School Improvement

External Team
Visitation Report
for
Nebraska Framework Schools

Bertrand Community Schools

Bertrand, NE
November 15, 2016

Table of Contents
Page
External Visitation Team Members ............................................. 1
Agenda ......................................................................................... 2
Introductory Comments ........................................................... 3-8
Overview of Improvement Process ........................................ 9-11
School Improvement Goal ......................................................... 12
Goal I: All students will improve their overall reading
across the curriculum.

Goal Report13-15
Improvement Action Plan16-27
Supplementary Documentation.28

Bertrand Community Schools

External Visitation Team

Kelly Clapp, External Leader

ESU 10
Teaching & Learning Coordinator
PO Box 580
Kearney, NE 68848-0850
kelly.clapp@esu10.org
308-237-5927
Micki Fries
Elm Creek Public Schools
HS Math & Science Teacher
230 East Calkins Avenue
Elm Creek, NE 68836
micki.fries@elmcreekschools.org
308-856-4300
Lyndsey Douglas
North Platte Public Schools
McDonald Elementary
4th Grade Teacher
601 McDonald St.
North Platt, NE 69101
ldouglas@nppsd.org
308-535-7136

Bertrand External Visitation

November 15, 2016
AGENDA
7:30-8:00

Arrival of External Team Members

Welcome by host school representative, pick up materials, etc.

8:00-8:30

External Team Orientation

External Team Leader prepares the external team for the days tasks.

8:30-9:45

Bertrand Steering Committee & Reading Committee Presentation

Formal presentation by the Bertrand Steering Committee and others that includes a
chronology of the Continuous Improvement Process (CIP), committee structures, an
overview of data-gathering procedures and instruments, decisions, goal overviews,
strategies, issues, questions, etc.

10:00-10:30

External Team Discussion

10:30-12:00

Classroom Visits
External Team will visit elementary and secondary classrooms, which allows the team to
observe instruction and the overall learning environment.

12:00-12:45

Lunch

12:45-2:30

Interviews & Additional Classroom Visits if Necessary

External Team will visit the school building and interview staff and students.
1:00 Elementary Teachers
1:20 High School Teachers
1:40 Students (5-8)
2:00 Students (9-12)
2:20 Parent/Stakeholder
2:20 Administrative Team

2:45-4:00

External Team Meeting

The External Team will compare notes, identify areas needing further information, and
prepare oral exit report.

4:00-4:20

Oral Exit Report to Bertrand Steering Committee, Administration, & Staff

4:30

Departure of External Team Members

Introductory Comments
A.

Purpose of the External Visitation

To fulfill the accreditation requirements of Rule 10 and in an effort to attain constructive
professional feedback, Bertrand Community Schools invited the 2016 External Team to
review their school improvement process. The purpose of the visit was to review the
Bertrand School Improvement Process, the identified improvement goal, and the related
improvement action plan. The External Team provided commendations on effective
practices and recommendations for the school district to continue to learn, grow, and
improvement student learning.
On May 9th, 2016 Kelly Clapp, External Team Leader, met with Dr. Dennis Shipp, Bertrand
Superintendent, Shaun Kidder, Principal, and Kate Hatch (ESU 10) to discuss plans for the
November 15th, 2016 visit. Key agenda items and logistical arrangements were identified
and noted. Dr. Shipp and Mr. Kidder highlighted Bertrands goal selection process and
stated that the goal was in reading. Differentiation was mentioned as something the
school district had been working on as well. The meeting ended with confirming the
timeline for distribution of the school profile to External Team members.
Dr. Shipp and Kelly Clapp maintained contact regarding the future external visitation.
External Team members were identified and invited to participate.

B.

Description of the Process for Gathering Information for the External Team Report
Bertrand distributed the school profile information to the visiting team prior to the visit.
This profile information, which included the district action plans, survey data, student
performance data, and program data were reviewed by individual team members prior to
November 15th. Each team member was also provided logistical information, purpose for
the visit, and report expectations by the team leader.
On the day of the visit, the team gathered additional information from the following
sources:
School improvement committees presentation of the schools Continuous
Improvement Process
25 classroom observations
Interviews of teachers, students, parents, and administration
Further review of the school districts profile and improvement plan

C.

Background Information Specific to the District

The following was provided by Dr. Shipp, Bertrand Superintendent:
District Mission Statement
At Bertrand Community School we provide quality education, empowering our students
to realize their potential in an ever-changing world.
Belief Statements
We believe
Our community takes pride in providing a strong educational foundation that
benefits both student and community.

Education is a life-long process.

Each individual is a worthy investment.

The values that made for a strong past will help to ensure a strong future.

All students are capable of learning and realizing their self-worth.

All students will be given the opportunity to learn while acquiring a sense of
community.

A students educational success requires involvement of parents, teachers, and

community.

District Facts
Bertrand Community School, District 69-0054, lies in western Phelps and eastern Gosper
Counties in south central Nebraska. The District is accredited by the Nebraska
Department of Education and is legally classified as a Class III school district because it has
a population of more than one thousand and less than one hundred thousand inhabitants
and maintains elementary and high school grades under the direction of a single school
board (State Statute 79-102).
The Nebraska School Activities Association (NSAA) current classification for Bertrand is
Class D1 for football, volleyball, and boys/girls basketball, Class C2 for play production,
D1 for speech, Class D for boys/girls cross country (cooperative program with Loomis),
boys/girls track and field, boys golf, and instrumental/vocal music, and Class C for
wrestling (cooperative with Loomis).
District History
The first families north of Bertrand felt they should have a school for their children so a
private school was founded in a dugout.
On August 9, 1888, a special election was held. As a result of the 16-7 vote, $3,000.00 was
appropriated to build Bertrands first schoolhouse. This was the beginning of Bertrands
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present modern school plant and grounds. By 1891 the schools enrollment had grown to
85 students.
At the annual school meeting in 1893, a tax of ten mills was voted for the general fund
and seven mills for the fund for finishing the rest of the building. The building was
constructed of brick.
Funds to construct a new gymnasium were initiated in 1917. This gyms final construction
took place in 1924. The stucco, which covered the building, was finished and the grand
opening took place on October 9, 1924.
In 1951, bids were let on Bertrands elementary building. This elementary addition was
completed in 1952.
The redistricting proposal was announced in Mid-March of 1954. The proposal to
redistrict failed by a vote of 125 to 88 in a special election in 1955.
The Bertrand Board of Education decided to take a different approach to the redistricting
problem since it had been voted down. This time the petition was placed in the hands of
the rural school boards and the proposal passed.
Plans were announced for the new Bertrand School and the bid was for $430,000.00 in
1956.
In 1957, voters turned down the proposition for this new school by a vote of 293 to 277.
However, on March 21, the voters went, again, to the polls. The vote this time was 385 to
281. There were 19 votes to spare when one considered the 55% necessary to carry the
measure.
School opened in September of 1957 with 386 students jammed into the old building. But
by spring of 1958, 76 students moved books and equipment from the old school building
on the last day of school. Razing of the old building began immediately; the classroom
doors were off by 3:00.
Other additions to the school building included the upper elementary area being added in
1962. In 1974 the media center and the new science room were added, while in 1979 a
new shop area for auto mechanics was constructed.
In March 2007 a $2.295 million bond was passed to add on a new full-service gymnasium
with lockers room, weight room, and wrestling mezzanine.
During the summer of 2013 Bertrand Community School saw the Media Center/Library
totally renovated into a state of the art facility. The position of "Librarian" was changed to
"Librarian/Media Integration" to accommodate the needs of the students both current
and future. The cost of the new Media Center was $200,000 dollars.
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Prior to the 2014-15 school year, Bertrand Community School educated the preschool IEP
verified students at ESU 11 "Up For Kids in Holdrege. This was a very expensive
educational process and required the district to bus three and four-year old students each
day 15 miles one-way. In 2014, the Board of Education made the decision to educate the
three and four-year old students in the district thus changing the Bertrand Community
School from K-12 to PreK-12. The Bertrand Preschool Program is more economical than
sending students to Holdrege and the district chooses to educate all of the preschool age
students, not just those who are verified. The curriculum chosen for the preschool
program aligns well with the kindergarten curriculum, which makes the transition to
primary school a coordinated process. The Bertrand Preschool is located at 612 Minor
Avenue in the heart of downtown Bertrand.
In 2015-2016 after assessing the needs of the students and community, the Bertrand
Board of Education added Agriculture Education to the curriculum as well as FFA as an
extra-curricular group. Discussions with Loomis Public Schools resulted in both Boards
deciding to enter into an agreement to share the Ag Education and FFA extra-curricular
program.
The Bertrand Board of Education approved the issuance of Qualified Capital Purpose
Undertaking Fund (QCPUF) Bonds for various facility improvements, mainly in the HVAC
(heating, ventilation, and air quality) as well as restroom/locker room total renovation.
The total project, to be paid over 10 years, is 2.8 million dollars and took place during the
summer of 2016.
Finances
Property Valuation
605,022,193
General Fund Levy
Special Build Fund
Gym Bond
Qualified Purpose Undertaking Fund
Total Levy
General fund Total Requirement
Cost Per Pupil

2012-2013 2013-2014 2014-2015 2015-2016

339,744,775 409,732,479 525,190,323
.8695
.03864
.04607
.02378
.9779
5,158,503
12,287

General Fund Budget

Instruction
Support Services Pupil
Support Services Staff
Board of Education
Executive Admin. Services
Office of the Principal
6

.7795
.04437
.03944
.01972
.88303
5,485,804
12,997

.64188
.03028
.03077
.01538
.7183
5,701,388
15,367

2,949,225
6,700
57,310
48,650
243,150
153,950

60.33%
.137%
1.172%
.995%
4.974%
3.149%

.5191
.04674
.02671
.049413
.64196
5,812,665
NA

Business Services
Maintenance & Operation of Building
Pupil Transportation
Federal Programs
Summer School
Transfers
Reserves
Total Budget of Expenditures

D.

39,700
423,350
301,850
188,530
11,950
464,000
925,000
4,888,365

.812%
8.66%
6.174%
3.86%
.244%
9.493%
NA
100%

Additional Remarks, etc.

The External Team found the Administration, staff, and students of Bertrand Community
Schools to be welcoming and helpful as we set about the external review. It was evident
that school staff, Administrators, and parents are committed to providing a quality
education for all students. The External Team appreciates the hospitality demonstrated
by the Bertrand staff and Administration.
In addition to the identified continuous improvement goal, the Bertrand school district
has also invested a great deal of time and resources in technology integration and
differentiated instruction. Knowing this, the External Review Team identified some
additional commendations and recommendations for the school in both of these areas.
Successful Strategies or Activities:
1. Hiring of a Technology Integration Specialist. In 2013 Bertrand hired a technology
integration specialist to help teachers learn to effectively use technology in the
classroom. This position has been a successful strategy for ensuring the new technology
purchased by the district was being utilized for providing differentiated learning
opportunities for all students. The Technology Integration Specialist works with teachers
individually to set technology goals and provides assistance and instruction in meeting
the goals.
2. Student Access to Technology Has Increased Significantly. The school has moved to 1:1
iPads for students in grades 3-12, and each K-2 classroom has a laptop cart available for
use. This level of access enables teachers to enhance their instruction with technology on
a daily basis.
3. Providing Ongoing Opportunities for Teachers to Learn About Differentiated Instruction.
All staff have been provided with opportunities to learn how differentiated instruction
can better meet the needs of all students. An effort has been made to create a commonlanguage of differentiated instruction that assists teachers in having better conversations
about effective and efficient instruction.

Recommendations:
1. Technology Integration Does Not Equal Differentiated Instruction or Differentiated
Learning.
Continue to help teachers move up through the Substitution, Augmentation,
Modification, Re-definition (SAMR) Model.
SAMR model with your technology. This will provide students with opportunities
for learning that go beyond basic substitution.
Use NWEA MAP scores and other classroom pre-assessments to create flexible
groups throughout the term.
Provide more individual avenues for students to learn material. When
interviewing students and visiting classrooms it was evident that whole-group
instruction was the dominant mode.
Teachers should add some level of choice so that students can learn content and
show mastery in a way that best fits their needs and/or personality. Try using a
variety of materials so that students at different levels can take in material at a
level appropriate for that individual. Not all students need to be doing the exact
same things in a classroom.
Provide teachers with training in how to design lessons that integrate technology
as a tool to achieve an instructional outcome, while avoiding utilizing technology
just for the sake of technology.

Overview of Improvement Process

I.

Description of the Continuous Improvement Process:

The school improvement process at Bertrand is led by a Steering Committee. The
steering committee works on various tasks to accomplish the improvement goals of the
school.
Bertrand has struggled with the implementation of a well-designed and coordinated
process for continuous school improvement. The Steering Committee expressed they
are already making plans to get the next school improvement cycle off to a good start.

II.

Commendations:
1. Resources & Support System. It was evident throughout the school that there is a
commitment to providing resources and supports for achieving the goals of the school
district. Funding has been prioritized for the purchase of equipment as well as to provide
teachers with the training to utilize it for enhancing the instructional process. Once a
month, Bertrand dismisses school early for teacher in-service. Teachers and
administrators expressed thanks to the School Board for supporting this much needed
time to fulfill school initiatives.
2. Strong Relationships That Support Student Success. Throughout the day of the
external review, the visiting team heard numerous accounts from teachers,
administrators, students, and parents that illustrate how positive relationships within the
school and community help students be successful.
When asked what they liked best about the school, students and parents responded that
people and a small school environment were most important to them. Students,
parents, and administrators all stated that they appreciated teachers.
During interviews, teachers mentioned they were thankful for how the staff works
together sharing ideas, collaborating in professional learning, and supporting one
another.
The addition of a new fitness area within the school that is available to members of the
community is another example of positive relationships and partnerships. Funding from
local taxing made this facility improvement possible and students and community
members will benefit from it well into the future. Staff, students, and parents expressed
appreciation for the new fitness room.

III.

Recommendations for Next Steps in the Overall School Improvement Process

1. Build Understanding of the Purpose and Process of Continuous Improvement. Bertrand

Administration and staff shared with the team that the schools continuous improvement
process was not effective during the last five year cycle. Issues related to the selection of
an appropriate goal, research-based strategies, and related action plan were discussed
with the External Team.
The External Team recommends that time be set aside during upcoming monthly all staff
in-service sessions for training in the continuous improvement process. It would be best
for this training to occur prior to the analysis of data to select a new goal. It is further
suggested that the school district enlist someone with state level expertise in the
continuous improvement process to lead this training. Educational Service Unit personnel
and/or Nebraska Department of Education staff would be ideal for this type of training.
The outcome of such training should be: all stakeholders understand the Continuous
Improvement Process as an on-going process for reviewing the achievement and growth of
students. This includes (in this order):
Develop a profile and analyze trend data to select at least one goal directed toward
improving academic achievement
Identify research-based strategies for improving the learning goal area and create
an improvement action plan that maps out how all staff will work toward achieving
the goal
Provide professional learning for all teachers to assist in reaching the goal
Implement the designed improvement plan with specific instructional strategies
Monitor implementation of the strategies utilized and the ongoing progress toward
the goal
Communicate progress of the school improvement efforts to all stakeholders
Careful consideration and planning are necessary for aligning the goal, related
improvement plan, and professional learning to achieve the goal. Adhere to the Rule 10
requirements for school improvement and follow the Nebraska Continuous Improvement
Process Model and related handbook as a step-by-step guide.
2. Refine the Infrastructure for Supporting the Continuous Improvement Process. A
successful Continuous Improvement Process is one that is structured in a way that the
people within the organization keep everyone moving forward. Make time to design the
structures to support the process first. To do accomplish this, begin by evaluating your
current committee structure(s) and modify them to meet your intended purpose.
A representative (elementary and secondary) Steering Committee must meet regularly to

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plan how each phase of the continuous improvement process will be put into action. This
includes development of the profile, analysis of trend data to determine a goal, selection of
a goal and researchbased strategies, implementation and monitoring progress. The
Steering Committee and Administration will determine sub-committees needed and who
will serve on such committees. This should be done in a way that promotes an effective
flow of communication to and from the Steering Committee. The External Team also
recommends that the Steering Committee and Administration work together to create a
timeline for all continuous improvement process training and implementation activities
related to the support of the continuous improvement process and achievement of a goal
directed toward improving student academic achievement.
3. Communication of the Work of Continuous Improvement. Create a plan that details how
the progress of continuous improvement efforts are communicated to all stakeholders.
Stakeholders include teachers, students, administrators, school board, parents, and the
community. Develop a timeline to be followed for such communication to be distributed
via the school newsletter, community newspaper, web page, student announcements, staff
meetings (standing agenda item), and board reports so everyone is knows what is being
done and how progress is being made. Additionally, it is recommended the schools
mission statement be included in communications to stakeholders.
This level of communication is essential to building and maintaining support for
improvement initiatives, as well as achieving a sense of collective responsibility and
accountability. The continuous improvement process is the umbrella for all things
occurring within a school. School Administrators and Steering Committee leadership is
responsible for helping all stakeholders make a connection to the process. Standing staff
meeting and board meeting agenda items, as well as pre-planned web page, newspaper,
and newsletter articles are modes for accomplishing this.

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Bertrand School Improvement Goal

Goal I:

All students will improve their overall reading across the

curriculum.

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Bertrand Goal Report

I.

Goal I: All students will improve their reading across the curriculum.

II.

Comments About the Student Performance Goal

A. Goal: The goal for all students to improve reading was selected during year three of the CIP
cycle after realizing the original goal involving differentiated instruction was not studentoriented. Bertrands School Improvement Data Committee reviewed NeSA, ACT, and Terra
Nova data during a monthly teacher in-service in the fall of 2014. At a later meeting in 2014,
the districts steering committee identified reading comprehension as a need and this became
the goal. The steering committee then worked to create an action plan to implement the goal
of all students will improve their overall reading across the curriculum.
B. Assessments: Bertrand Community Schools is using NWEA MAP scores in the fall and spring
to determine progress toward the goal of improving reading comprehension in the 2nd-11th
grades. The K-6 RtI Team meets periodically to review DIBELS, STAR reading, classroom
assessments, NeSA, perceptual data (teacher observation) to determine students placed in the
Response to Intervention (RtI) Tier II & III reading interventions. From the evidence reviewed,
there is no consistent progress monitoring process for all students occurring at the 7-12 levels
beyond teacher observation.
Data within the school profile indicated a decrease in student reading scores overall. During
staff interviews it was related to the External Review team that this fact had been discussed
during a staff in-service.
C. Interventions/Strategies: Through review of the school districts action plans and staff
interviews, the interventions/strategies that Bertrand Public Schools are using include IXL
reading (K-9), Sound Partners (K-6), Corrective Reading (K-6), Wonders Reading interventions
(K-6), and differentiated instruction (K-12). Accelerated Reader is a required classroom activity.
K-6 Tier II students meet four days per week for fifteen to twenty minutes working one-on-one
with a teacher/para to work on Corrective Reading and Sound Partners. Tier III interventions
for students in grades K-6 involve meeting daily to work on Corrective Reading and Sound
Partners. Intensive RTI students (K-6) meet Monday-Thursday for 20 minutes a day in groups
of no more than 3 students. The district hired a full-time Title I teacher to serve students in
identified areas.
D. Staff Development: As evidenced in the school district action plans, there was no consistent
or common professional development provided for all 7-12 teachers in the area of researchbased strategies to improve reading. K-6 reading teachers were provided leveled reading
training via webinar and Dibels Next training (2010). Professional learning and training have
been provided for differentiated instruction, NWEA MAP assessment implementation and
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related data analysis, as well as training in the RtI process for the RtI Team.
On the day of the visit, the External Team gleaned from interviews that Bertrand had adopted a
new reading series (Wonders) in the Fall of 2016 and all K-6 staff were trained in the
implementation of the program. The External Team requested a list of steps that had been
taken to improve reading because it was evident there were strategies being utilized to
improve reading that were not included in the action plan. The list has been attached to this
report.

III. Successful Activities or Strategies

1. A System of Monitoring Reading Progress in Grades K-6. The Bertrand School District has
implemented Response to Intervention (RtI) as a process for monitoring and evaluating student
learning progress and making decisions regarding appropriate instructional interventions. The
Bertrand RtI Team meets periodically to analyze reading data and make intervention
determinations based on student need. This practice is critical for aligning appropriate reading
instruction that leads to growth.
2. Selection of and training in the Implementation of a New Reading Program Better Aligned to
State Standards. Bertrand adopted the Wonders reading series in order to better align reading
instruction to the language and goals of the Nebraska State English Language Arts Standards. K6 teachers stated they felt that the new series and supporting resources are assisting them in
effective reading instruction. Teachers further explained the initial success was in part a result
of the implementation training they received from the Wonders company.

IV. Recommendations for Next Steps

1. Develop Data Driven Individual Reading Comprehension Goals for Students/Teachers. During
interviews, teachers expressed a desire to set individual student goals for reading
comprehension. It was explained to the External Review Team that some of the ground level
work for achieving this has already been accomplished as teachers have been trained in the
analysis of NWEA MAP data and the district is planning to invest in Skills Navigator, the data
based web tool for aligning learning activities to student needs via the RIT score. The External
Team recommends that the school fully implement goal setting for individual students as well
as consider engaging teachers in setting goals for themselves related to the implementation of
reading instruction that can be measured with student data. Research supports ongoing
reflective practice and instructional goal setting as a method for improving teacher
effectiveness and ultimately student achievement.
2. Research and Implement K-12 Instructional Strategies and Interventions. It is critical that
schools invest time in researching evidence-based practices for improving student
achievement. Time and funding are precious commodities that must be used purposefully.
Selecting evidence-based strategies and interventions ensure responsible use of district

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resources for the long term as they are proven to be effective.

In order to ensure effective school-wide change that leads to improvement and increased
student achievement, each K-12 teacher (not only K-6 staff) must implement research-based
instructional strategies that support the improvement goal. Administration and teacher leaders
must ensure that all teachers receive training and support in the implementation of the
strategies. It is recommended that school Administrators develop a system for how teachers
are provided instructional feedback that ensures accountability and professional growth.
3. Provide Training in Research Based Strategies to Improve Reading Across Grade Levels and
Content Areas. Continue to build on the success of teacher collaboration and sharing
opportunities already implemented for differentiated instruction and technology integration to
leverage instructional capacity building in the area of reading. Teachers and Administrators
stated during the External Visit that they felt the sharing and collaboration sessions such as
Professional Learning Communities (PLCs) were an effective method for professional learning.
Reading and literacy skills are essential in each classroom, not just the English Language Arts
classrooms.
According to research, teachers are the most important factor influencing student
achievement. This means that each teacher can contribute to improved reading skills if they
are provided ongoing training in instructional strategies. Programs and web based resources
can complement instruction and should be utilized as supplements to classroom instruction,
not in place of instruction. Students who struggle with reading do not improve by reading
more. Instead, research supports the fact that teachers must instruct students in how to be
better readers by equipping them with reading comprehension strategies and strengthening
students academic language through explicit vocabulary instruction. Strategies that teach and
engage students in developing speaking, listening, and writing skills through structured practice
have also been found to improve literacy skills.
The External Team heard numerous positive comments and enthusiasm for continued monthly
early dismissal in-service time. Teachers and Administrators conveyed their belief that this
valuable time made a positive difference in the implementation of district initiatives. The
External Team recommends that the district continue this practice and spend time planning the
early dismissal days a year in advance so that the learning sessions can be focused on
continuous school improvement efforts

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PreK-12
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Through ESU #11s PLC workshops, each grade level has evaluated the difference between old
and new standards in order to adjust instruction to meet the new rigorous standards.
Accelerated Reader is a required aspect of the curriculum in order to encourage reading and to
monitor student comprehension.
Upper elementary and secondary language arts teachers attended a vocabulary workshop
conducted by Anita Archer at ESU #11. Dr. Archer is an educational consultant to school districts
on explicit instruction as it pertains to vocabulary integration. In this in-service, researchvalidated procedures for increasing vocabulary through scaffolding of academic vocabulary,
explicit vocabulary instruction, and word learning strategies were explored.

PreK-6

With the adoption of the new reading standards we felt a different reading series would better
align with the updated standards. Wonders was adopted in the fall of 2016. The staff received
professional training by the Wonders representatives in order to best implement the program.
Individual reading goals are established for each student. Those students meeting their
established goals are able to participate in a field trip at the end of each semester.
Reading Crosses Bridges is a program that documents students AR points. When students reach
certain benchmarks, they can earn prizes available each month.
STARS reading tests are given three times per year to evaluate students independent reading
levels and ensure they are reading at their ability level.
Sound Partners and SRA series are used for Tier II and Tier III students.

7-12

Specific blocks of time are devoted to free reading for students. The junior high receive 20
minutes at the start of PE every Monday and Wednesday. In addition, the first 10 minutes of
English classes are devoted to reading. Students are able to read, take AR tests, or visit the
media center. A junior high reading class is available to students not participating in music
education. In this class they utilize Newsela and Check 4 Learning.
Significant vocabulary focus is evident throughout the core areas. English classes employ specific
vocabulary curriculum, while Quizlets are also being utilized for vocabulary in Science, English,
and Resource. Math classes are employing Math Graffitti (a system to assist with math
vocabulary) as well as a note card system for student reference. Special focus is placed on
technical reading of upper-level math textbooks.
Multiple exposures to informational text using Newsela, Readworks, and current events in daily
news provides students many opportunities to be engaged in informational text.
IXL reading has been expanded to include students through the 9th grade.
Specialized Reading instruction using Fusion Reading is implemented in the resource classroom
to improve reading inferences and context clues.

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