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2025-2026 Submission SW11 School Parent Compact

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2023-2024  PRE Comprehensive Needs Assessment

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2023-2024  PRE Comprehensive Needs Assessment

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Opportunities to Support Families at PRE

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Opportunities to Support Families at PRE

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DPS Chronicle Article          February 2023 

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DPS Chronicle Article          February 2023 

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By: Jackie Glaser, Title 1 Instructor at Prairie Rose Elementary
Prairie Rose Elementary (PRE) Title 1 teachers are excited to announce that we have received a $1,500 grant from Continental Resources. The grant funds were used to purchase different forms of visual manipulatives to be used in conjunction with the math intervention curriculum at PRE. The visual manipulatives that were purchased can be used across all grade levels.

A major portion of the grant was used to purchase Jot Writing tablets-also known as Boogie Boards. Jot Writing tablets are eWriters that eliminate the need for paper and pencil. They are a durable, lightweight LCD writing screen that is made to feel just like writing with a pen on paper. The image stays as long as you need it to and can be erased with the touch of a button. Each one comes with its own stylus. Math instruction includes many practice problems for students to solve. The tablets will eliminate the need for dry erase boards, markers and erasers, providing a low maintenance and effective way to engage young learners. They could be used to draw simple drawings of concrete or real items (e.g. marbles) to assist in counting, addition, subtraction, multiplication, and division. Magnetic whiteboard resources were also purchased to aid in teaching a variety of math skills.

Very young children and students who struggle with mathematics often require different types of visual manipulatives. They can help students develop a conceptual understanding of mathematical concepts and provide differentiated instruction to meet the needs of all students. The goal of this program is for a student to eventually understand the concepts or procedures without the use of manipulatives. We are excited to have these tools to help our students succeed.

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MATH: Where Every Problem has a Solution!

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By: Jackie Glaser, Title 1 Instructor at Prairie Rose Elementary Prairie Rose Elementary (PRE) Title 1 teachers are excited to announce that we have received a $1,500 grant from Continental Resources. The grant funds were used to purchase different forms of visual manipulatives to be used in conjunction with the math intervention curriculum at PRE.

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2025 PRE Schoolwide Title 1 Annual Review Meeting

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Parent Strategies For Improving Child's Math

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Parent Strategies For Improving Child's Math

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Parent Strategies for Improving Your Child's Math

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2023-2024 Annual Review Meeting Evaluation 

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2023-2024 Annual Review Meeting Evaluation 

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2023-2024 Annual Spring Review meeting PRE May 2024

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Title Math Grant Award Continental Resources

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2020 - 2021 Title 1 Plan Executive Summary

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2020 - 2021 Title 1 Plan Executive Summary

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Submission SW01 part 2.pdf Title 1 Plan Executive Summary

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Parent Notice of Every Student Succeeds Act (ESSA) Funding

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Parent Notice of Every Student Succeeds Act (ESSA) Funding

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Submission SW03.pdf Parent notice of ESSA Funds

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DPI Title 1 Annual Review Meeting Information

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DPI Title 1 Annual Review Meeting Information

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Parent Letters Aligned to Science of Reading

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Parent Letters Aligned to Science of Reading

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Parent letters attached to PRE Monthly Newsletter under "Title Tidbits"

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Continental Resources awarded Title 1 teachers a grant in the amount of $2,500.

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Funding the Future Grant 2022 Dickinson Press

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DPS Foundation Grant Kindergarten Readiness Kits

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DPS Foundation Grant Kindergarten Readiness Kits

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2022-2023 Title 1 Professional Development

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2022-2023 Title 1 Professional Development

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Title 1 Professional Development 2022-2023

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North Dakota Department of Public Instruction

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NDDPI provides guidance for school districts in complying with state and federal laws, communicates state education policy, and works to increase educational opportunity.

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North Dakota Department of Public Instruction

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Food Distribution Program on Indian Reservations (FDPIR)

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Title 1 Professional Development 2021-2022

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Title 1 Professional Development 2021-2022

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Title 1 Professional Development 2021-2022

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District-Level Parent and Family Engagement Policy

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District-Level Parent and Family Engagement Policy

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KAB-1 District-Level Parent  Family Engagement Policy Final

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Phonics & Stuff is dedicated to providing high-quality resources for learning and teaching phonics. Explore our games for learners or our sophisticated tools to create customized phonics lessons.

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Great resources to practice at home!

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Lessons 42-53 Resources | UF Literacy Institute

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A consonant digraph is a combination of two consonant letters that represent a single consonant speech sound. The lessons in this unit are designed to strengthen students' familiarity with consonant digraphs.

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Includes videos on words using Heart Word Magic!

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Heart Word Magic - Read and Spell High Frequency Words | Really Great Reading

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Heart Word Magic - Help Students Learn to Read and Spell High-Frequency and Sight WordsHeart Word Magic is a complimentary teaching tool designed to help students learn to read and spell high-frequency words and sight words, particularly those that aren’t very decodable. Show your students the animations, then try these fun, hands-on free Student Practice

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First 300 High Frequency Words Sorted Phonetically

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First 300 High Frequency Words Sorted Phonetically

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First 300 High Frequency Words Sorted Phonically

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Dickinson Public Schools Foundation Mini-Grant

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Dickinson Public Schools Foundation Mini-Grant

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Letter to Jackie Glaser Amanda Wiesen Kindergarten Literacy and Math Readiness mini grant (

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REV2.2024.06.27 Math Content Standards Final

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Summer is the perfect time to pick up an article and to grow your understanding about what research suggests. This week, I wanted to share a variety of articles and research that have helped me grow as an educator. Most of them are easy to read, but the implications are huge!

This article is big, because it is one of the first real pieces of evidence that supports a knowledge-building curriculum. Natalie Wexler is the author of The Knowledge Gap, a book that literally changed my understanding of comprehension.

In this article for Forbes, she shares results of research that was released this year about the effect of a knowledge-building curriculum. She links the actual study in the article, but you can also just read her summary!

This study "involving more than 2,000 students has found that children who got a content-rich, knowledge-building curriculum for at least four years, beginning in kindergarten, significantly outperformed their peers on standardized reading comprehension tests. Students from low-income families made such dramatic gains that their performance on state tests equaled that of children from higher-income families"(Wexler, 2023). Friends, this is HUGE news. This evidence suggests that a focus on content and knowledge may be the best way to teach comprehension.

If you aren't convinced in the need for a knowledge-building curriculum, or if you aren't sure what it is, make sure you read this article!

When I first read this article, I felt attacked. I remember thinking "I just learned about phonemic awareness and now I'm learning that I did it wrong." I literally had to remind myself that if I didn't accept science, I wasn't following the Science of Reading. And the authors of this have the research to back up their statements and claims.

This article explores two of the main debates around phonemic awareness instruction: should we include letters in our instruction, and do we need to teach advanced phonemic awareness skills? For a long time, we were taught that phonemic awareness instruction HAD to be done oral-only. Otherwise, it is a phonics activity.

But the truth is that utilizing a phonics activity (adding letters) can help promote an oral skill (phonemic awareness.) I have to be honest, after reading this paper I got upset, and then I changed my practices. I no longer worry about advanced phonemic awareness activities and spending 10 minutes of my precious time on phonemic awareness activities that are disconnected from print.

This article has freed up my time because it has allowed me to let go of some practices that were not serving my students as much as I had hoped.

Since starting my SOR journey, I knew that explicit instruction was critical. That being said, I didn't exactly know all the components to it. I recognized that I needed to directly teach children and not let them guess their way towards a concept. But is that everything?

In this article, Vaughn and Fletcher examine and explain the 5 key components to effective explicit instruction. They include: segmenting complex skills into manageable tasks; modeling or thinking-aloud to address the important features of the content; promoting successful engagement using faded supports and prompts; providing feedback, and creating purposeful practice opportunities. If you want to learn more about the different components of explicit instruction, this article is gold. (It's also not written in the very fancy language you find in many articles. This one didn't make my brain hurt trying to get to he end!)

I specifically chose this article to read earlier in the year after Natalie Wexler referenced it in her speech at VSLA. I've always thought about comprehension globally and had never really given much thought about the role comprehension plays at the sentence level.

The authors state "We know that syntactic difficulties are a core feature in the profiles of children with specific language impairments, and we also know these children are at a high risk for long-lasting reading difficulties"(Scot and Balthazar, 2013, p.1). How many of us have ever really understood what syntactic difficulties are and how we can help our students with them!?! I know I certainly had not.

I enjoyed this article because it was written by two SLPs-so we know they understand syntax. It was not a research article, but more an article that explored different ways that sentence comprehension can fall apart, how you can identify it, and what you can do about it. They give us 3 high-leverage activities we can do with our students to help construct meaning at the sentence level, including sentence combining, paraphrasing, and including sentence-level, text-dependent questions.

The National Reading Panel is now 23 years old, and yet we are still referencing it. Why? Think about it like this: are we seeing new research about the damaging effects of smoking? Of course not! We know that smoking is damaging for our health. Likewise, some of the findings of this study are just accepted as fact, like the need for explicit phonics instruction.

We are also continuing to reference the National Reading Panel because we haven't since had a government-funded initiative on such a massive scale. The National Reading Panel was not a small initiative to take on. Thousands of articles were looked at and many criteria had to be met before they were considered. An entire group of people that included stakeholders from different areas was involved in this process.

If you don't feel like reading 400 pages of the National Reading Panel this summer, I don't blame you. Instead, go ahead and look at my summary of the phonics, phonemic awareness, and fluency components of the National Reading Panel. I summarize the key components of both of these subsections so you can get he knowledge without the headache.

One area where we need some updating from the National Reading Panel is comprehension. This is a personal growth area of mine!

Final Thoughts

Before 2021, I probably hadn't read an article since college. I'm realizing, though, that in a world where everyone has an opinion and shares it on all social media platforms, it is best to have science on your side. I started reading and sharing about article because of my belief that knowledge is power. The more I learn, the more equipped I become to weed through less-effective practices for the sake of my students. I hope this blog today has helped do the same for you. Happy reading friends!

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Science of Reading Articles You Must Read! - Campbell Creates Readers

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Summer is the perfect time to pick up an article and to grow your understanding about what research suggests. This week, I wanted to share a variety of

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Wordwall - Create better lessons quicker

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Wilson 5.5 Schwa Bang (Hard) Don't be greedy (Narwhal edition) (w/ medial schwas)

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Alaska, , along, awhile, alive, adapt, , cavity, President, compliment, confident, substitute, , animal, ability, awaken, extra, imitate, sensitive, Eskimo.

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Really Great Reading Letter Tile Freeplay

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© 2022 Really Great Reading All Rights Reserved

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K ELA Essentials & Report Card Statements

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1st ELA Essentials & Report Card Statements

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2nd ELA Essentials & Report Card Statements

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3rd ELA Essentials & Report Card Statements

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4th ELA Essentials and Report Card Statements

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5th ELA Essentials & Report Card Statements

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K Math Essentials & Report Card Statements

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1st Math Essentials & Report Card Statements

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2nd Math Essentials & Report Card Statements

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3rd Math Essentials & Report Card Statements

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4th Math Essentials & Report Card Statements

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The Multiplication Facts & Concepts Video Series

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Learn all your Multiplication Facts & Learn what Multiplication means.Watch ALL the videos in this series.This series is a great complement to The Multiplica...