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I think that Sprague really needs to seriously consider getting a core program (such as Amplify) which has most literacy components and adopt it K-2 so that there is a good flow between the grade levels. Whatever component the core can't target (such as writing or phonics) can/should be supplemented with an agreed upon program for K-2. There needs to be a more concise and developmental flow in literacy in K-2.

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Who will be responsible for overseeing any changes decided upon?

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Sort of a philosophical question-Sprague struggles because comprehension isn't a focus in the curriculum or in assessments (just as part of IRI) due to developmental needs of K-2 (more rote) but it is reported as a problem in regard to student functioning. Yet, if we don't explicitly teach comprehension to gen ed students, it is hard to say it is an area of need even for these struggling students though it clearly has a huge impact when the student struggles with non rote tasks or directives.

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What is the timeline for this alignment/implementation?

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K-2 needs to align better with writing. There should be one program for writing for K-2.

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Is there a program that another school uses, that may be good for another building?

(example: if DW uses SPIRE, is this something that Half Day should look at using instead of Wilson?)

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A vocabulary program that is heavily morphology-based

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How will we progress monitor vocabulary and comprehension interventions?

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Everyone seems open to finding research-based programs that best meet the needs of our students across the whole district even if it requires more training and time.

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Vocabulary has a connection with comprehension- need to find a tool that works to support and progress monitor students in these areas

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Visualizing and Verbalizing(comprehension)

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Need to address T1 Literacy curriculum and then we may have to tweak some of our intervention curriculums. Some core programs ma have an intervention component.

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A need for proper and effective training in the tools that we may be implementing

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Vertical alignment is important, but so is making sure interventions are developmentally appropriate.

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Ensuring that our interventions at all levels are evidence-based and that we have the proper training and materials to implement them.

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Sprague is lacking curricular options, especially for IEP services

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PA/Phonics needs to be addressed at Tier 1 in order for Tier 2/3 to be more effective. Then we can build our interventions. Since 1st grade is piloting Heggerty phonics, next year we should see the effect this has on intervention students.

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A curriculum for phonics/decoding, like Wilson, that could be used across buildings and grade levels- that is more beneficial and applicable for a school setting

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IMSE- get more information for this program

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Need to address academic vocabulary at a Tier 1 level and build interventions from there.

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High ML population and how that fits into the tiers/Sped world

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Comprehension intervention and progress monitoring; Writing intervention and progress monitoring are both needs

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Too many intervention tools, too many to pick from- tools can be guided by teacher preference

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We need to ensure that our Special Ed resources are more intensive and effective than our Tier 2/3 resources (i.e., special education eligibility doesn't penalize a student)

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Lack of vocabulary&comprehension curriculum/tools

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Tier 2/3 needs more resources for comprehension intervention

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Finding different programs that can span different grade levels that can support the five areas of reading

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Different grade levels may need different resources.