Sebeka Independent School District 820

This Literacy Plan for Sebeka Public School aims to ensure all K-3 students read at or above grade level, and supports multilingual learners and students with special education needs in achieving reading proficiency. The plan outlines strategies for aligned curriculum, assessment, and instruction, including a focus on data-driven decision-making through various assessments. It incorporates a Multi-tiered Systems of Support (MTSS) model, provides for job-embedded professional development for staff, and emphasizes strong family and community partnerships to accelerate literacy development.

The meeting focused on providing an overview of the Title 1 program, including its purpose, funding, and benefits. Key discussion topics included the criteria for student selection, intervention methods such as PRESS, small group reading, and math recovery programs, and the process for exiting the program. Parents also engaged in a question-and-answer session regarding math terminology and communication channels for supporting their children's academic needs at home.

The document outlines the Sebeka Public School District's Total Special Education System (TSES) Plan, ensuring compliance with Minnesota Rule 3525.1100 and federal special education requirements. It details comprehensive child study procedures for identifying and evaluating students with disabilities from birth to age 21, and specifies various methods and alternative sites for delivering special education services. The plan also describes the administration and management structure, including due process assurances for parents, and details the operating procedures of the Interagency Early Intervention Committee and the Special Education Advisory Council, aiming to provide appropriate and effective special education services.

This document outlines the Total Special Education System (TSES) for Sebeka Public School District, ensuring compliance with state and federal regulations. The plan details child study procedures, including identification and evaluation processes for students from birth through age 21. It further describes the methods for providing special education services, the district's administration and management framework, operational procedures for interagency committees, and interagency agreements, all aimed at delivering comprehensive and appropriate special education.

The board discussed class structure and environment changes for 5th grade students and received reports on upcoming Homecoming activities. Business items included updates on payroll, employee benefits, and contributions made by the board. The activities director and principal provided reports covering coach assignments, student assessment requirements under the READ Act, professional development, and online school planning. The board reviewed updates on professional organizations, legislative platforms, facility maintenance, and grant funding. Additionally, the board approved the second reading of the seniority list and budget revisions, accepted various donations, and approved the online school plan.