Richfield officials outline literacy training push, MTSS changes and temporary online program outcomes

Richfield Public Schools administrators on April 20 gave the board an update on the district’s literacy professional development, multi‑tiered system of supports (MTSS) and a temporary online learning program implemented during winter disruptions.

Superintendent Steve Yianowski said the district enrolled about 175 staff in a two‑year literacy professional development program (presented to the board as "ReadAct"). He reported a mid‑April completion rate of about 71% overall and said 77% of the district’s initial cohort of 159 teachers have finished the training; roughly 20 teachers are behind the recommended pacing and are receiving one‑on‑one coaching and makeup opportunities to meet a July 1, 2026 completion target. “We’ve made a lot of progress…we’re definitely on track to finish by that deadline,” Yianowski said.

Board members pressed whether paraprofessionals are included (administration said special education paras and other instructional paras participated) and whether the state imposes sanctions for noncompletion (officials said no current state consequences are tied to licensure but state rules could change in the future). The district will offer local supports rather than punitive steps for staff who are behind pace.

Administrators described MTSS changes at both elementary and secondary levels. Elementary schools reworked schedules to create dedicated intervention/enrichment time, used cross‑grade groupings for targeted 30‑minute interventions, and implemented universal screening plus progress‑monitoring meetings; staff said classwide improvements are used when fewer than 70% of students meet benchmarks, with more intensive interventions for the highest‑need students. At the secondary level, reading tiers are now rostered by literacy need rather than strictly by grade, the district added literacy lab classes and reading tiers into 10th grade, and digital tools such as Lexia PowerUp and HMH Math180 are being used alongside FastBridge data to place students and monitor progress.

Yianowski also summarized a temporary online learning program launched in response to winter operational disruptions. Phase one (week of Jan. 20) offered primarily asynchronous daily work with check‑ins; phase two (week of Feb. 16) added synchronous instruction and increased supports. The district ended the temporary program in late February/early March and welcomed most students back to in‑person learning. Administrators said it is too soon to know the full academic impact on MCA or FastBridge measures, but they expect learning gaps and will use MTSS to address them.

Directors asked about students’ ability to use digital platforms at home and whether district device schedules (curfews) interact with out‑of‑school access. Yianowski said most programs can be used outside school and that staff would follow up with Director of Technology Justin Steel on device scheduling and consistency across tools.

The board’s presentation included vendor names and planned next steps: continuing MTSS fidelity checks, monitoring program usage data, and integrating training and instructional supports into summer planning.