Roseville Area Schools Local Literacy Plan for Reading Well by ...

Also, training frequently happens as en embedded part of regular school activity. For example,
each school has developed its own schedule that allows teams to plan and write Collaborative
Intervention Plans, as well as monitoring those plans across the year. These meetings are very
often facilitated by a reading specialist or district coordinator with expertise in developing
reading support. Consequently, training occurs as part of the planning process. Over the four
year period of professional development described above, each school has embedded districtlevel
training into regular, ongoing meeting schedules so that processes and training are
integrated.
A good research base exists supporting this professional development and the structures and
supports we have created in recent years. A good starting place for readers of this report less
familiar with the research is the RTI Action Network (www.rtinetwork.org), which provides links
to studies and summary findings.
Explain how training and support will be provided so that all district elementary teachers can
effectively recognize students’ diverse needs in cross-cultural settings and serve the oral
language and linguistic needs of EL students
The Roseville Area Schools utilize a number of resources and methods for the continued growth
of our staff related to the unique instructional needs related to our English Learners. The
method of staff development takes two forms for K-3 staff related to reading staff development.
The first method of staff development is combined large group training on the reading process.
Over the course of the past two school years, the EL teachers have worked as partners and coteachers
in the domain of reading. These trainings have focused on the five elements of
reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) and direct
instruction, which supports growth in these areas. The second method of training consists of
staff development of classroom teachers related to WIDA standards in the language domains
(Reading, Speaking, Listening, and Writing). One application of this implementation for staff
development is the consistent use of Can Do descriptors by all K-3 education staff. These Can
Do Descriptors encourage common professional language related to increasing student
proficiency through aligned staff effort.
A second layer of the staff development for all instructional staff related to the needs of English
Learners is training on methods of instructional delivery. Two common methods of instructional
delivery are used in our district with K-3 students and staff; pull-out EL instruction and coteaching.
The staff development for pull-out instruction rests primarily with the licensed EL
teacher. Staff development outcomes for this method rest primarily in communication of
instructional outcomes and progress. The second method of instruction is much more staff
development focused with the classroom and reading teachers. All buildings and staff
implementing co-teaching methods will have targeted staff development and planning time
related to the unique forms that this type of EL instruction can take in a school.
District-wide professional development in the areas of equity mindset and equity skillset work
complement the more EL-specific types of training described above. Equity mindset training
refers to the teacher beliefs, dispositions, and orientations that are most associated with
reductions in the achievement gap. Equity skillset work refers to the learning of new techniques
and instructional strategies that reduce the achievement gap. All teachers participate in both
mindset and skillset sessions across the school year. Currently, district professional