District 191 presents K–12 literacy implementation, reports early gains from targeted interventions

Board Chair Werb and Superintendent Dr. Battle heard a multi-part literacy update from curriculum and student-support leaders at Independent School District 191 on Jan. 23, 2025, outlining new foundational curricula in elementary grades, tiered interventions across K–12 and early special-education pilot results.

The presentation, delivered by Amina Aftal, director of curriculum instruction and assessment; Christine McDonald, elementary curriculum coordinator; Jamie Howe, MTSS Title I coordinator; and Amy Petrowski, director of student support services, said the district has expanded research-based foundational literacy instruction and is beginning a districtwide rollout of proven interventions.

Amina Aftal said district screens and state assessments “continue to see progress in the percentage of students meeting grade-level benchmarks,” referencing both Minnesota Comprehensive Assessments and FastBridge A Reading screening results. Christine McDonald described curriculum changes: Hegarty Bridge to Reading is in its second year in kindergarten through second grade and is now used in third grade; fourth and fifth grades are piloting a functional phonics/morphology curriculum. McDonald said every elementary building has a designated literacy coach and principals are conducting literacy walk-throughs with CISA staff to monitor fidelity of implementation.

Jamie Howe said intervention staffing varies by school: each of the nine elementary schools has one to three interventionists who work with small groups (one to six students) and who sometimes “push into the classroom” for tier 1 supports. Howe described intervention tools in use: SIPs (Systematic Instruction in Phonological Awareness, Phonics and Sight Words), FastBridge intervention materials, the University of Florida Literacy Institute (UFLI) interventions recommended by the Minnesota Department of Education, and a Hegarty “bridge the gap” resource for older students. Howe said middle schools each have two interventionists and use additional diagnostics and materials (PRESS) to target the five pillars of literacy.

Amy Petrowski reviewed special-education interventions. Petrowski said SPIRE, UFLI and Language Live are among the evidence-based programs used in pilots and early rollouts and that “year 1 of districtwide implementation is currently launching” for those targeted interventions. She reported measurable growth from a SPIRE pilot in 2023–24: 42 students in the pilot saw movement into lower-risk categories, and seven students had IEP reading goals discontinued after pilot instruction.

Board members asked about capacity and timelines. Director Chester asked whether the roughly 15% of K–5 students and 6.8% of grades 6–8 students currently receiving interventions is limited by staffing ratios; Aftal and Howe replied that intervention frequency and group size are constrained by staffing and schedule, and that students typically rotate out once they meet goals. Board members pressed on training and expansion: staff noted opportunities through the READ Act to train all ELA teachers in foundational literacy and said middle-school “win time” schedules are being reviewed to expand individualized instruction.

Presenters emphasized that schools are in varied stages of implementation: K–2 is in year two of Hegarty, third grade is newly on Hegarty, and fourth and fifth grades are in year one of morphology instruction. Staff said they expect to see documented classroom-level gains within one year where fidelity is high, and that long-range efficacy assessment will require ongoing support and two to three years of implementation to stabilize adult practice.

The presentation closed with the presenters’ summary of alignment efforts across general and special education and a note that staff will continue collecting assessment and implementation-fidelity data through spring 2025 to inform next steps.