Title I is a federally funded program designed to provide supplemental academic services to students who qualify. Supplemental instruction will enhance the student’s ability to become proficient in their reading and math curriculum. We currently provide Title I services at Princeton Primary and Princeton Intermediate Schools. Students qualify for Title I services in these schools based on academic need and teacher recommendation. Each school develops a plan to provide Title I support that meets the unique needs of students at their school. The key to our students’ success is parent involvement, so we offer several opportunities throughout the school year for parents to become involved. If you are interested in joining our parent involvement committee, please contact Jessica Town-Gunderson at 763-389-7278 or firstname.lastname@example.org.
CLICK HERE to access the Title I Parent Involvement Plan
Teaching & Learning
We are here to support student learning throughout the Princeton School District and hope that you find this information as a useful tool.
Please let us know how we can be of assistance to you. Thank you for all you do for the students of ISD 477!
- Title I
- Advanced Academics
- English Language Learners
- World's Best Workforce
- Section 504
- Literacy Plan
Standards-Based Accountability Assessments:
The Minnesota Comprehensive Assessments (MCAs) and alternate assessment, Minnesota Test of Academic Skills (MTAS), are the statewide tests that help districts measure student progress toward Minnesota's academic standards and meet the requirements of the Elementary and Secondary Education Act (ESEA). Students in grades 3-8 & 10 take the Reading. Students in grades 3-8, & 11 take the Math, and students in grades 5, 8, and 10 take the Science. Most students take the MCA, but students who receive special education services and meet eligibility criteria may take the MTAS.
Formative Assessment for Teachers (FAST) Assessments:
Universal screening is the process of regularly checking every student’s performance (taking their “temperature”) periodically during the school year. This helps to identify students who are responding well to core instruction (on track), as well as those who may require supplemental (some risk) or intensive (high risk) intervention and instructional support as an integral component to an effective RtI/MTSS program.
Princeton offers students in grade 11 an opportunity to participate in the ACT® on a school day. The ACT® is a curriculum- and standards-based educational and career planning tool that assesses students' academic readiness for college. Students are not required to achieve a specified score on an assessment in order to graduate or meet graduation assessment requirements.
In addition, every student is required to take a College/Career Readiness course to help students to practice a career investigation process, to give our students a competitive edge in the job search. Students research career options, develop job-seeking skills, and interview skills in areas that they are considering. Students also create a portfolio of skills and abilities, complete a mock interview with local business owners and have the opportunity to job shadow a professional in the community.
The English Language Learners program serves students in grades K-12 who qualify based on the following criteria:
- A language other than English is spoken at the home.
- The student’s level of English proficiency.
- The student’s academic skills and classroom assignments.
The ELL program is designed to support students in achieving English language proficiency. Students receive support in the classroom and in small group instruction, depending on their proficiency level. Students remain in the ELL program until they reach proficiency in academic English. The length of time required to achieve English language proficiency is dependent on many factors, such as, initial proficiency in English, educational experiences, and rate of progress.
The World’s Best Workforce Plan (state statute, section 120B.11) is a comprehensive, long term strategic plan to support and improve teaching and learning with the ultimate goal of creating the world’s best workforce. It is intended to serve as a foundational document that aligns educational initiatives that serve students Pre-K through high school. It is based on five beliefs:
- All students are ready for kindergarten
- Close the achievement gap
- All students in third grade achieve grade level literacy
- All students attain career and college readiness before graduation from high school
- All students graduate from high school
Princeton’s World’s Best Workforce Plan serves as a blueprint that demonstrates how current district initiatives and plans work together in a concerted effort to create a quality workforce equipped with the necessary skills for the 21st century.
The Rehabilitation Act of 1973 provides protection against discrimination on the basis of one’s disability in any program or activity provided by school districts and other educational providers that receive federal funding. The purpose of Section 504 of the Rehabilitation Act of 1973 is to ensure that students who are Section 504 eligible have educational opportunities equivalent to their non-disabled peers.
- Identify and refer potential students.
- Evaluate for a disability.
- Develop an individual Section 504 Plan.
- A qualified student has a physical or mental impairment that substantially limits a major life activity.
- School staff
Referrals should be made by the school district staff when there is reason to believe that the student might be disabled and require an accommodation or extra services to receive free and appropriate public education (FAPE).
What are the possible results of an evaluation?
- The student does not have a physical or mental impairment which substantially limits one or more major life activity or major bodily function. No accommodations needed.
- The student has a physical or mental impairment which substantially limits one or more major life activity or major bodily function and a Section 504 Plan is developed.
- The student is referred to the Child Study team for further evaluation under Special Education.
Does the parent/guardian need to give permission for their child to be evaluated for a Section 504 Plan?
- Yes, the evaluation is completed after permission from parent/guardian is given.
CLICK HERE to view the 504 Handbook