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
• Health Education
• Physical Education
• Talented Development (TDAS)
SECONDARY:
• English Learners
• Special Education
• Reading and Writing
• World Languages
• Mathematics
• Science
• Social Studies
• Health Education
• Physical Education
• Talented Development (TDAS)
RESOURCES:
• CLR (Culturally Linguistically
Responsive Instruction)
• PBIS (Positive Behavioral
Interventions & Support)
• Terms, Definitions and
Acronyms
• Teaching & Learning Contacts
• Elementary Field Trip
Expectations
Instructional
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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
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RESOURCES:
To learn more about TPACK and
SAMR visit Technology Integration
on the District 742 website (link
below):
• TPACK & SAMR
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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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RESOURCES:
To learn more about TPACK and
SAMR visit Technology Integration
on the District 742 website (link
below):
• TPACK & SAMR
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PRE-K CONTENT AREA
Early Childhood DOCUMENT NAVIGATION:
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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.
• Provide descriptive feedback.
• 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.
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RESOURCES
• PBIS
• CLR
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K-12 CONTENT AREA
Music
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 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.
• Culturally relevant texts, images, and activities.
• 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.
• Provide descriptive feedback.
• 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.
• Know what they have to produce and what’s expected of them.
• Communicate about their learning.
• Use feedback to assess and modify their work/performance.
• Develop meaningful products.
• Make meaningful connections and generalizations about the arts.
INSTRUCTIONAL RESOURCES:
K-5: Making Music, adopted curriculum. Game Plan as a supplement.
Varied instruments and music-making tools.
6-12: Course specific.
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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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ELEMENTARY CONTENT AREA
Co-Teaching Framework
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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ELEMENTARY CONTENT AREA
English Learners
CLASSROOM ENVIRONMENT/ROUTINES:
• 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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ELEMENTARY CONTENT AREA
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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CLASSROOM ENVIRONMENT/ROUTINES:
• 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:
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LINKS TO SPECIAL EDUCA-
TION RESOURCES
• Assistive Technology
• FOCUS ON DUE PROCESS
• MDE Special Education
• Social Thinking
• Special Education Data Collection Forms
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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
ELEMENTARY CONTENT AREA:
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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
ELEMENTARY CONTENT AREA:
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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.
ELEMENTARY CONTENT AREA:
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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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ELEMENTARY CONTENT AREA:
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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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ELEMENTARY CONTENT AREA
Reader’s Workshop
CLASSROOM ENVIRONMENT/ROUTINES:
• 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.
• Encourage students to use new strategies while working independently, connecting
new learning to prior knowledge.
• 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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17
ELEMENTARY CONTENT AREA
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
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18
ELEMENTARY CONTENT AREA
Writer’s Workshop
CLASSROOM ENVIRONMENT/ROUTINES: 30-50 Minutes
• Classroom 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 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
• Encourage students to use new strategies while working independently, connecting
new learning to prior knowledge.
• 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.
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Teaching and Learning
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
ELEMENTARY CONTENT AREA
Mathematics
RESOURCES
• PBIS
• CLR
• ConnectEd
• ALEKS.com
• Learning and Teaching’s
Curriculum Math Content
Section in StaffNet.
• Illuminations
• SciMathMN (frameworks)
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CLASSROOM ENVIRONMENT/ROUTINES:
• 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.
20
ELEMENTARY CONTENT AREA
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:
• Domain 3: Engagement and Enjoyment.
• Domain 4: A Culture of Thinking and Learning.
• Domain 8: Applying Learning.
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
• Learning and Teaching’s
Curriculum Math Content
Section in StaffNet.
• Illuminations
• SciMathMN (frameworks)
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21
ELEMENTARY CONTENT AREA
Science
RESOURCES
• PBIS
• CLR
• FOSS
• Engineering is Elementary
• Learning and Teaching’s
Curriculum Science Content
Section in StaffNet.
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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.
CLASSROOM ENVIRONMENT/ROUTINES:
• 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.
• Routines are clearly defined, communicated and established using strategies and
suggestions from PBIS, CLR and Thoughtful Classroom Framework.
• 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.
CORE RESOURCES AND INSTRUCTIONAL STRATEGIES:
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.
22
ELEMENTARY CONTENT AREA
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.
• Domain 4: A Culture of Thinking and Learning.
• Domain 8: Applying Learning.
STUDENT INDICATORS:
• Display effort, are self-directed and able to present and explain their work.
• Are able to identify big ideas, important details and make meaningful connections
and generalizations to actively process new content.
• Think critically – synthesize and discuss ideas, give explanations, make hypotheses, and
raise their own questions.
• Have access to necessary supplies and resources.
Highlighted (TCTEF) Domains:
• Domain 1: Organization, Rules and Procedures.
• Domain 3: Engagement and Enjoyment.
• Domain 7: Deepening. and Reinforcing Learning
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 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
• Learning and Teaching’s
Curriculum Science Content
Section in StaffNet.
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23
ELEMENTARY CONTENT AREA
Social Studies
CLASSROOM ENVIRONMENT/ROUTINES:
The core resource provides:
• Appropriate text level reading on subjects connected to grade level social studies
benchmarks.
• Culturally relevant texts, images, and activities.
• Text and images from multiple perspectives.
• The room is arranged with areas for whole group and small group instruction.
• Established routines, protocols, and strategies for PBIS, CLR, and Thoughtful Classroom
Framework are utilized in classroom instruction.
• Positive relationships and mutual respect are evident.
CORE RESOURCES AND INSTRUCTIONAL STRATEGIES:
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.
INSTRUCTIONAL RESOURCES:
• Core resource materials.
• A variety of fiction and nonfiction literature.
RESOURCES
• PBIS
• CLR
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24
ELEMENTARY CONTENT AREA
Health Education
INSTRUCTIONAL RESOURCES:
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.
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CLASSROOM ENVIRONMENT/ROUTINES:
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
• 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 per grade level.
• Students can see themselves reflected in the curriculum.
Grades 4-5
• Health Education is taught 1 time per week (or equivalent schedule) for 30-45 minutes
each time.
• Lesson plans are followed and align with MDE recommended standards and bench
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.
25
ELEMENTARY CONTENT AREA
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.
INSTRUCTIONAL RESOURCES:
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.
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ELEMENTARY CONTENT AREA
Physical Education DOCUMENT NAVIGATION:
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INSTRUCTIONAL RESOURCES:
• 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)
CLASSROOM ENVIRONMENT/ROUTINES:
• Unit Priority Standards/Benchmarks/Guiding Questions are posted in classroom.
• Classroom routines (including district/building initiatives) are utilized 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
ELEMENTARY CONTENT AREA
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.
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INSTRUCTIONAL RESOURCES:
• Inline skates & 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)
28
ELEMENTARY CONTENT AREA
Talent Development & Accelerated Services
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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.
Strategies for Talented or High
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.
• Encourage students to think
deeply about math concepts
by using high level questioning
strategies.
• Provide tiered assignments to
allow students to extend
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.
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Goals & Outcomes of a Young Scholars Session
29
ELEMENTARY CONTENT AREA
Talent Development & Accelerated Services 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.
Strategies for Talented or High
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.
• Encourage students to think
deeply about math concepts
by using high level questioning
strategies.
• Provide tiered assignments to
allow students to extend
beyond grade level
expectations.
• Allow students opportunities to
apply math knowledge to real
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
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30
ELEMENTARY CONTENT AREA
Talent Development & Accelerated Services
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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.
Strategies for Talented or High
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.
• Encourage students to think
deeply about math concepts
by using high level questioning
strategies.
• Provide tiered assignments to
allow students to extend
beyond grade level
expectations.
• Allow students opportunities to
apply math knowledge to real
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.
31
JUNIOR HIGH 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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32
JUNIOR HIGH CONTENT AREA
Co-Teaching Framework
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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33
JUNIOR HIGH CONTENT AREA
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.
CLASSROOM ENVIRONMENT/ROUTINES:
• 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
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34
JUNIOR HIGH CONTENT AREA
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
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35
JUNIOR HIGH CONTENT AREA
Writing
CLASSROOM ENVIRONMENT/ROUTINES:
• A climate in which Language Arts is an engaging time supported by positive behavior
strategies that foster a love for writing and self-expression.
• The room is arranged with areas for both whole group and small group instruction.
• The classroom library provides access to mentor texts used in writing.
• Culturally Responsive teaching strategies are embedded throughout instruction.
• 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.
Teaching and Learning
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
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36
JUNIOR HIGH CONTENT AREA
Mathematics
RESOURCES
• PBIS
• CLR
• SAMR
• ConnectEd
• ALEKS.com
• Learning and Teaching’s
Curriculum Math Content
Section in StaffNet.
• Illuminations
• SciMathMN (frameworks)
• Desmos
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CLASSROOM ENVIRONMENT/ROUTINES:
• Minnesota academic standards for mathematics and learning goals are posted and
regularly cited.
• Routines are clearly defined, communicated and established using strategies and
suggestions from PBIS, CLR and Thoughtful Classroom Framework.
• Protocols, such as using tools and 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:
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.
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 and help them analyze/address task demands
and assemble big ideas (note taking, summarizing, etc.).
Highlighted Thoughtful Classroom Teacher Effectiveness (TCTEF) Domains:
• Domain 3: Engagement and Enjoyment.
• Domain 4: A Culture of Thinking and Learning.
• Domain 8: Applying Learning.
37
JUNIOR HIGH CONTENT AREA
Mathematics
RESOURCES
• PBIS
• CLR
• SAMR
• ConnectEd
• ALEKS.com
• Learning and Teaching’s
Curriculum Math Content
Section in StaffNet.
• Illuminations
• SciMathMN (frameworks)
• Desmos
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STUDENT INDICATORS:
• Display effort, are self-directed and 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.
• 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.
• Have access to necessary supplies and resources.
Highlighted TCTEF Domains:
• Domain 3: Engagement and Enjoyment.
• Domain 4: A Culture of Thinking and Learning.
• Domain 8: Applying Learning.
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, 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
JUNIOR HIGH CONTENT AREA
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RESOURCES
• PBIS
• CLR
• SAMR
• ThinkCentral
Select Science Fusion
• ConnectEd
• Learning and Teachings’s
Curriculum Science Content
Section in StaffNet.
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..
CLASSROOM ENVIRONMENT/ROUTINES:
• NOTE: Minnesota Academic Standards for Science were updated in May 2019.
Content and pedagogy will be transitioning starting in 2020-21 and the new MCA IV
Science exam will be given in Spring 2024.
• Minnesota academic standards for science, key concepts and learning goals are
posted and regularly cited.
• Routines are clearly defined, communicated and established using strategies and
suggestions from PBIS, CLR and Thoughtful Classroom Framework.
• Appropriate safety procedures and protocols for materials are explicitly taught
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.
• Cross Cutting Concepts, Science and Engineering Practices, and Disciplinary Core
Ideas are taught together.
CORE RESOURCES AND INSTRUCTIONAL STRATEGIES:
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
Standards and include: (See Resources on the sidebar for links)
• 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:
• 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.
39
JUNIOR HIGH CONTENT AREA
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RESOURCES
• PBIS
• CLR
• SAMR
• ThinkCentral
Select Science Fusion
• ConnectEd
• Learning and Teaching’s
Curriculum Science Content
Section in StaffNet.
Highlighted Thoughtful Classroom Teacher Effectiveness (TCTEF) Domains:
• Domain 1: Organization, Rules and Procedures.
• Domain 4: A Culture of Thinking and Learning.
• Domain 8: Applying Learning.
STUDENT INDICATORS:
• Display effort, are self-directed and able to present and explain their work.
• Are able to identify big ideas, important details and make meaningful connections
and generalizations to actively process new content.
• Think critically – synthesize and discuss ideas, give explanations, make hypotheses, and
raise their own questions.
• Have access to necessary supplies and resources.
Highlighted (TCTEF) Domains:
• Domain 1: Organization, Rules and Procedures.
• Domain 3: Engagement and Enjoyment.
• Domain 7: Deepening. and Reinforcing Learning
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.
40
JUNIOR HIGH CONTENT AREA
Social Studies
CLASSROOM ENVIRONMENT/ROUTINES:
The core resource provides:
• Appropriate text level reading on subjects connected to grade level social studies
benchmarks.
• Culturally relevant texts, images, and activities.
• Text and images from multiple perspectives.
• The room is arranged with areas for whole group and small group instruction.
• Established routines, protocols, and strategies for PBIS, CLR, and Thoughtful Classroom
Framework are utilized in classroom instruction.
• Positive relationships and mutual respect are evident.
CORE RESOURCES AND INSTRUCTIONAL STRATEGIES:
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:
• 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.
• Differentiate assessment tasks.
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.
INSTRUCTIONAL RESOURCES:
• Core resource materials.
• A wide variety of sources that represent diverse (and often absent) perspectives.
RESOURCES
• PBIS
• CLR
• AVID
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JUNIOR HIGH CONTENT AREA
Health Education
CLASSROOM ENVIRONMENT/ROUTINES:
• Unit Priority Standards/Benchmarks/Guiding Questions are posted in classrooms.
• Classroom routines (including district/building initiatives) are utilized in classroom
instruction to create a strong foundation of community, trust and acceptance.
• Instructor engages in positive interactions with students.
• Classroom climate is respectful among teacher-students and student-student.
• 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.
• Effectively monitor student behavior (circulating room and engaging with students).
• 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.
• Use high level and consistent questioning (use of accountable talk).
• 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.
• Understand and respect classroom expectations and routines.
• 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.
• 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 for individual
students.
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INSTRUCTIONAL RESOURCES:
• Glencoe Teen Health:
- Course 2
• Standards, Benchmarks and
common assessments located
in District 742 Physical
Education health folder
(Google Drive)
42
JUNIOR HIGH CONTENT AREA
Physical Education
CLASSROOM ENVIRONMENT/ROUTINES:
• Unit Priority Standards/Benchmarks/Guiding Questions are posted in classrooms.
• Classroom routines (including district/building initiatives) are utilized in classroom
instruction to create a strong foundation of community, trust and acceptance.
• Instructor engages in positive interactions with students.
• Classroom climate is respectful among teacher-students and student-student.
• Active learning and differentiation present within a variety of learning opportunities.
• Instructor models healthy and active behaviors.
• Proper care of equipment is established and followed.
TEACHER INDICATORS:
• Display 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.
• Provide 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).
• 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.
4. Summary of lesson and checking for understanding.
• Make smooth transitions without loss of instructional/learning time.
• Provide direct instruction in sections no more than 5 minutes in length.
• Use high level and consistent questioning.
• 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 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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INSTRUCTIONAL RESOURCES:
• Snow Shoes & Geo Fit used on
a rotational schedule between
buildings. (see information in
Google Drive folder)
• Fitness Gram Assessment
information is located in
District 742 Physical Education
health folder. (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)
43
JUNIOR HIGH CONTENT AREA
Physical Education
STUDENT INDICATORS:
• Actively engage and participate in the learning process.
• Use physical education concepts and vocabulary in discussion.
• Clearly align work to appropriate priority benchmarks.
• Understand and respect classroom expectations and routines.
• Participate in discussions and collaboration of groups.
• Engage in nonfiction writing, reading, and/or vocabulary strategies in physical
education.
ASSESSMENT:
• Student assessment data is posted and up to date.
• 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.
• Grades are based on a combination of dressing out and standards.
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INSTRUCTIONAL RESOURCES:
• Snow Shoes & Geo Fit used on
a rotational schedule between
buildings. (see information in
Google Drive folder)
• Fitness Gram Assessment
information is located in
District 742 Physical Education
health folder. (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)
44
JUNIOR HIGH CONTENT AREA
Talent Development & Accelerated Services
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.
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,
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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.
Strategies for Talented or High
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.
• Encourage students to think
deeply about math concepts
by using high level questioning
strategies.
• Provide tiered assignments to
allow students to extend
beyond grade level
expectations.
• Allow students opportunities to
apply math knowledge to real
world situations.
45
JUNIOR HIGH CONTENT AREA
Talent Development & Accelerated Services
• 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.
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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.
Strategies for Talented or High
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.
• Encourage students to think
deeply about math concepts
by using high level questioning
strategies.
• Provide tiered assignments to
allow students to extend
beyond grade level
expectations.
• Allow students opportunities to
apply math knowledge to real
world situations.
46
SECONDARY CONTENT AREA
English Learners
CLASSROOM ENVIRONMENT/ROUTINES:
•
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CLASSROOM ENVIRONMENT/ROUTINES:
• 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
SECONDARY CONTENT AREA
English Learners
IDENTIFICATION AND ASSESSMENT OF EL STUDENTS: MN STATUTE 124D.61
•
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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:
WORLD CLASS INSTRUCTIONAL
DESIGN AND ASSESSMENT
(WIDA) LEVELS
• Entering
• Emerging
• Developing
• Expanding
• Bridging
• Reaching
48
SECONDARY CONTENT AREA:
Special Education
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CLASSROOM ENVIRONMENT/ROUTINES:
• 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
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.
CLASSROOM ENVIRONMENT/ROUTINES:
• A climate in which Language Arts is an engaging time supported by positive behavior
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.
• Culturally Responsive teaching strategies are embedded throughout instruction.
• 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
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50
SECONDARY CONTENT AREA
World Languages
CLASSROOM ENVIRONMENT/ROUTINES:
• 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.
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51
SECONDARY CONTENT AREA
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.
• Understand and respect classroom expectations and routines.
• 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.
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52
HIGH SCHOOL CONTENT AREA
Mathematics
RESOURCES
• PBIS
• CLR
• SAMR
• ConnectEd
• ALEKS.com
• Learning and Teaching’s
Curriculum Math Content
Section in StaffNet.
• Illuminations
• SciMathMN (frameworks)
• Desmos
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CLASSROOM ENVIRONMENT/ROUTINES:
• Minnesota academic standards for mathematics and learning goals are posted and
regularly cited.
• Routines are clearly defined, communicated and established using strategies and
suggestions from PBIS, CLR and Thoughtful Classroom Framework.
• Protocols, such as using tools and 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:
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
Standards and include: (See Resources on the sidebar for links)
• 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..
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 (TCTEF) Domains:
• Domain 3: Engagement and Enjoyment
• Domain 4: A Culture of Thinking and Learning.
• Domain 8: Applying Learning.
53
HIGH SCHOOL CONTENT AREA
Mathematics
RESOURCES
• PBIS
• CLR
• SAMR
• ConnectEd
• ALEKS.com
• Learning and Teaching’s
Curriculum Math Content
Section in StaffNet.
• Illuminations
• SciMathMN (frameworks)
• Desmos
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STUDENT INDICATORS:
• Display effort, are self-directed and 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.
• 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.
• Have access to necessary supplies and resources.
Highlighted TCTEF Domains:
• Domain 3: Engagement and Enjoyment.
• Domain 4: A Culture of Thinking and Learning.
• Domain 8: Applying Learning.
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, 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
HIGH SCHOOL CONTENT AREA
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RESOURCES
• PBIS
• CLR
• SAMR
• Learning and Teaching’s
Curriculum Science Content
Section in StaffNet.
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.
CLASSROOM ENVIRONMENT/ROUTINES:
• NOTE: Minnesota Academic Standards for Science were updated in May 2019.
Content and pedagogy will be transitioning starting in 2020-21 and the new MCA IV
Science exam will be given in Spring 2024.
• Minnesota academic standards for science, key concepts and learning goals are
posted and regularly cited.
• Routines are clearly defined, communicated and established using strategies and
suggestions from PBIS, CLR and Thoughtful Classroom Framework.
• Appropriate safety procedures and protocols for materials are explicitly taught
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.
• Cross Cutting Concepts, Science and Engineering Practices and Disciplinary Core Ideas
are taught together.
CORE RESOURCES AND INSTRUCTIONAL STRATEGIES:
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:
• 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.
55
HIGH SCHOOL CONTENT AREA
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RESOURCES
• PBIS
• CLR
• SAMR
• Learning and Teachings’s
Curriculum Science Content
Section in StaffNet.
Highlighted Thoughtful Classroom Teacher Effectiveness (TCTEF) Domains:
• Domain 1: Organization, Rules and Procedures.
• Domain 4: A Culture of Thinking and Learning.
• Domain 8: Applying Learning.
STUDENT INDICATORS:
• Display effort, are self-directed and able to present and explain their work.
• Are able to identify big ideas, important details and make meaningful connections
and generalizations to actively process new content.
• Think critically – synthesize and discuss ideas, give explanations, make hypotheses, and
raise their own questions.
• Have access to necessary supplies and resources.
Highlighted (TCTEF) Domains:
• Domain 1: Organization, Rules and Procedures.
• Domain 3: Engagement and Enjoyment.
• Domain 7: Deepening. and Reinforcing Learning
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
HIGH SCHOOL CONTENT AREA
Social Studies
RESOURCES
• PBIS
• CLR
•
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CLASSROOM ENVIRONMENT/ROUTINES:
The core resource provides:
• Appropriate text level reading on subjects connected to grade level social
studies benchmarks.
• Culturally relevant texts, images, and activities.
• Text and images from multiple perspectives.
• The room is arranged with areas for whole group and small group instruction.
• Established routines, protocols, and strategies for PBIS, CLR, and Thoughtful Classroom
Framework are utilized in classroom instruction.
• Positive relationships and mutual respect are evident.
CORE RESOURCES AND INSTRUCTIONAL STRATEGIES:
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:
• 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.
• Differentiate assessment tasks.
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.
INSTRUCTIONAL RESOURCES:
• Core resource materials, Thoughtful Classroom framework.
• A wide variety of sources that represent diverse (and often absent) perspectives.
57
HIGH SCHOOL CONTENT AREA
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INSTRUCTIONAL RESOURCES:
• Standards, Benchmarks and
common assessments located
in District 742 Physical
Education health folder
(Google Drive)
CLASSROOM ENVIRONMENT/ROUTINES:
• Unit Priority Standards/Benchmarks/Guiding Questions are posted in classrooms.
• Classroom routines (including district/building initiatives) are utilized in classroom
instruction to create a strong foundation of community, trust and acceptance.
• Instructor engages in positive interactions with students.
• Classroom climate is respectful among teacher-students and student-student.
• 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.
• Effectively monitor student behavior (circulating room and engaging with students).
• 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.
• Use high level and consistent questioning (use of accountable talk).
• 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.
• Understand and respect classroom expectations and routines.
• 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.
• 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 for individual
students.
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HIGH SCHOOL CONTENT AREA
Physical Education
CLASSROOM ENVIRONMENT/ROUTINES:
• Unit Priority Standards/Benchmarks/Guiding Questions are posted in classrooms.
• Classroom routines (including district/building initiatives) are utilized in classroom
instruction to create a strong foundation of community, trust and acceptance.
• Instructor engages in positive interactions with students.
• Classroom climate is respectful among teacher-students and student-student.
• Active learning and differentiation present within a variety of learning opportunities.
• Instructor models healthy and active behaviors.
• Proper care of equipment is established and followed.
TEACHER INDICATORS:
• Display 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.
• Provide 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).
• 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.
4. Summary of lesson and checking for understanding.
• Make smooth transitions without loss of instructional/learning time.
• Provide direct instruction in sections no more than 5 minutes in length.
• Use high level and consistent questioning.
• 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 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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INSTRUCTIONAL RESOURCES:
• Snow Shoes & Geo Fit used on
a 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)
59
HIGH SCHOOL CONTENT AREA
Physical Education
STUDENT INDICATORS:
• Actively engage and participate in the learning process.
• Use physical education concepts and vocabulary in discussion.
• Clearly align work to appropriate priority benchmarks.
• Understand and respect classroom expectations and routines.
• Participate in discussions and collaboration of groups.
• Engage in nonfiction writing, reading, and/or vocabulary strategies in physical
education.
ASSESSMENT:
• Student assessment data is posted and up to date.
• 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 for individual
students.
• Grades are based on a combination of dressing out, participation and standards.
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INSTRUCTIONAL RESOURCES:
• Snow Shoes & Geo Fit used on
a 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)
60
HIGH SCHOOL CONTENT AREA
Talent Development & Accelerated Services
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.
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:
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 students 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.
Strategies for Talented or High
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.
• Encourage students to think
deeply about math concepts
by using high level questioning
strategies.
• Provide tiered assignments to
allow students to extend
beyond grade level
expectations.
• Allow students opportunities to
apply math knowledge to real
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.
HIGH SCHOOL CONTENT AREA
Talent Development & Accelerated Services
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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 students 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.
Strategies for Talented or High
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.
• Encourage students to think
deeply about math concepts
by using high level questioning
strategies.
• Provide tiered assignments to
allow students to extend
beyond grade level
expectations.
• Allow students opportunities to
apply math knowledge to real
world situations.
62
K-12 CONTENT AREA
AVID Schoolwide
CLASSROOM ENVIRONMENT/ROUTINES:
• 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
Framework are utilized in classroom instruction.
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.
• Various resources, including technology, are used by students.
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.
• Create a classroom that inspires and delights.
• 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
CLASSROOM ENVIRONMENT/ROUTINES:
• 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
Framework are utilized in classroom instruction.
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.
• Various resources, including technology, are used by students.
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.
• Create a classroom that inspires and delights.
• 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.
• Know what they have to produce and what’s expected of them.
• Communicate about their learning.
• 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)
SECONDARY CONTENT AREA
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.
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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
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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
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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
Page 1
1
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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.
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Terms and Definitions
Page 2
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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Page 3
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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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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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.
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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.
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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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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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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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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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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.
1
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
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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
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