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Opener 5 Minutes

(Name, Grade) Choose one of the questions and rephrase to show you interpret it.

Ex. What is working well in this area? → "When do students thrive as readers as writers."

Input 5-8 Minutes

Write Responses to any of the questions

Review 5-8 Minutes

Read the Responses. Click the {Heart} to like a responses that resonates with you.

Discussion 20 Minutes

Add additional ideas that emerge from discussion

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We need smaller class sizes and more para educators.

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In my 36 years the one support that made the most difference was smaller class sizes

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Gillian Reid, RSP LEAD & North Shoreview

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Gillian Reid, RSP LEAD & North Shoreview

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What supports our students with disabilities and English Language Learners? In what ways are we aligned to the science of reading?

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More time for smaller group work.

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3rd college park

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We need to look critically at our benchmark curriculum and note any discrepancies in the stories.  For example, both 2nd and 3rd grade BA says Alexander Graham Bell invented the telephone and this is not true information.

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We need smaller class sizes/more half class pull out programs (PE, etc) so we can be successful with smaller group work. We also need more para support and or TOSA support at all grade levels

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How can the district show this value monetarily? How can we spend money, time, and create positions to support this priority?

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Patricia Freiats RSP College Park and Beresford

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Patricia Freiats RSP College Park and Beresford

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We can add more paraprofessionals to the classes that need the most support

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How can we support efficient and effective instructional practices to strengthen students’ foundational literacy skills?

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How can we better incorporate social studies standards into benchmark so that we can have richer discussions in class and meet more social studies, ELD, and ELA (speaking/listening) standards all in the same lesson?

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bring back out ability to have an ELD teacher, PLEASE

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bring back out ability to have an ELD teacher, PLEASE

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Having lots of materials at different reading levels helps.

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Intensive interventions for our most struggling first graders.

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TK collaboration meeting

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Translations are needed for a few families and we are fortunate to have people who can translate for parents.

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Intensive literacy intervention for 2nd - 5th graders who are ELL and/or have IEPs.

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Incorporate more cultural stories into the curriculum that are representative of our students.

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Targeted skills development based on diagnostic assessments

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Small class size; Reading Recovery for struggling readers and literacy intervention. Time to collaborate within grade levels.

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Small groups

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Books and resources that reflect the students and cultures in our classrooms.

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A way to better navigate Benchmark's writing and/or a supplemental writing program to teach the different kinds of writing in our standards

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Assuming we are going to need some recovery time next year, fewer students will help us be able to reach all students.

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Because of distant learning this year, it seems the district should focus their attention on helping students meet their needs through small group instruction, possibly after school - resources should be used the help the students at this point, and not on how to help the teachers help the students

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Teach phonics explicitly

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Literacy Lessons intervention for 2nd thru 5th

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There needs to be better quality video selections, more class interactions, more engaging virtual activities that is not so easily searchable, etc.

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Support Staff (TOSA, Reading Specialist, SPED Professionals) need time to collaborate and plan with General Education Colleagues

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Benchmark has a family calendar that I just found out about that actually give families a way to be involved at home in discussion and practice. It comes in both Spanish and English.

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We need more support for our English learners to help develop their language acquisition.

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Create WIN (“what I need”) time to differentiate instruction based on need (remediation to enrichment)

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add an intervention block so we can create flexible groups to address learning needs (but make sure there is guidance and enough intervention materials to support that block)

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Reading Recovery intervention for 1st graders

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Benchmark writing is not cutting it. If we want writers, we need something that is systematic and not individual teachers pulling from random things. Benchmark REALLY only focuses on writing to a prompt- fine for test prep but not real life.

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Kinder/ 1st reading recovery

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The online small group levelled books in Benchmark have been great for guided reading.

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Literacy Coaches separate from Reading Intervention ToSAs

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Literacy Coaches separate from Reading Intervention ToSAs

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Each school should have a Literacy Coach that only focuses on coaching (with teachers) and a  reading specialist who focuses on reading intervention.

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Family engagement before TK/K.  Community programs/outreach/free educational materials. ELL students come in drastically lower than non-ELL students. Then throughout the year, families don't seem engaged in what the child is learning.

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Community Service workers at all schools

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We must be sure to enrich our curriculum with current, diverse, awesome literature... there is so much out there. Teachers should have a yearly budget to purchase new, current texts that support diversity and inclusion.

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We must be sure to enrich our curriculum with current, diverse, awesome literature... there is so much out there. Teachers should have a yearly budget to purchase new, current texts that support diversity and inclusion.

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Continue cross-district collaboration- sharing of resources, maybe some type of lesson study, etc

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More para educators in all classrooms

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More PD opportunities to new staff. The only focus we have had so far this year is Zearn (though I know it has been a very different year). It would be nice to better understand everything our ELA/ELD curriculum has to offer.

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Because many students have experienced learning loss this year, we need more supports in place to help accelerate the learning. For example, after school classes or classes conducted over fall and spring breaks for students below grade level in reading and LTELs.

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This s a VERY helpful resource. I know it is usually for 1st grade- but more access to Lit Lessons for 2and and probably even 3rd graders next year would be ideal.

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Reading Intervention and opportunities for small groups (half PE, half small group times).

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Reading Intervention and opportunities for small groups (half PE, half small group times).

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Funding for a variety of books with multicultural representation, points of view, authors as well as literature about different kinds of people in our world.

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Literacy education nights for families (so parents don't keep telling their kiddos to just "sound it out")

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Literacy education nights for families (so parents don't keep telling their kiddos to just "sound it out")

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Small groups... including special ed students in general education classrooms with appropriate adult/s support.

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Meaningful PD/training around phonics instruction

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having to pull my one EL student 30 minutes everyday takes away valuable instruction for the rest of the class.

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Have more materials that are representative of our class make. For example, I am in third grade and have readers who are at level A-D but the only instructional materials I have are as if a student reads at a third grade level (which many are below). Assuming we will eventually get back to small group instruction, it would be nice to have materials that go with our curriculum but are at their appropriate instructional level.

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Provide resources to teach books that are NOT a part of the literary canon - students do not need to read the same exact books we all read in 3rd grade

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There is going to be a need for more small group instruction/guided reading etc... yes, there is a time for whole group- but that seems to be all we can do in hybrid. More small group is needed.

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Continue to weave science and social studies standards into the language art's block.

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hands on materials for TK working with letters, sounds, syllables etc.

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hands on materials for TK working with letters, sounds, syllables etc.

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Training for teachers, staff, librarians

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Training for teachers, staff, librarians

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Book studies, guest speakers, and other forms of professional development to widen our self-awarness and knowledge of other's points of view.

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Literacy training for related service providers (SLP and OT who work closely on language structure and handwriting when they pull students)

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Literacy training for related service providers (SLP and OT who work closely on language structure and handwriting when they pull students)

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Having Lit/Lang TOSA pulling struggling readers for groups has helped.

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Professional development on best practices, evidence-based instructional methods (for example LETRS, Orton-Gillingham, Reading Teachers Top Ten Tools, etc)

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Have Benchmark trainers provide site PDs

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ELD curriculum not tied in with Benchmark.  Newcomer curriculum

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An ACTUAL ELD curriculum is needed-- bnechmark is too difficult for our newcomers

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A writing curriculum that teaches students the craft of writing across genres.

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Quick turn around for translations for families.

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Books that give representation to the students in your classrooms-a resource library or google doc to find these

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Books that give representation to the students in your classrooms-a resource library or google doc to find these

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WE DEFINITELY need something for new comers.

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explicit vocabulary instruction

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training to incorporate thematic/ project based instruction that integrates different topics and supports our ELLs and students with learning difficulties

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More collab and push in coordinated between Literacy TOSAs, RSP teachers and other service providers

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More collab and push in coordinated between Literacy TOSAs, RSP teachers and other service providers

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I know we have spent a lot of time and $ on the Benchmark program, but I find it does not help foster a love of reading/writing to my students. We need to make students love reading not love underlining the main idea.

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training for paras on how to run small reading groups so they can push into classrooms for this

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training for paras on how to run small reading groups so they can push into classrooms for this

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Fundations or SIPPS foundational literacy curriculum for k/1/2

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Newcomer teacher

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Collaboration meetings

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Parents can be invited to read books about their culture and/or share crafts, dances, songs, etc about their culture.

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I bought Heggerty Phonemic awareness program and love it. Can this be district adopted curriculum?

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Leverage online learning to offer enrichment/support across schools

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I have seen a lot of ELA district assessments, but I did not see too much of math? I am new... I am not sure if there is any district math benchmark assessments, but there has been some talk and meetings that revolve around math differentiation and interventions during SST meets

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The guided structure provided in the slides is AWESOME.

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Kinder meetings are extremely helpful.

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Reading A-Z and online resources

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In regular times, we get a chance to hold small group instruction. That is CRITICAL to be able to meet the needs of all my students.

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Morning meeting for community building

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If we want inclusion to be successful in all areas and across the district, we need to include special students in the gen ed class roster. We need to provide each gen ed classroom with students with special needs enough adult support, and we need to provide ongoing training for all sped and gen ed teachers in best practice strategies.

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My school, Laurel, has the highest ELL population. Having an ELL teacher would be greatly helpful.

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Easy, simple literacy screeners and diagnostic assessments

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District master list, that continuously is updated, of high quality multicultural and multi-representational books recommended at different levels and for different topics

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Leverage curriculum sharing and resources sharing using existing platform

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Stronger phonics curriculum than Benchmark

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Stronger phonics curriculum than Benchmark

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This crosses over with Family engagement, but helping/teaching families with tech so they can have their child do educational tech (ST Math, Lexia, BrainPop, etc) at home. Also, so they receive school/teacher info to know what is happening in class/school