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District walk‑throughs show fluency progress; principals plan consistent repeated reading
Summary
Mr. Conard presented monthly classroom walk‑through data tied to the Montana Reach Grant, noting K–5 fluency practices and a district goal to increase daily repeated‑reading routines and explicit instruction to boost accuracy and comprehension.
Mr. Conard told the board that classroom walk‑throughs and data collection required by the Montana Reach Grant are informing district instructional priorities. "I developed a tool that I use on my iPad to go into the classroom and look for a variety of different things," he said, describing unannounced visits and monthly snapshots that highlight areas for improvement.
Conard said K–5 students are engaging in oral reading practices and that fluency is being connected to meaning rather than isolated drills. He recommended increasing consistent repeated‑reading routines and explicit instruction across grade levels, and said the district will monitor progress through monthly reports to guide professional development.
