOTE: Minnesota Academic Standards for Science were updated in May 2019.



• Minnesota academic standards for science, key concepts and learning goals are

posted and regularly cited.



• Appropriate safety procedures and protocols for materials are explicitly taught

through gradual release and consistently followed throughout the year.




• High engagement opportunities through the use of hands on materials and a variety of

contexts (i.e. modeling, use of national science and engineering practices, student real

world examples).



• Cross Cutting Concepts, Science and Engineering Practices and Disciplinary Core Ideas

are taught together.


Science classes are offered as a full year, daily section in a routine student schedule.

District supported resources for the 9-12 science program are based on the MN Academic

Standards and include:

• 9th Grade – “Science 9” (Physical Science): McGraw Hill Glencoe.

(www.ConnectEd.com)

• 10th Grade – Biology: McGraw Hill Glencoe.

• 11 and 12th Grade – a full year of EITHER Chemistry or Physics (cannot be combined

for graduation requirements) .

• Electives: Environmental Sciences and Health Careers/Human Sciences .

Detailed course information, scope and sequence for content common assessments and

other guidelines are provided on the science content website under Teaching and

Learning’s Curriculum section in StaffNet.

TEACHER INDICATORS:


the classroom for safety and learning .





55



• Previous Page



• Previous Page


RESOURCES

• PBIS

• CLR

• SAMR

• Learning and Teachings’s







STUDENT INDICATORS:











ASSESSMENT:

• Use ongoing formative and summative assessments to check for student understanding

and to adjust instruction accordingly, guided by the MN Academic Standards for

Science, the national Next Generation Science Standards and Practices, and district

resources.

• Re-teach and/or model as needed based on formative assessment. (examples

include: pair/share, fist to five, quick writes, exit tickets)

• Highlighted resource: Use of Schoology and publisher’s online resources for formative

and summative assessment, reflection, collaborative discussion work, and student

feedback.

56


Social Studies

RESOURCES

• PBIS

• CLR

•







• Appropriate text level reading on subjects connected to grade level social

studies benchmarks.








Resources:

• Grade 9: Geography Alive! Regions and People.TCI. Student print text and online

resource available.

• Grade 10: Discovering World History and Geography; McGraw Hill. Online student

account; print text available.

• Grade 11: The Americans, Houghton Mifflin Harcourt. Online access and print text.

• Grade 12: Explorations in Economics, Worth. Print text primary, online student account.

• Grade 12: United States Government, Our Democracy. McGraw Hill. Online student

account; print text available.

Strategies:

• Inquiry Framework - C3 social studies.

• Compare-Contrast/Similarities-Differences strategies.

• Primary Source material; text, images, artifacts, evidence.

TEACHER INDICATORS:






• Differentiate assessment tasks.

STUDENT INDICATORS:








• Core resource materials, Thoughtful Classroom framework.

• A wide variety of sources that represent diverse (and often absent) perspectives.

57


Health Education DOCUMENT NAVIGATION:





• Standards, Benchmarks and



Education health folder

(Google Drive)







• Classroom is organized and instructional resources are accessible to students.


TEACHER INDICATORS:

• Display knowledge of health content and is prepared with all instructional materials.

• Lessons are based on standards/benchmarks and district-aligned curriculum.

• Communicate and reference benchmarks and guiding questions.

• Access prior knowledge and review key concepts and/or skills.


• Daily instruction is organized into three main sections:

1. 5-15 minutes of direct instruction and/or modeling.

2. Guided practice, cooperative group work and/or individual practice.




• Implement daily literacy strategies (write to learn, literacy circles, vocabulary, and non

-fiction writing).

• Use a variety of teaching strategies (direct instruction, small group, pair share, quick

write etc.).

• Differentiate lessons for ELL and Special Education students.

STUDENT INDICATORS:


• Use health concepts and vocabulary in discussion.




• Engage in nonfiction writing, reading, and/or vocabulary strategies in Health.

• Engage in arts literacy strategies with movement in the classroom.

ASSESSMENT:





students.

58


Physical Education










TEACHER INDICATORS:

• Display knowledge of physical education content and is prepared with all instructional

materials.



• Provide developmentally sequenced and appropriate progressions of gross motor skill

and movement concept instruction.



• Organization of daily instruction:

1. Personal physical fitness component: Review or introduce content.

2. Skill, strategy, or concept instruction: Refinement and practice.

3. Application of skills and concepts.



• Provide direct instruction in sections no more than 5 minutes in length.

• Use high level and consistent questioning.




etc.).

• Differentiate lessons and support all learners including ELL and Special Education

students.

• Use daily and ongoing formative and/or summative assessments to inform instruction.

• Introduce a variety of individual, dual, team, and recreational activities.

• Guide student assessment of personal fitness and student development of individual

programs.

• Introduce lifetime fitness activities so that personal fitness plans may be developed for

lifelong use.


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folder)

59


Physical Education

STUDENT INDICATORS:


• Use physical education concepts and vocabulary in discussion.




• Engage in nonfiction writing, reading, and/or vocabulary strategies in physical

education.

ASSESSMENT:





students.

• Grades are based on a combination of dressing out, participation and standards.


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folder)

60








achievement.

High School options for advanced enrichment include Advanced Placement courses, Post

Secondary Enrollment Options, Senior to Sophomore and Articulated College Credit

Advanced Placement (AP)

Skills developed in AP will not only benefit a student in high school, but in college and

beyond. AP coursework is thought provoking, challenging, and substantial. Students who

complete AP courses can have an edge with college admissions. AP courses also allow

students to earn college credit while still in high school and AP success can lead to

scholarships and academic awards. Advanced Placement courses follow the designated

AP curriculum outlined by the College Board.

Post Secondary Enrollment Options Post Secondary Enrollment Options (PSEO) is a program that allows 10th, 11th an 12th

grade students the opportunity to earn college credit for courses completed while still in

high school. Courses are generally offered on college campuses or at their local high

school. Some colleges may also offer on-line courses. PSEO options are available at

participating public and private institutions. The State of Minnesota and District 742 pays for

tuition and books for PSEO classes.

Senior to Sophomore The Senior to Sophomore Program offers eligible students an opportunity to begin earning

college credits while fulfilling high school graduation requirements and staying on their

high school campus. In addition to earning credits, these rigorous courses offer students

help in learning important “transition skills”. Students begin to learn college level skills in

critical-thinking, writing, research, course management, etc. Such skills help students make

a successful transition to college.


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RESOURCES:










indicated by STAR

assessments.




strategies.



beyond grade level

expectations.

• Extend students writing




writing.










level curriculum.




mastered.




strategies.



beyond grade level

expectations.



world situations.

61

Articulated College Credit ACC offers a unique opportunity for students to explore careers and get college credit.

Students are able to take college level courses in their own school and earn Technical col-

lege credits. This option allows students to explore a career path while earning credit, sav-

ing time and money and providing them the option of completing college early.

Music, Fine Arts and Visual Arts Students who demonstrate talent in the areas of music, fine arts and visual arts have the

opportunity to engage in individualized opportunities to further develop these talents.

These opportunities are often auditions or competition based experiences.

INSTRUCTIONAL AND ASSESSMENT GUIDELINES FOR ADVANCED COURSES

Honors Courses have the following guidelines related to instruction and assessment:

Instructional Practices

• Students spend the majority of their classroom time engaged in analysis, evaluation

and/or synthesis learning opportunities.

• Students engage in solving real world problems with unpredictable outcomes.

• Students apply knowledge to various contexts, especially real world issues or problems.

• Students produce original work.

• Students engage in complex tasks independently of the teacher. Students who are

not yet ready to complete complex tasks independently receive scaffolded support to

meet course expectations.

Assessment Practices

• Assessments require students to engage in analysis, synthesis and/or evaluation tasks.

• Students are asked to create unique solutions that apply their knowledge to real word

problems.

• Assessments require students to solve multi step problems.

• Students are given opportunities to demonstrate their knowledge on performance

based assessments.




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RESOURCES:










indicated by STAR

assessments.




strategies.



beyond grade level

expectations.

• Extend students writing




writing.










level curriculum.




mastered.




strategies.



beyond grade level

expectations.



world situations.

62

K-12 CONTENT AREA

AVID Schoolwide


• Routines are established and a strong foundation of community is built.

• Classroom environment is positive, welcoming, respectful and accepting of all

students.

• Lesson objectives and course standards are posted and discussed.

• Various resources, including technology, are used by students.

• Proper use, care, and safety of equipment, tools, materials/supplies are established,

taught and practiced.

• Instructor models positive character and work traits (respect, responsibility, self-

discipline and citizenship, etc.).

• Learning is active and differentiated.

• Established routines, protocols and strategies for PBIS, CLR and Thoughtful Classroom


INSTRUCTIONAL RESOURCES AND INSTRUCTIONAL STRATEGIES:

• Course Specific adopted resources provide:

- Appropriate text level reading on subjects connected to subject matter.

- Text, images and activities from multiple perspectives.

• AVID and Thoughtful Classroom Instructional Strategies.

• Appropriate text level reading on subjects connected to subject matter.


TEACHER INDICATORS:

• Provide intentional, rigorous opportunities for all student to develop specific

academic, intellectual, employability, and 21st century skills necessary for success in

Career, College/Credential and Community life.

• Incorporate students’ interests into lessons.

• Differentiate instruction and assessment to meet students’ needs.

• Promote high-level student collaboration.

• Provide students opportunities to reflect on their learning and curb the curve of

forgetting.

• Promote metacognition.

• Help students set future performance goals.

• Invite diverse forms of thinking.

• Maintain excitement and on-task behavior using a variety of tools and strategies to

develop growth mindsets.


• Establish clear and measurable learning SMART goals/targets.

• Introduce new and key vocabulary.

• Organize content into meaningful chunks.

• Use outside resources to enhance learning.

• Engage students in higher-order thinking. (Costa’s Levels of Inquiry)

• Implement Focused Notetaking 5 Step System.

• Utilize student binder, planner, and colored folder system.

• Implement WICOR Strategies:

• Writing to learn

• Inquiry Emphasis

• Collaborative Structures

• Organized Techniques

• Reading to Learn

• Complete tri-annual AVID Student Level Assessments. (Grades 4-6)

RESOURCES

• PBIS

• CLR


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63

6-12 GRADE CONTENT AREA

AVID Elective


• Routines are established and a strong foundation of community is built.

• Classroom environment is positive, welcoming, respectful and accepting of all

students.

• Lesson objectives and course standards are posted and discussed.


• Proper use, care, and safety of equipment, tools, materials/supplies are established,

taught and practiced.

• Instructor models positive character and work traits (respect, responsibility, self-

discipline and citizenship, etc.).

• Learning is active and differentiated.

• Established routines, protocols and strategies for PBIS, CLR and Thoughtful Classroom


INSTRUCTIONAL RESOURCES AND INSTRUCTIONAL STRATEGIES:

• Course Specific adopted resources provide:

- Appropriate text level reading on subjects connected to subject matter.

- Text, images and activities from multiple perspectives.

• AVID and Thoughtful Classroom Instructional Strategies.

• Appropriate text level reading on subjects connected to subject matter.


TEACHER INDICATORS:

• Provide intentional, rigorous opportunities for all student to develop specific

academic, intellectual, employability, and 21st century skills necessary for success in

Career, College/Credential and Community life.

• Incorporate students’ interests into lessons.

• Differentiate instruction and assessment to meet students’ needs.

• Promote high-level student collaboration.

• Provide students opportunities to reflect on their learning and curb the curve of

forgetting.

• Promote metacognition.

• Help students set future performance goals.

• Invite diverse forms of thinking.

• Maintain excitement and on-task behavior using a variety of tools and strategies to

develop growth mindsets.


• Establish clear and measurable learning SMART goals/targets.

• Introduce new and key vocabulary.

• Organize content into meaningful chunks.

• Use outside resources to enhance learning.

• Engage students in higher-order thinking. (Costa’s Levels of Inquiry)

• Implement Focused Notetaking 5 Step System.

• Utilize student binder, planner, and colored folder system.

• Implement WICOR Strategies:

• Writing to learn

• Inquiry Emphasis

• Collaborative Structures

• Organized Techniques

• Reading to Learn

• Complete tri-annual AVID Student Level Assessments.

• Facilitate AVID tutorials.

RESOURCES

• PBIS

• CLR


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64

STUDENT INDICATORS:

• Engage in multi-faceted collaborative activities.

• Demonstrate on-task, self-motivated learning behaviors.

• Utilize binder and planner organization system.

• Understand the academics, intellectual, employability and 21st Century skills

necessary for success in career/college/credential/community life.



• Make connections to the real world.

• Analyze and revise own work to improve its quality.

• Understand and follow classroom rules and procedures.

• Access to CTSO’s (Career and Technical Student Organizations), WBL (Work-based

Learning Opportunities) and IC (Industry Certification). (CTE only)


Career & Technical Education


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RESOURCES

• PBIS

• CLR

65

Culturally Linguistically Responsive Instruction (CLR)

MINDSET

Educators have to see their students’ behaviors differently-- culturally and linguistically --

as the initial step to changing the instructional dynamic in the classroom and the overall

school climate. A change in mindset is rooted in four areas:

Speaking a common language - “Responsiveness means the validation and

affirmation of indigenous (home) culture and language for the purpose of building

and bridging the student to success in the culture of academia and in mainstream

society.”

Listening to your deficit monitor - Reflection on the question, “What will prevent me

from validating and affirming a student culturally and linguistically?”

Knowing your race-ethno cultural identity - When you love yourself or know who you

are culturally and linguistically, you are likely to love others.

Identifying the students who are in most need of cultural responsiveness - The

identification of the most underserved students in your setting tells you what specific

strategies and activities will work most effectively.

SKILLSET

Methods of Instruction Continuum

• Traditional methodology: Teacher-centered with a higher affective filter and reliance

on one-way interaction.

• Responsive methodology: Student-centered with a lower affective filter and reliance

on two-way interaction.

• Culturally responsive methodology: Responsive but with the addition of culture

(anthropological) elements, such as language, rhythm (music), and other aspects of

culture.

Pool of Responsive Activities

• Responsive Classroom Management.

• Responsive Academic Vocabulary.

• Responsive Academic Literacy.

• Responsive Academic Language.

• Responsive Learning Environment.

Re-imaging the Learning Environment

• “De-Blumenbach” your classroom - deliberately looking for ways to make images,

posters, and signs more racially representative of your student population.

• “De-Commercialize” your classroom - at least 70% of images, posters, and signs in your

classroom are authentically produced by students and the teacher, with student work

being most prominent.

• “De-Superficialize” your classroom - adding historical and visual representations of your

students’ cultural backgrounds.

Emerger Splasher Floater Kicker Streamliner Free Styler

Use of 0-1

different CLR

activities in

an

instructional

block.

Use of 2-3

different CLR

activities in

an

instructional

block.

Use of 4-5

different CLR

activities in

an

instructional

block.

Use of 5-7

different CLR

activities in

an

instructional

block.

Use of 6-8

different CLR

activities in

an

instructional

block.

Use of 9

different CLR

activities in

an

instructional

block.





66

School-Wide Positive Behavioral Interventions & Supports (Schoolwide PBIS)

Schoolwide Positive Behavioral Interventions & Supports is a multi-tiered framework for

school staff to proactively manage student behavior. Data-based decision making helps

schools create preventative systems and use evidence- based practices to improve

academic and behavioral outcomes for all students. Bully prevention is embedded

within St. Cloud Area School District 742 PBIS efforts. Using collective wisdom, schools can

create safe and supportive learning environments for all students and staff.

Schoolwide PBIS Strategies and Tools are listed in the table below.

Timelines for districtwide teaching and learning of schoolwide expectations are listed

below. In addition, there are monthly districtwide bully prevention lessons and activities

planned for each level.

To access Harassment and Bully Prevention information for specific grade levels, follow

the District 742 PBIS web page. (See link on the sidebar). Additional information on PBIS

can be found on the resources listed on the sidebar. Each school has a PBIS Internal

Coach who can assist with questions about PBIS at each school.

PBIS Strategy PBIS Tool

Teach Expected Behavior throughout

the entire school campus

School-wide Teaching Matrix

Make Expected Behavior Visual Expectation Posters in Context

Teach Procedures Using the Common

Behavioral Language

Procedures Checklist

Classroom Procedures Matrix

Make Expected Behavior Visual Procedural Anchor Charts

Provide Positive Behavioral Feedback School “Gotcha” Prompt

Use Effective Error Correction School Major/Minor Flowchart

Collect Behavioral Data to

Plan Interventions

Best Fit Interventions

Access Advanced Tiers of PBIS School MTSS Process

Bully Prevention – Teaching Schoolwide Expectations

First week of:

September

First week back:

In January

First week back:

In March

Throughout the school year for new students and staff.

As data indicates a need for re-teaching.

RESOURCES:

• Harassment and Bully

Prevention

• District 742 PBIS Page

• Minnesota PBIS Page

• National PBIS Page

• APBS—Association of Positive

Behavior Support

• PBIS World








http://www.pbismn.org/

http://www.pbis.org/

http://www.apbs.org/

http://www.apbs.org/

http://www.pbisworld.com/

67


• Next Page


DEFINITIONS PAGE 1 Access for ELLs (ACCESS)

Accommodations

Adequate Yearly Progress (AYP)

Adult Basic Education (ABE)

Advanced Placement (AP)

Advancement Via Individual Determination (AVID)

Aim Line

Alternative Delivery of Specialized Instructional Services

(ADSIS)

DEFINITIONS PAGE 2 American College Test (ACT)

Americans with Disabilities Act/Section 504 (ADA)

Annual Measureable Achievement Objectives (AMAO)

Area Learning Center (ALC)

Assessment

Assets Support and Procurement (ASAP)

Atomic Learning

Automated Educational Substitute Operator (AESOP)

Automaticity

Balanced Literacy

DEFINITIONS PAGE 3 Baseline

Benchmark

Benchmark Window

Benchmarking

Building Intervention Team (BIT)

Capstone

Career and Technical Education (CTE)

Case Manager

Common Core State Standards (CCSS)

Choral Reading

Code of Conduct

Cognitive Abilities Test (CogAT)

DEFINITIONS PAGE 4 Community Education (CE)

Community, Accountability and Prevention (CAAP)

Comprehension (reading)

Connected-text Reading

Content Literacy Continuum (CLC)

Continuing Education Units (CEU)

Conventions (in writing)

Culturally and Linguistically Responsive Instruction (CLR)

Curriculum Based Measurement (CBM)

Decoding

Developmental Adapted Physical Education (DAPE)

List of Terms, Definitions and Acronyms

ACRONYMS PAGE 1

ACCESS

AYP

ABE

AP

AVID

ADSIS

ACRONYMS PAGE 2

ACT

ADA

AMAO

ASAP

AESOP

ACRONYMS PAGE 3

BIT

CTE

CCSS

CogAT

ACRONYMS PAGE 4

CE

CAAP

CLC

CEU

CLR

CBM

DAPE

ACRONYMS PAGE 5

DCD

DD

DAO

DMS

DPRS/Student Plans

ACRONYMS PAGE 6

ECFE

EIT

ESEA

EBD

EL

ELA

ACRONYMS PAGE 7

ELL – see EL

EL

Equity

ESSA

Expert 21

EXPLORE

ESY

FastPage

ACRONYMS PAGE 8

FR

GOMs

ACRONYMS PAGE 9

Google Apps

GRAD

Groupwise

GAC

HQ

ACRONYMS PAGE 11

MCA

MTSS

PBIS

ACRONYMS PAGE 12

samr

STAR

TDAS

ACRONYMS Links (underlined text) take you to the definitions pages

TERMS AND DEFINITIONS Links (underlined text) take you to the definitions pages

68


• Previous Page


DEFINITIONS PAGE 5 Developmental Cognitive Disabilities (DCD)

Developmental Design (DD)

Dictated Writing

Differentiated Instruction

Disaggregate

Disproportionality

District Administration Offices (DAO)

District Media Services (DMS)

DPRS/Student Plans (DPRS)

DEFINITIONS PAGE 6 Early Childhood Family Education (ECFE)

Early Intervention Team (EIT)

Elementary and Secondary Education Act (ESEA)

Emotional or Behavioral Disorders (EBD)

English as a Second Language (ESL)

DEFINITIONS PAGE 7 English Language Arts (ELA)

English Learners (EL)

Equity Services (Equity)

Every Student Succeeds Act (ESSA)

Exited from Intervention(s)

EXPLORE

Expository Text

Extended School Year (ESY)

FastPage

DEFINITIONS PAGE 8 Fidelity of Implementation

Fluency (oral reading)

Fluency in Reading

Fluency in Word Solving

Formative Assessment

Frustration Level Reading

General Outcome Measures (GOMs)

Genre

Goal Line

GOM (General Outcome Measure) or CBM (Curriculum

Based Measure)

DEFINITIONS PAGE 9 Google Apps

Gradual Release of Responsibility

Graduation Required Assessments for Diploma (GRAD)

Grammar

Groupwise

Growth

Guidance and Counseling (GAC)

High Frequency Words

Highly Qualified (HQ)

Independent Level Reading

DEFINITIONS PAGE 10 Independent Writing

Informal Diagnostic Assessment

Instructional Level Reading

Intensive Intervention

Interactive Read Aloud

Interactive Writing

Intervention

Intervention Adaptation

Leveled Books

DEFINITIONS PAGE 11 MN Comprehensive Assessment (MCA)

Make Connections

Mentor Texts

Modeled Writing

Multi-Tiered System of Supports (MTSS)

Orthography

Phoneme

Phonics

Phonological Awareness

Probe

Progress Monitoring

DEFINITIONS PAGE 12

Reading Fluency

Reading Rate (words per minute or WPM)

Rubric

Running Record

Scaffolded Instruction

Sentence Complexity (as a text characteristic)

Shared Reading

STAR Assessment (STAR)

Target Scores

Text Structure

Trend line

List of Terms, Definitions and Acronyms

1


• Next Page

• Previous Page

• Back to Definitions List


Term Acronym

Assessing Comprehension and Communication in English State-to-State for ELLs ACCESS 2.0

Accommodations

Accommodations are changes to instruction or assessment administration that are designed to increase

students’ access to materials or enable them to demonstrate what they know by mitigating the impact of their

disability. They also are designed to provide equity, not advantage, for children with disabilities.

Accommodations might include assistive technology as well as alterations to presentation, response, timing,

scheduling, or setting. When used appropriately, they sometimes reduce or even eliminate the effects of a

child’s disability, but they should not reduce or lower the standards or expectations for content.

Accommodations that are appropriate for students’ assessments do not invalidate assessment results.

Adequate Yearly Progress AYP

Adequate Yearly Progress (AYP) is a means of measuring, through standards and assessments, the

achievement of No Child Left Behind’s (NCLB) goal. Results are disaggregated into the following subgroups: All,

American Indian, Asian, Hispanic, Black, White, Limited English Proficient, Special Education, and Free/

Reduced Lunch.

Adult Basic Education ABE

Adult Basic Education (ABE) is to provide adults with educational opportunities to acquire and improve their

literacy skills necessary to become self-sufficient and to participate effectively as productive workers, family

members, and citizens.

Advanced Placement AP

Advanced Placement (AP) courses are college-level courses, where a student can earn college credit if they

earn a score of 3 or better on the AP exam.

Advancement Via Individual Determination AVID

A school-wide and elective system designed to close the achievement gap and increase graduation rates

amongst historically underserved populations.

Aim Line

The aim line, which is sometimes referred to as the goal line, represents the target rate of student progress over

time. The aim line is constructed by connecting the data point representing the student’s initial performance

level and the data point corresponding to the student’s year-end goal. The aim line should be compared to

the trend line to help inform responsiveness to intervention and to tailor a student’s instructional program.

Alternative Delivery of Specialized Instructional Services ADSIS

Alternative Delivery of Specialized Instructional Services (ADSIS) is an application process for districts and

charter schools to apply for state special education aid. The purpose of ADSIS is to provide instruction to assist

students who need additional academic or behavioral support to succeed in the general education

environment. The goal is to reduce the number of inappropriate referrals to special education by providing

supports early to struggling students. Districts are expected to align the ADSIS program within their existing

continuum of supports, collect data as specified in the application and submit evaluation information to MDE

each year to determine program impact.



Terms and Definitions

2

Term Acronym

American College Test ACT

American College Test is the primary assessment that four-year colleges and universities use to determine

college readiness. Students can take this test multiple times, and the student’s highest score is considered in

college admission processes.

Americans with Disabilities Act/Section 504 ADA

Section 504 of the Rehabilitation Act of 1973 requires that federal funding recipients make their programs and

activities accessible to all individuals with disabilities. Section 504 protects persons from discrimination based

upon their disability.

Annual Measurable Achievement Objectives AMAO

Educational activities to improve English proficiency and academic achievement.

Assessment

A means of gathering information or data that reveals what learners control, partially control, or do not yet

control consistently.

Assets Support and Procurement ASAP

This is the system the district uses to track equipment, repair tickets and orders. All staff can generate a repair

ticket for an equipment problem.

Atomic Learning

Web based training tutorials for applications such as MS Office, IMovie and GroupWise.

Automated Educational Substitute Operator AESOP

This is a web based software tool that all licensed staff can use to record their absences and/or request a

substitute.

Automaticity

Rapid, accurate fluent work decoding without conscious effort or attention.

Balanced Literacy

A literacy program that aims to guide students toward proficient and lifelong reading. The components of

balanced literacy are: the read aloud, guided reading, shared reading, independent reading, modeled

writing, shared writing, guided writing, and independent writing.

Baseline

The first data point in a students’ progress monitoring graph, which shows their level of performance before

intervention is started. The initial baseline score can be the benchmark score if it is not more than 2 weeks old.


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3

Term Acronym

Benchmark

A specific score or goal that is used to measure student progress.

Benchmark Window

Benchmark data must be collected during the specific time periods three times per year in the fall, winter, and

spring—these are the benchmark windows. The benchmark windows are defined by the district.

Benchmarking

An assessment done 3 times a year (fall, winter, spring) that establishes a student’s proficiency level.

Benchmarking is done by teachers during a specific period or window to measure and monitor student

progress. Results can be used as one data point to determine eligibility for intervention(s).

Building Intervention Team BIT

Replaces the former BPU (Building Placement Unit). The purpose of the committee is as an intervention for

students who are not on an IEP but are struggling with school and other issues. It also serves as the authorized

committee to transfer students between mainstream school and alternative programs.

Capstone

Capstone measurements are those taken at the end of an “era” such as graduation.

Career and Technical Education CTE

Minnesota's Career and Technical Education Initiative is dedicated to preparing all Minnesotans for tomorrow's

careers, with a mission of creating a seamless system of education and workforce preparation for all learners,

tied to the needs of a competitive marketplace.

Case Manager

A case manager is an educator or related professional who organizes and coordinates special education and

other supports for a student.

Common Core State Standards CCSS

A set of grade level standards and benchmarks that identify expected skills and markers of mastery.

Choral Reading

To read aloud in unison with a group.

Code of Conduct

A code of conduct is a set of rules outlining the responsibilities of or proper practices for an individual, party or

organization.

Cognitive Abilities Test CogAT

A test that measures a student's learned problem solving skills and student's ability to reason and solve logic

problems. This assessment is used in schools who have implemented the Total School Cluster Grouping Model

to inform student classroom placement.


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4

Term Acronym

Community Education CE

St. Cloud School District’s Community Education programs provides classes for the St. Cloud Community in the

areas of Adult Enrichment, Aquatics, Youth Enrichment, Adults with Disabilities and Early Childhood Screening.

Community, Accountability and Prevention CAAP

(CAAP) is a program offered to students in grades six through 10 as an alternative to being sent home due to a

suspension.

Comprehension (reading)

The process of constructing meaning while reading a text. The reason for reading—it is a purposeful and active

process that requires intentional thinking during which meaning is constructed through interactions between

text and reader. When students comprehend test, they understand what they have read.

Connected-text Reading

The process of translating letters-to-sounds-to-words-to-phrases/sentences quickly, accurately and effortlessly.

Content Literacy Continuum CLC

Students learn critical content required in the core curriculum regardless of literacy levels.

Continuing Education Units CEU

CEU is a form given to attendees at workshops to document attendance to be used for license renewal.

Conventions (in writing)

Formal usage that has become customary in written language. Grammar, capitalization, and punctuation are

three categories of conventions in writing.

Culturally and Linguistically Responsive Instruction CLR

CLR is culturally responsive pedagogy as the use of cultural knowledge, prior experiences, frames of reference,

and performance styles of ethnically diverse students to make learning encounters more relevant to and

effective for them. It teaches to and through the strengths of these students. It is culturally validating and

affirming.

Curriculum Based Measurement CBM

Curriculum-based measurement, or CBM, is also referred to as a general outcomes measure (GOM) of a

student’s performance in either basic skills or content knowledge.

Decoding

Using letter-sound relationships to translate a word from a series of symbols to a unit of meaning.

Developmental Adapted Physical Education DAPE

Specifically designed physical education instruction and services for pupils with disabilities, age three through

21, who have a substantial delay or disorder in physical development. Instruction may include development of

physical fitness, motor fitness, fundamental motor skills and patterns, skills in aquatics, dance, individual and

group games, and sports.


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Term Acronym

Developmental Cognitive Disabilities DCD

Developmental Cognitive Disability (DCD) is defined as a condition that results in intellectual functioning

significantly below average and is associated with concurrent deficits in adaptive behavior that require

special education and related services. Developmental Design DD

To meet the unique combination of social, emotional, physical, and intellectual needs of young adolescents,

the Developmental Designs (DD) approach offers an array of strategies designed to keep young people safe,

connected, responsible, and engaged in learning. The DD approach is based on our research-grounded belief

that healthy, enjoyable relationships are the foundation for success in school. In order to establish and maintain

those relationships, teachers must know their students; students must come to know and appreciate each

other; clear parameters for acceptable behavior must be drawn and consistently maintained; and learning

must be engaging, exploratory, relevant, and varied.

Dictated Writing

The teacher reads aloud a sentence, and children write it to learn how to go from oral to written language.

The teacher provides support as needed.

Differentiated Instruction

Differentiated instruction refers to an educator’s strategies for purposely adjusting curriculum, teaching

environments, and instructional practices to align instruction with the goal of meeting the needs of individual

students. Four elements of the curriculum may be differentiated: content, process, products, and learning

environment.

Disaggregate

Reporting separate scores for each tested subgroup. According to NCLB requirements, schools need to report

test scores for nine different groups: all students, Hispanic, Black, White, American Indian/Alaskan Native,

Asian/Pacific Islander, Special Education, Free/Reduced priced lunch and students with limited English

proficiency.

Disproportionality

Disproportionality is the over- or under-representation of racially, culturally, ethnically, or linguistically diverse

groups of students in special education, restrictive learning environments, or school disciplinary actions (e.g.,

suspensions and expulsions), compared to other groups.

District Administration Offices DAO

District 742 Administration Offices.

District Media Services DMS

Media Services staff support the educational process in every District 742 school and building. Housed in a

converted bus garage built in 1964, Media Services provides support for computers, software, data networking,

information management, security, curriculum materials, communications, publications, printing and more.

DPRS/Student Plans DPRS/Student Plan

Web Based database of Special Education IEP’s.


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to Def-

Term Acronym

Early Childhood Family Education ECFE

Early Childhood Family Education (ECFE) is a program for all Minnesota families with children between the ag-

es of birth to kindergarten entrance. The program is offered through Minnesota public schools. ECFE is based

on the idea that the family provides a child’s first and most significant learning environment and parents are a

child’s first and most important teachers. ECFE works to strengthen families. ECFE’s goal is to enhance the abil-

ity of all parents to provide the best possible environment for their child’s learning and growth.

Early Intervention Team EIT

Early childhood intervention is a support system for children with developmental disabilities or delays and their

Elementary and Secondary Education Act ESEA

The Elementary and Secondary Education Act (ESEA) was passed as a part of United States President Lyndon

B. Johnson's "War on Poverty" and has been the most far-reaching federal legislation affecting education ever

passed by the United States Congress. The act was an extensive statute that funded primary and secondary

education.[1] It also emphasizes equal access to education and establishes high standards and accountabil-

ity.[2] In addition, the bill aimed to shorten the achievement gaps between students by providing each child

with fair and equal opportunities to achieve an exceptional education. As mandated in the act, the funds are

authorized for professional development, instructional materials, for resources to support educational pro-

grams, and for parental involvement promotion. The act was originally authorized through 1965; however, the

government has reauthorized the act every five years since its enactment. The reauthorization of ESEA by Presi-

dent George W. Bush was known as the No Child Left Behind Act of 2001. ESEA was reauthorized on December

10, 2015 as the Every Student Succeeds Act (ESSA) by President Barack Obama.[3] The ESEA also allows military

recruiters access to 11th and 12th grade students' names, addresses, and telephone listings when requested.

Emotional or Behavioral Disorders EBD

An emotional and behavioral disorder is an emotional disability characterized by the following: (i) An inability

to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age chil-

dren, this would include other care providers. (ii) An inability to learn which cannot be adequately explained

by intellectual, sensory or health factors. (iii) Consistent or chronic inappropriate type of behavior or feelings

under normal conditions. (iv) Displayed pervasive mood of unhappiness or depression. (v) Displayed tendency

to develop physical symptoms, pains or unreasonable fears associated with personal or school problems.

English Language Arts ELA

What used to be called "Reading" or "English," ELA includes reading, writing, speaking and listening.

https://en.wikipedia.org/wiki/Lyndon_B._Johnson

https://en.wikipedia.org/wiki/War_on_Poverty

https://en.wikipedia.org/wiki/Lyndon_B._Johnson

https://en.wikipedia.org/wiki/War_on_Poverty

https://en.wikipedia.org/wiki/United_States_Congress

https://en.wikipedia.org/wiki/Secondary_education

https://en.wikipedia.org/wiki/Elementary_and_Secondary_Education_Act#cite_note-1

https://en.wikipedia.org/wiki/Secondary_education



https://en.wikipedia.org/wiki/Professional_development

https://en.wikipedia.org/wiki/George_W._Bush

https://en.wikipedia.org/wiki/No_Child_Left_Behind_Act

https://en.wikipedia.org/wiki/Every_Student_Succeeds_Act

https://en.wikipedia.org/wiki/Military_recruiter

https://en.wikipedia.org/wiki/11th_grade

https://en.wikipedia.org/wiki/12th_grade

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Term Acronym

English Learners EL

English Learners (EL) is a K-12 program that teaches the English language to students whose native language is

not English. Students are taught by licensed EL teachers using methodology similar to that of teaching a for-

eign language to a native English speaker. Our current program includes 2,415 students, representing 39 lan-

guages. Schools must provide equal educational opportunities to all students. Failure to take action to over-

come language barriers impedes equal participation.

Equity Services Equity

A commitment to academic excellence, creating a welcoming and respectful school environment and offer-

ing staff professional development opportunities to increase their cultural competency and assist them in

meeting the educational needs of all learners are at the heart of our Excellence in Educational Equity Plan.

Every Student Succeeds Act ESSA

The Every Student Succeeds Act (ESSA) is a US law passed in December 2015 that governs the United States K–

12public education policy.[1] The law replaced its predecessor, the No Child Left Behind Act (NCLB), and

modified but did not eliminate provisions relating to the periodic standardized tests given to students.[2][3] Like

the No Child Left Behind Act, ESSA is a reauthorization of the 1965 Elementary and Secondary Education Act,

which established the federal government's expanded role in public education.

Exited from Intervention (s)

Students who make consistently good progress may stop receiving intervention(s). Exited students will continue

to receive progress monitoring probes for a minimum of 3 weeks to make sure the student’s progress is main-

tained.

EXPLORE EXPLORE

The EXPLORE/PLAN tests are given to every 8th /10th grader in our district, and is paid for through the state (no

cost to District 742). The EXPLORE is the precursor to the PLAN, which is the precursor to the ACT. These exami-

nations are nationally normed and articulated to vertically measure skills that lead to college readiness.

Expository Text

A composition that explains a concept, using information and description.

Extended School Year ESY

Summer School programming for students on an IEP.

FastPage FastPage

Web tool that allows staff to have a webpage to communicate.

https://en.wikipedia.org/wiki/K%E2%80%9312

https://en.wikipedia.org/wiki/Public_education_in_the_United_States





https://en.wikipedia.org/wiki/Every_Student_Succeeds_Act#cite_note-1



https://en.wikipedia.org/wiki/Every_Student_Succeeds_Act#cite_note-1

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Term Acronym

Fidelity of Implementation

Fidelity of implementation refers to the accurate and consistent delivery of instruction or assessment in the

manner in which it was designed or prescribed according to research findings and/or developers’ specifica-

tions. Five common aspects of fidelity are adherence, exposure, program differentiation, student responsive-

ness, and quality of delivery.

Fluency (oral reading)

The way oral reading sounds, including phrasing, intonation, pausing, stress, rate, and integration of the first five

Fluency in Reading

To read continuous text with good momentum, phrasing, appropriate pausing, intonation, and stress.

Fluency in Word Solving

Speed, accuracy, and flexibility in solving words.

Formative Assessment

Formative assessment is a form of evaluation used to plan instruction in a recursive way. With formative assess-

ment, student progress is regularly assessed to provide ongoing feedback to the student and the teacher con-

cerning learning successes and failures. With formative assessment, teachers diagnose skill, ability, and

knowledge gaps; measure progress; and evaluate instruction. Formative assessments can be formal or informal

and are not necessarily used for grading purposes. Examples of formative assessment include (but are not lim-

ited to) curriculum-based measurement, curriculum-based assessment, pretests and posttests, portfolios,

benchmark assessments, quizzes, teacher observations, and teacher/student conferencing.

Frustration Level Reading

The level at which the child reads the text aloud with less than 90% accuracy.

General Outcome Measures GOMs

General Outcomes Measures are assessments that are given to students in grades K-5 in reading. Students are

given these tests three times per year, and teachers use the results to determine next steps in instruction.

GOMs are one minutes assessment in letter-sound fluency (LSF), nonsense word fluency (NWF), or oral reading

fluency (ORF) given fall, winter, and spring. It is used as a screener to identify students below grade level

targets..

Genre

A category of written text that is characterized by a particular style, form, or content.

Goal Line

The goal line, also known as the aim line, represents the expected rate of student progress over time. A goal

line is constructed by connecting the data point representing the student’s initial performance level and the

data point corresponding to the student’s year-end goal. The goal line should be compared to the trend line

to help inform responsiveness to intervention and to tailor a student’s instructional program.

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Term Acronym

Google Apps Google Apps

Google Apps for Education is a set of tools you and your students can access to work and collaborate online

from anywhere there is internet access. Examples for your use include an online calendar, document and

spreadsheet creation, online presentations, and classroom websites. You can also store other files for easy ac-

cess and sharing with others.

Gradual Release of Responsibility

Instruction that mentors students into becoming capable thinkers and learners when handling the tasks with

Graduation Required Assessments for Diploma GRAD

The Graduation-Required Assessments for Diploma (GRAD) are the state tests that fulfill Minnesota’s high school

graduation requirement for students who first entered grade 8 in 2005-06 or later. These tests measure student

performance on essential skills in Writing, Reading and Mathematics for success in the 21st century. If a student

does not satisfy the graduation requirement for an assessment during the first administration, there will be retest

opportunities available.

Grammar

Complex rules by which people can generate an unlimited number of phrases, sentences, and longer texts in

Groupwise Groupwise

District e-mail program.

Growth Growth

Growth goals are individual measures for students, based upon their Measures of Academic Progress. Every

student is expected to make at least one year’s progress. When a student is behind grade level, then it is ex-

pected that a student makes more than a year’s progress in a school year.

Guidance and Counseling GAC

A district-wide K-12 system of Guidance Professionals designed to provide socio-emotional and academic sup-

High Frequency Words HFW

Words that occur often in the spoken and written language.

Highly Qualified HQ

Label given to teachers and paraprofessionals who meet the new NCLB requirements. For example, teachers

in core academic areas must: hold a bachelor’s degree; be licensed/certified by the State; and demonstrate

subject area competence. Standards differ for new and current teachers, as well as elementary and middle/

high school teachers. All teachers must meet these requirements by 2005-2006. Title I paraprofessionals have

their own set of requirements that must be met by 2006.

Independent Level Reading

The level at which the student reads the text with 95% or higher accuracy and excellent comprehension.

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Term Acronym

Independent Writing

Students write a text independently with teacher support as needed.

Informal Diagnostic Assessment

Informal diagnostic assessment refers to data that may be used to identify a student’s specific skill deficits and

strengths. These data may be derived from standardized measures, error analysis of progress monitoring data,

student work samples, and behavior rating forms, among other tools. Use of informal diagnostic assessment

should allow teachers to identify a student’s specific area(s) of difficulty when lack of progress is evident. This

Instructional Level Reading

The levels at which a student reads the text with 90-94% accuracy and excellent or satisfactory comprehen-

Intensive Intervention

Intensive intervention is designed to address severe and persistent learning or behavior difficulties. It also is used

for students who have proven nonresponsive to Tier 2 or secondary intervention. Intensive interventions are

characterized by increased intensity (e.g., smaller group, increased time) and individualization of academic or

behavioral intervention. Intensive intervention is sometimes synonymous with Tier 3 or interventions delivered

within the tertiary prevention level.

Interactive Read Aloud

A teaching context in which students are invited to think and talk about the text before, during, and after

Interactive Writing

A teaching context in which the teacher and students cooperatively plan, compose, and write a group text;

Intervention

SRBIs (Scientifically Research Based Interventions) are designed by specialists and delivered to students with

Intervention Adaptation

Teachers use data (including progress monitoring and diagnostic data) to revise, intensify, or individualize an

intervention to target a student’s specific needs. Strategies for intensifying an intervention may occur along

several dimensions—including but not limited to changes to group size, frequency, or duration; or changes to

the instructional principles incorporated within the intervention or in providing feedback.

Leveled Books

Texts leveled along a gradient from level A (easiest) to Z (hardest).

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Term Acronym

MN Comprehensive Assessment MCA

The state test that measures a student’s achievement against the state’s academic standards. Currently, this

assessment is given in grades 3, 5, 7, 10 and 11 to test reading and math. Within the next few years, all students

will be tested in grades 3-8 and once in grades 10-12 in the areas of reading and math; and in grades 3, 8 and

high school in the area of science.

Mentor Texts

Books or other texts that serve as examples of excellent writing. Mentor texts are read and reread to provide

models for literature discussion and student writing.

Modeled Writing

An instructional technique in which a teacher demonstrates the process of composing a particular genre,

making the process explicit for students.

Multi Tiered System of Support MTSS

Levels of support given to students in academics or behavior. Tier I = all students, Tier II = 15% of students, Tier III

= 5% of students.

Orthography

The art of writing words with the proper letters according to standard usage; the representation of the sounds

of a language by written or printed symbols.

Positive Behavioral Interventions and Supports PBIS

PBIS is best described as systems of support that include proactive strategies for defining, teaching, and supporting appropriate

student behaviors to create positive school environments.

Phoneme

The smallest units of spoken language that make a difference in meaning.

Phonics

The understanding that there are systematic and predictable relationships between written letters and spoken

words.

Phonological Awareness

The awareness of words, rhyming words, onsets and rimes, syllables, and individual sounds (phonemes).

Probe

One page reading test. There are three types of probes: 1) Letter Sound Fluency (LSF) 2) Nonsense Word Flu-

ency (NWF) and 3) Oral Reading Fluency (ORF). These tests or probes are used to assess a students’ proficien-

cy level at the beginning of the year (benchmark score); some are also used each week to show a student’s

weekly progress.

Progress Monitoring

A scientifically-based practice using tests to assess student’s academic performance and evaluate the effec-

tiveness of an intervention. Our district uses weekly or bi-weekly probes in TIES (LSF, NWF, and ORF) or STAR,

monthly.

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Term Acronym

Reading Fluency

The ability to read text with speed, accuracy, and proper expression.

Reading Rate (words per minute, or WPM)

The number of words a child reads per minute, either orally or silently.

Rubric

A scoring tool that relies on descriptions of response categories for evaluation.

Running Record

The transcript of the text on which oral reading is coded.

Substitution, Augmentation, Modification and Redefinition SAMR

A model of lessons and a mindset for teachers when planning to transform a classroom using technology.

Scaffolded Instruction

Instructional scaffolds are temporary support structures teachers put in place to assist students in accomplish-

ing new tasks and concepts they could not typically achieve on their own.

Sentence Complexity (as a text characteristic)

The complexity of the structure or syntax of a sentence. Addition of phrases and clauses to simple sentences

increases complexity.

Shared Reading

An instructional technique in which the teacher involves a group of students in the reading of a particular

book in order to introduce aspects of literacy, develop reading strategies, and teach vocabulary.

STAR Assessment STAR

A computerized assessment given fall, winter, and spring used to identify student growth in reading and math.

Talent Development and Accelerated Services TDAS

An equitable access, needs-oriented program for students who have demonstrated gifted and talented traits

Target Scores

Reading test scores that are grade-level specific and indicate where a student should be in the fall, winter and

spring of the school year. Interventions are designed to help students reach target scores. Students who score

at or above target scores have a good chance of scoring at the “proficient” level on the MN Comprehensive

Assessment (MCA).

Text Structure

Overall architecture/organization of a piece of writing. Chronology/description are common text structures.

Trend line

On a student graph, the line through the data that illustrates the slope of the data, based on the actual stu-

dent scores. This is different from the aim line, which is created from the baseline score connected to the end

of the year target score. When the trend line is at or above the aim line, the student demonstrates grade level

performance. When there is a gap between these two lines, the achievement gap is illustrated.

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Learning and Teaching Contact Information

Area of Interest/Question Name Email Extension

Academic Coaches Lori Eckert [email protected] 8053

ADSIS Lori Eckert [email protected] 8053

Art 8060

Assessment Dr. Sylvia Huff [email protected] 8057

Assistant Superintendent Dr. Marsha Baisch [email protected] 8006

AVID Jayne Greeney-Schill [email protected] 8054

CLR Al Johnson [email protected] 8105

Counselors Leah Sams [email protected] 8061

CTE Programs Leah Sams [email protected] 8061

CTE Support Megan Daniel [email protected] 8065

Curriculum/Materials/Orders

Lori Schlagheck [email protected] 8062

English Learners Kelly Frankenfield [email protected] 8058

Health Education Leah Sams [email protected] 8061

Immersion Programs Sue Linn-Hasbrouck [email protected] 3595

Learning & Teaching Executive Director

Lori Posch [email protected] 8055

Literacy Lori Eckert [email protected] 8053

Mathematics Brooke Williams [email protected] 8064

Math Corps Brooke Williams [email protected] 8064

Music 8060

My Learning Plan Megan Daniel [email protected] 8065

Physical Education Jill Lipp [email protected] 2302

Reading Corps Lori Eckert [email protected] 8053





mailto:[email protected]




















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Learning and Teaching Contact Information

Area of Interest/Question Name Email Extension

Science 8052

Social Studies 8060

Staff Development Lori Posch [email protected] 8055

Strategic Plan Lori Posch [email protected] 8055

Talent Development Laura Steabner [email protected] 8063

Targeted Services Rebecca Groenwald [email protected] 8059

Title Programs 8056

Title Support Debbie Hengel [email protected] 8050

World Languages Sue Linn-Hasbrouck [email protected] 3595











ELEMENTARY: Expectations - Schoolwires

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