09. Title 1 (Core) Curricular Resources

The Minnesota READ Act requires districts to use evidence-based curriculum materials that are designed to ensure students mastery of literacy skills at each grade level. In 2024 MDE partnered with the University of Minnesota Center for Applied Research and Educational Improvement (CAREI) to identify literacy curricula that are evidence-based and aligned to structured literacy. The findings of this review can be found on the MDE READ Act Curricula Resources-Tier I webpage.

Title 1 (Core) Literacy Instruction and Curricula

The following table displays the Tier 1 (Core) Literacy Instruction and Curricula Resources utilized by Region 6 And 8-Sw/Wc Service Coop (0991-83), how the recourse is used and the minutes of instructional delivery per day in grades K-5.

The district used or will use the following process to select an evidence-based Tier 1 (Core) curricular resource:
At the SWWC Educational Learning Center Federal Setting IV special education schools, several updates to K-5 literacy instruction were implemented in the 2026-2027 school year to better align with student needs and assessment data: Grades 3-5 implemented Read 180 as a supplemental, class wide reading program. This decision is based on student performance data and the need for a structured, adaptive program that supports comprehension, vocabulary, and fluency development. K-3 students will continue to receive instruction in Functional Phonics, which provide foundational skills in decoding and word structure aligned with the science of reading. Students requiring additional support beyond core and supplemental instruction will receive targeted intervention using the Sonday System, an evidence-based, multisensory program designed to address specific reading deficits and Read 180. These curricular enhancements reflect SWWC's commitment to delivering structured, differentiated, and data-informed literacy instruction for all learners.

The selection and implementation timeline (e.g., selection, training, fidelity checks, standards alignment) include:
To improve literacy outcomes across all six Educational Learning Center (ELC) sites, the district conducted a comprehensive curriculum review process throughout the 2024-2025 academic year. This initiative was led by a diverse committee of staff members who followed a structured timeline to assess the district's current state, identify critical focus areas, and evaluate evidence-based programs aligned with the Science of Reading and Minnesota state standards. The evaluation phase involved a rigorous needs assessment-analyzing student achievement data and teacher feedback-followed by a pilot period where educators narrowed the selection to two programs to test within the classroom. Throughout this process, a clear communication plan ensured that representatives and leadership teams were updated regularly via email and monthly meetings. The selection process culminated in the unanimous recommendation of Read 180 (grades 3-12) and Functional Phonics (grades K-2) based on their alignment with district goals and their ability to support diverse learners. Following the final selection in early May 2025, the district shifted focus toward implementation planning, which includes comprehensive training for teachers, paraprofessionals, and administrators, alongside a multi-year plan for ongoing professional development. To ensure long-term success, the district has established a continuous improvement cycle that monitors implementation fidelity through classroom walkthroughs and regular reviews of student assessment data to refine instructional support as needed.