District 196 implements a comprehensive, scientifically-based literacy model that incorporates research from the National Reading Panel (NRP) report (2000). Our comprehensive K-6 literacy model addresses all components outlined in the NRP report. Literacy instruction includes phonemic awareness, phonics, fluency, vocabulary and text comprehension, as well as integrated writing, which supports the NRP’s recommendation for future research in the reciprocity of reading and writing.
Our district implements a research-proven, nationally recognized whole school literacy model that incorporates professional learning, school leadership teams and coaches, alignment with common core state standards, and meets the requirements of Response to Intervention (RtI)/Multi-Tiered Systems of Support (MTSS).
Supports for students
Students displaying difficulty with literacy identified on screeners and/or outside diagnosis may follow different paths for service. Literacy difficulties, dyslexia and characteristics of dyslexia may fall within a broad spectrum of abilities and needs.
All students receive classroom instruction with a specific focus on areas of needs delivered by classroom teachers. In response to screening, additional interventions occur in classroom instruction to address students’ specific needs. Determination of a 504 Plan or an Individual Education Plan (IEP) requires evaluation. For questions, contact your student’s classroom teacher and/or school principal.
- General education - Interventions are monitored for student progress and align with core instruction. (Align with Minnesota statute 125A.56 sub 2.)
- 504 Accommodation Plan - Support students through variety of accommodations in general education classrooms.
- Special education- Specially designed instruction to meet the unique needs of a child with a disability. (IEP)
Screening tools and process
District 196 uses multiple assessment tools to support data-informed instruction. The Observation Survey of Early Literacy Achievement consists of tasks that support teachers’ under-standing of a child’s complex literacy processing system.
- Hearing and recording sounds in words
- Letter identification
- Word reading
- Writing vocabulary
- Concepts about print
- Text leveling
- Spelling inventory