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!


Assessment

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.

MDE Testing Resources Link

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.

Graduation Assessment Requirements:
  • In order to receive a diploma, students need to meet applicable graduation assessment requirements depending on when they first enrolled in grade 8.Students first enrolled in grade 8 in 2011–2012 and earlier have a number of options to meet graduation assessment requirements in reading, mathematics, and writing.
  • Districts have a number of requirements to fulfill for students’ career and college planning, but students first enrolled in grade 8 in 2012–2013 and later are not required to achieve a specified score on an assessment in order to graduate or meet graduation assessment requirements.

The ACT:
The ACT® is a curriculum- and standards-based educational and career planning tool that assesses students' academic readiness for college. The ACT® is administered by the district one time to students in grade 11.

Title I


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 jessica.town-gunderson@isd477.org.

CLICK HERE to access the Title I Parent Involvement Plan

Advanced Academics

This program provides resources for students who need instruction beyond current grade level standards. Click Here for more information.

English Language Learners

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.

World's Best Workforce

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.

Section 504

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.


What is the Section 504 process?

  • Identify and refer potential students.
  • Evaluate for a disability.
  • Develop an individual Section 504 Plan.


What makes a student eligible?

  • A qualified student has

a physical or mental impairment that substantially limits a major life activity.

Who can make a referral for a Section 504 evaluation?

  • Parents/guardians
  • Teachers
  • 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.

If you have further questions, please contact the building your child attends to speak with the building 504 Coordinator.

Literacy Plan

Click Here for a copy of the ISD #477 Princeton Public Schools Local Literacy Plan

Samantha Heitke

Titles: Advanced Academics Coordinator
Email:
Phone Numbers:
School: 763-389-7185

Alyssa Meyerdirk

Titles: English Language Learning Teacher
Email:
Phone Numbers:
School: 763-389-7211

Andrea Preppernau

Titles: Assessment and Special Programs Coordinator
Email:
Phone Numbers:
School: 763-389-7271

Sonia Strickland

Titles: Technology / Teaching & Learning Secretary
Email:
Phone Numbers:
School: 763-389-6166

Jessica Town-Gunderson

Titles: Director of Teaching & Learning, District Homeless Liaison
Email:
Phone Numbers:
School: 763-389-7278