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Principal Sean Martinson details literacy, science and on-site mental‑health supports at West Rapids Elementary
Summary
At a Grand Rapids Public School District work session, West Rapids Principal Sean Martinson outlined the school action plan — focusing on foundational literacy (UFLI), second‑year Witten Wisdom ELA pacing, weekly science lessons for K–4, and on-site mental‑health services through North Homes and an Anishinaabe student advocate.
West Rapids Elementary Principal Sean Martinson told the Grand Rapids Public School District board that the school’s action plan prioritizes foundational literacy, consistent ELA pacing and dedicated science instruction while expanding on‑site mental‑health and cultural supports. "I'd like to walk you through our school action plan," Martinson said, noting the building serves 511 students plus about 45 preschoolers and that roughly "97 percent of our students are screened" each season.
Martinson said the school is implementing foundational literacy instruction using UFLI in K–2 and is in Year 2 of the district’s Witten Wisdom ELA curriculum. To reduce variability across classrooms, administrators are conducting monthly instructional rounds and walkthroughs aimed at achieving the district target of about 90% implementation fidelity. "What we look for is less variability between classrooms," he said, adding that pacing and lesson-level alignment help ensure similar instruction across sections.
For science, Martinson said kindergarten and early primary classes use Mystery Science while second grade uses STEMscopes, and that the school schedules at least one science lesson per week. "The success criteria is going to be, again, on‑pace implementation, covering the standards and increased engagement," he said.
Martinson also described two on‑site partners. North Homes provides individual therapy and children’s therapeutic support services (CTSS) and, Martinson said, "they're currently serving 53 clients" at West Rapids with 47 new referrals this year. He emphasized that services from North Homes require parental permission and described a diagnostic‑assessment consent process that involves parents similar to the IEP model. The school’s Anishinaabe program, Gikinu Anawmadawin, is represented in the building by Rebecca (Becky) Jones, who leads cultural groups and classroom curriculum connections.
Board members asked whether different science programs in primary and intermediate grades were a concern; Martinson said they align to the same Minnesota standards and are appropriate for the different grade bands. On referrals to North Homes, Martinson said he did not have a precise conversion rate at hand but that, in his view, a high percentage of referred students go on to receive services because of the school's MTSS and referral processes.
The presentation ended with board members thanking West Rapids staff for their work; the work session adjourned and reconvened at 6:30 p.m. for the regular meeting.
