Student Achievement
- ADSIS
- American Indian Education
- College and Career Readiness
- Profile of a Graduate
- School Readiness
- READ Act
- Title 1 Program
- Comprehensive Achievement and Civic Readiness/World's Best Workforce
ADSIS
Little Falls Community Schools has been awarded funding for Alternative Delivery of Specialized Instructional Services (ADSIS), as described in Minn. Stat. §125A.50 . This state aid is for the purpose of providing instruction and services to K-12 pupils that need additional academic and behavioral supports to succeed in the general education environment and who may eventually qualify for special education if the prevention services were not available. For this school year, ADSIS teacher(s) are placed in both of our district elementary buildings.
American Indian Education
Districts, charter schools and tribal schools that report an American Indian student count of 20 or more to the Minnesota Department of Education (MDE) must submit to MDE an American Indian Plan. The Plan details district efforts to:
- Support postsecondary preparation for pupils;
- Support the academic achievement of American Indian students;
- Make curriculum relevant to the needs, interests, and cultural heritage of American Indian pupils;
- Provide positive reinforcement of the self-image of American Indian pupils;
- Develop intercultural awareness among pupils, parents, and staff; and
- Supplement (not supplant) state and federal educational and co-curricular programs.
If your student or family identifies as North American Indian, please reach out to Kristina Mitberg, American Indian Education staff, to learn more about available programming and support.
23-24 American Indian Education Plan and Aid Application
Bilingual Seal Program
The Bilingual Seal Program is offered in Ojibwe and Dakota. Please let the AIE Coordinator if your student is interested in receiving their Bilingual Seal.
OJIBWE LANGUAGE RESOURCES
- https://glifwc.org/education-
outreach/store/ojibwe- language-resources - Ojibwe Rosetta Stone- Please see the American Indian Educations Coordinator.
TEACHING RESOURCES
COLLEGE SCHOLARSHIP OPPORTUNITIES
AIEA Calendar
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Black Bear Casino Resort, 1785 MN-210, Carlton, MN 55718, USA
College and Career Readiness
Minnesota Statutes, section 120B.125 Legislation requires all students, starting in grade nine, to have a "plan" around seven key elements. This plan includes academic scheduling, career exploration, 21st century skills, community partnerships, college access, all forms of post-secondary training, and experiential learning opportunities. These seven elements are integrated into students' experiences and programming at Little Falls Community High School.
- Provide a comprehensive academic plan for completing a college and career ready curriculum premised on meeting state and local academic standards
- Developing 21st century skills such as teamwork, collaboration, and good work habits
- Emphasize academic rigor and high expectations
- Help students identify personal learning styles that may affect their post-secondary education and employment choices
- Help students succeed at gaining/gain access to post-secondary education and career options.
- Integrate strong academic content into career focused courses and integrate relevant career focused courses into strong academic content
- Help students and families identify and gain access to appropriate counseling and other supports and assistance that enable students to complete required coursework, prepare for post-secondary education and careers, and obtain information about post-secondary education costs and eligibility for financial aid and scholarships.
Profile of a Graduate
The Profile of a Graduate provides an overview of the skills, knowledge, and dispositions graduates need to possess in order to thrive in the world of work. It was developed by soliciting input from business and industry leaders, counselors, administrators, and Career Technical Education teachers.
Academic Excellence
CONTENT MASTER
- Possesses core foundational knowledge in multiple subject areas
CREATIVE & CRITICAL THINKER
- Questions, reasons, and weighs evidence to reach conclusions
- Innovates to solve problems
CONTINUOUS LEARNER
- Takes ownership of learning, continuously pursuing and demonstrating knowledge and skills throughout life
- Understands how to apply learning to new situations and challenges
- Explores areas of interest for academic, career and personal success
Skills
COMMUNICATOR
- Communicates effectively in multiple ways - verbal, written, electronic and visual
- Shows purpose and thoughtfulness in communication
- Remains open to communicating with a variety of people, familiar and unfamiliar
COLLABORATOR
- Actively listens, empathizes and contributes thoughtful, meaningful ideas that support common goals
- Understands the importance of roles and responsibilities within a collaborative process/organization, and has the ability to lead formally and informally while collaborating
- Is flexible, open minded, confident and adaptable when working with and receiving feedback from others
DIGITAL CITIZEN
- Adapts, connects, and thrives in an ever-changing, digitally-competitive global society
Personal Development
ENGAGED CITIZEN
- Demonstrates integrity and leadership through positively influencing outcomes
- Acknowledges, understands, interacts with and respects diverse individuals, perspectives and cultures
- Applies individual talents to serve others in the local and global community
- Understands how to make ethical, moral and financially responsible decisions
SELF-DIRECTED, RESILIENT, AND HEALTHY INDIVIDUAL
- Possesses a positive work ethic and strives for self-improvement
- Understands how to manage time and priorities
- Sets short- and long-term goals for success
- Overcomes adversity through persistence, perseverance, self-advocacy and a growth mindset
- Reflects on one’s decisions and actions, remaining flexible and open to new ideas
- Maintains a healthy lifestyle that improves physical, social, and emotional well-being
School Readiness
Children and families of Little Falls Community Schools #482 have many opportunities to enhance their child's school readiness. Connecting to the Early Childhood Program can begin at birth by enrolling in one of our Early Childhood Family Education (ECFE) classes. These are available both at our Early Childhood Center and within the community and are offered through age 5. ECFE classes provide a strong foundation that feeds into the Early Childhood programs. The District partners with Head Start for eligible families and also offers inclusionary Early Childhood Special Education program to eligible children. An active speech, occupational, and physical therapy department also addresses specific needs for eligible children.
The school readiness of district children is formally assessed in two primary manners; those students looking to enter Kindergarten go through pre-school screening. Registered kindergarten students attend a "Kindergarten Experience" day in the spring, where Kindergarten teachers perform a screening to assess readiness, as well. Children whose screening indicates need for support in vision, hearing, speech, social/emotional or cognitive readiness are re-screened and/or referred to specialist, as warranted.
READ Act
Minnesota Reading to Ensure Academic Development Act, known as the READ Act, was passed and signed into law by Governor Tim Walz on May 24, 2023. The goal of this legislation is to have every Minnesota child reading at or above grade level every year, beginning in kindergarten, and to support multilingual learner and students receiving special education services in achieving their individualized reading goals. The READ Act replaces Read Well by Third Grade (RWBTG) in Minnesota Statutes 2022, section 120B.12, effective July 1, 2023.
(Excerpt from the Minnesota Department of Education “READ Act” Web page)
2024-2025 ISD#482 K-5 Literacy Plan
Title 1 Program
The ISD 482 Title I Program is a federally funded program that provides supplemental instruction for elementary children who are performing below grade level in reading and/or mathematics.
Qualifying school are determined by the state, and programming is adjusted annually to reflect federal guidelines.
ISD 482 Title programming provides additional tutoring, monitoring, and educational resources for identified students. These resources are funded in their entirety through the annual federal Title grant.
Parent involvement is a key component of the program. Parents are notified when their child is eligible for Title services, and the schools plan a variety of parent activities to promote parent involvement and enhance communication.
For more information about the Title I program in ISD 482, contact your school’s principal or Lisa Salber, Assessment and Federal Programs Coordinator.
Federal Requirements
Under federal law, all Title I programs are required to be able to provide the following information and meet the requirements below:
- Provide data and keep all stakeholders (including parents) informed about Title I programs.
- Provide information to parents about student assessment and performance on statewide assessments.
- Provide information to parent about staff, their qualifications and assignments.
- Have a plan in place to help facilitate parent involvement with the Title I program. (This form is available for download under the Forms tab.)
- Collect parent feedback about the programs and activities of the Title I program.
- Distribute compacts/parent notification to all parents/students.
- Provide services to both public and non-public schools in the target area.
- Have an accurate accounting system in place to track all Title I expenditures.
- Supplement but do not supplant core curriculum.
Comprehensive Achievement and Civic Readiness/World's Best Workforce
In accordance with Minnesota Statutes 2013, section 120B.11, a school board, at a public meeting, shall adopt a comprehensive, long-term strategic plan to support and improve teaching and learning that is aligned with creating the World's Best Workforce. Each district must develop an annual plan that addresses the 4 goals highlighted in section 120B.11.
"World's Best Workforce" means striving to:
- Have all students meet school readiness goals;
- Close the academic achievement gap among all racial and ethnic groups of students and between students living in poverty and students not living in poverty;
- Have all students attain career and college readiness before graduating from high school;
- Have all students graduate from high school.
Measures to assess progress must include at least:
- Student performance on the National Association of Education Progress;
- The size of the academic achievement gap by student subgroup;
- Student performance on the Minnesota Comprehensive Assessments;
- High school graduation rates; and
- Career and college readiness under section 120B.30, subdivision 1.