12. Professional Development Plan

The Minnesota READ Act requires that districts provide teachers and instructional support staff with responsibility for teaching reading with training on evidence-based reading instruction as approved by MDE. The following section details the district or charter school's professional development plan.

Region 6 and 8-SW/WC Service Cooperative (0991-83) is using the following approved professional development program: 
CORE OL and LA

Date of expected completion for Phase 1 Professional Development:
06/05/2025

Synchronous professional development sessions were facilitated by: 
Local Certified Facilitator

Region 6 and 8-SW/WC Service Cooperative (0991-83) is using the following approved Phase 2 professional development program(s):
CORE OLLA Secondary

Date of expected completion for Phase 2 Professional Development:
06/05/2025

Synchronous professional development sessions were facilitated by: 
Local Certified Facilitator

The following support is provided to teachers who do not complete the approved training at the vendor recommended 80% proficiency level:
SWWC provides a robust support framework for educators who do not reach the 80% proficiency threshold in approved literacy training. Teachers are provided with targeted follow-up opportunities, including refresher modules and small-group professional learning communities focused on the Science of Reading. Literacy coaches provide individualized modeling and side-by-side classroom support. Professional growth is further sustained through ongoing feedback loops, such as classroom observations and fidelity c hecks. Educators are encouraged to retake proficiency assessments after completing these developmental activities to demonstrate mastery. For those requiring more intensive assistance, literacy goals are integrated into formal professional development plans. This comprehensive approach ensures that all staff build the necessary capacity to deliver high-quality, evidence-based instruction, ultimately driving improved literacy outcomes for all students.

The following fidelity data is collected to ensure that elementary teachers are able to implement explicit, systematic, evidence-based instruction in the five areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension:
Fidelity Data Collection for Elementary Literacy Instruction to ensure high-quality implementation of evidence-based reading instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension, SWWC collects and reviews multiple sources of fidelity data: 1. Instructional Observation Tools. Classroom walkthroughs and formal observations are conducted using structured observation protocols aligned with the science of reading. Observers look for evidence of explicit instruction, systematic seq uencing, and student engagement in each of the five key areas. 2. Fidelity Checklists. Teachers and instructional coaches use fidelity checklists embedded in reading intervention programs (e.g., Sonday, Read 180, Functional Phonics). These checklists document whether instructional components are delivered as designed and with appropriate pacing and scaffolding. 3. Lesson Plan Reviews. Instructional leaders review lesson plans to ensure alignment with evidence-based practices and inclusion of all five comp onents of reading. Plans are checked for clear objectives, explicit instruction, modeling, and differentiation strategies. 4. Coaching and Feedback Cycles. Teachers participate in coaching cycles that include pre-observation planning, in-class support, and post-observation reflection. Coaches provide targeted feedback on fidelity of implementation and support goal setting for instructional improvement. 5. Student Performance. Data Fidelity is indirectly monitored through student progress monitoring data ( e.g., CBMs, diagnostic assessments). Lack of expected student growth may trigger a review of instructional fidelity and lead to additional support or retraining. 6. Professional Learning Participation Attendance.

Based on the results of the fidelity data, the following coaching support and feedback is implemented to ensure that all elementary teachers are able to implement explicit, systematic, evidence-based instruction in the following five areas of instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension:
Coaching Support and Feedback Based on Fidelity Data SWWC is implementing a robust coaching model grounded in the New Teacher Center (NTC) framework to ensure that all elementary teachers are equipped to deliver explicit, systematic, and evidence-based instruction in the five essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. 1. Instructional Coaching. Using the NTC Model SWWC employs trained instructional coaches who use the NTC model to provide non-eval uative, strengths-based coaching. Coaches engage teachers in collaborative inquiry cycles, including goal setting, lesson planning, observation, and reflective feedback. 2. Data-Driven Coaching Cycles. Fidelity data from classroom observations, lesson plans, and student assessments informs coaching priorities. Coaches use this data to tailor support, ensuring alignment with the science of reading and district literacy goals. 3. Focused Feedback and Modeling. Coaches provide targeted feedback on instructio nal practices related to the five pillars of reading. They also model lessons, co-teach, and facilitate planning sessions to support implementation of high-leverage strategies. 4. Professional Learning Communities (PLCs). Coaches facilitate PLCs where teachers analyze fidelity data, share best practices, and engage in collaborative problem-solving. These communities foster a culture of continuous improvement and shared accountability. 5. Ongoing Monitoring and Support. Coaching logs and fidelity rubrics a re used to monitor progress and adjust support. Instructional leaders review this data to ensure coaching efforts are aligned with student outcomes and professional growth

The following changes in instructional practices have impacted students:
Impact of Instructional Practice Changes on Student Outcomes SWWC has implemented significant shifts in instructional practices aligned with the science of reading, including the use of explicit, systematic, and evidence-based instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. These changes have led to measurable improvements in student engagement, skill acquisition, and reading proficiency. Observed Impacts: Increased Student Engagement: Teachers report higher levels of student participation and confidence during literacy instruction, particularly in small-group and intervention settings. Improved Foundational Skills: Students receiving structured literacy interventions (e.g., Sonday, Functional Phonics, Read 180) have shown gains in decoding, fluency, and word recognition. More Targeted Instruction: The use of diagnostic assessments and fidelity-aligned coaching has enabled more precise instructional planning and differentiation. Evidence of Impact: Progress Monitoring D ata: Students receiving Tier 2 and Tier 3 interventions have demonstrated consistent growth on curriculum-based measures (CBMs) and diagnostic assessments. Universal Screening Results: A comparison of fall-to-spring benchmark data shows an increase in the percentage of students meeting or approaching grade-level expectations. IEP Goal Attainment: A higher proportion of students with IEPs are meeting or exceeding their individualized reading goals, as documented in annual reviews. Teacher Feedback and Observations: Instructional coaches and administrators have noted stronger implementation of structured literacy practices and increased instructional fidelity.

Region 6 and 8-SW/WC Service Cooperative (0991-83) has implemented the following professional development and support for teachers around culturally responsive practices:
Planned Implementation of Culturally Responsive Literacy Practices SWWC recognizes the importance of culturally responsive teaching in supporting equitable literacy outcomes for all students. While foundational work is still in development, the district is committed to building a comprehensive plan to integrate culturally responsive practices into literacy instruction beginning in the 2025-2026 school year. Planned Professional Development: SWWC will begin offering professional development focused on cult urally responsive pedagogy, including understanding cultural identity, addressing implicit bias, and creating inclusive classroom environments. Literacy-focused training will incorporate strategies for selecting and using diverse texts, affirming student backgrounds, and connecting literacy instruction to students' lived experiences. Support for Implementation: Instructional Coaching: Instructional coaches, trained in the New Teacher Center (NTC) model, will support teachers in applying culturally respons ive strategies during coaching cycles. Coaches will help teachers reflect on their practices and adapt instruction to better meet the needs of diverse learners. Curriculum and Materials Review: The district will begin reviewing literacy materials to ensure they reflect diverse cultures, languages, and perspectives. Teachers will be supported in integrating culturally relevant texts into core and supplemental instruction. Collaborative Learning: Professional Learning Communities (PLCs) will include time fo r teachers to explore culturally responsive literacy practices, share strategies, and reflect on student engagement and outcomes. Family and Community Engagement: SWWC will explore ways to strengthen family partnership.

Region 6 and 8-SW/WC Service Cooperative (0991-83) engaged with the Regional Literacy Network through the following:
Attended District Literacy Lead Community of Practice

The following additional literacy focused professional development opportunities will be provided and may include alignment to the strands of the ELA Standards (reading, writing, and exchanging ideas):
To support long-term instructional excellence and alignment with the Minnesota READ Act, the district provides a comprehensive suite of professional development opportunities centered on evidence-based practices. At the core of this strategy is Data-Informed Instruction and Progress Monitoring, which trains educators to utilize screening and diagnostic data to ensure literacy instruction remains responsive to specific student needs across all ELA strands. This is reinforced through Instructional Coaching and Peer Collaboration, utilizing the New Teacher Center coaching model to provide ongoing, side-by-side support-including co-planning, modeling, and reflective feedback-to refine classroom delivery. Beyond individual coaching, the district facilitates a collaborative professional culture through weekly training sessions focused on reading standards, curriculum mastery, and data analysis. These efforts are further sustained by Professional Learning Communities (PLCs), where teachers engage in the professional exchange of ideas regarding instructional efficacy, and dedicated professional development days designed for deep-dive data reviews. Together, these initiatives ensure that every educator has the tools and collaborative support necessary to implement the new curriculum with fidelity and drive meaningful student growth.