Our Thoughts on District Alignment... by Meg Marienthal

mmarienthal2 — 2024-10-24 19:36:38 UTC

Different grade levels may need different resources.

2024-11-04 19:38:41 UTC

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

2024-11-04 19:38:49 UTC

Tier 2/3 needs more resources for comprehension intervention

2024-11-04 19:39:16 UTC

Lack of vocabulary&comprehension curriculum/tools

2024-11-04 19:39:34 UTC

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)

2024-11-04 19:40:30 UTC

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

2024-11-04 19:40:31 UTC

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

2024-11-04 19:40:51 UTC

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

2024-11-04 19:41:22 UTC

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

2024-11-04 19:42:15 UTC

IMSE- get more information for this program

2024-11-04 19:42:50 UTC

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

2024-11-04 19:42:53 UTC

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.

2024-11-04 19:43:03 UTC

Sprague is lacking curricular options, especially for IEP services

2024-11-04 19:43:07 UTC

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

2024-11-04 19:43:14 UTC

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

2024-11-04 19:43:15 UTC

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

2024-11-04 19:43:30 UTC

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.

2024-11-04 19:43:37 UTC

Visualizing and Verbalizing(comprehension)

2024-11-04 19:44:30 UTC

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

2024-11-04 19:45:39 UTC

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.

2024-11-04 19:45:51 UTC

How will we progress monitor vocabulary and comprehension interventions?

2024-11-04 19:46:12 UTC

A vocabulary program that is heavily morphology-based

2024-11-04 19:46:24 UTC

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?)

2024-11-04 19:46:30 UTC

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

2024-11-04 19:46:45 UTC

What is the timeline for this alignment/implementation?

2024-11-04 19:46:59 UTC

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.

2024-11-04 19:47:52 UTC

Who will be responsible for overseeing any changes decided upon?

2024-11-06 20:45:13 UTC

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.