Internal Curriculum Documents
Updated and Reviewed August 2023
District Content and Instructional Review (CIRC) Cycle
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The district will host a bus trip to tour the new Owatonna High School on Saturday, Dec. 9, boarding at 12:15 p.m at Northfield High School Door. No. 1. The new Owatonna High School opened this fall.
The tour of Northfield High School, originally scheduled for Dec. 9, is rescheduled for Dec. 12 from 6 pm—8 pm. Meet in the high school media center.
Updated and Reviewed August 2023
District Content and Instructional Review (CIRC) Cycle
Elementary Math Instruction Guide
Grade K: Math Frameworks-MN Benchmarks Aligned to Everyday Math 4
Grade K: MN Math Benchmarks/Everyday Math Checklist
Grade 1: Math Frameworks-MN Benchmarks Aligned to Everyday Math 4
Grade 1: MN Math Benchmarks/Everyday Math Checklist
Grade 2: Math Frameworks-MN Benchmarks Aligned to Everyday Math 4
Grade 2: MN Math Benchmarks/Everyday Math Checklist
Grade 3: Math Frameworks-MN Benchmarks Aligned to Everyday Math 4
Grade 3: MN Math Benchmarks/Everyday Math Checklist
Grade 4: Math Frameworks-MN Benchmarks Aligned to Everyday Math 4
Grade 4: MN Math Benchmarks/Everyday Math Checklist
Grade 5: Math Frameworks-MN Benchmarks Aligned to Everyday Math 4
K-5 Exploring Phenomena or Engineering Problems – Asking Questions & Defining Problems
K-5 Exploring Phenomena or Engineering Problems – Planning & Carrying Out Investigations
K-5 Looking at Data and Evidence – Analyzing and Interpreting Data
K-5 Looking at Data and Evidence – Using Math and Computational Thinking
K-5 Developing Explanations or Designing Solutions – Developing and Using Models
K-5 Communicating Reasons, Arguments and Ideas – Engaging in Arguing from Evidence
K-5 Communicating Reasons, Arguments and Ideas – Obtaining, Evaluating and Communicating Information
Reviewed August 2021
PHONEMIC AWARENESS
Phoneme Blending: [Directions] [List of Words with 2 Phonemes] [List of Words with 3 Phonemes] [Tracking] [Integrity Check]
Phoneme Segmenting: [Directions] [List of Words with 2 Phonemes] [List of Words with 3 Phonemes] [Tracking] [Integrity Check]
PHONICS
Letter Sound Correspondence: [Directions] [Tracking] [Integrity Check]
Incremental Rehearsal: [Directions] [Flash Cards: Lower Case and Upper Case] [Tracking: Lower Case and Upper Case] [Integrity Check]
Blending Words: [Directions] [Integrity Check]
FLUENCY
HELPS: [Complete Program]
Incremental Rehearsal (Fry Words): Tracking [1st 100 words] [2nd 100 words] [3rd 100 words] [4th 100 words] [5th 100 words]
Fluency Phrases: [Directions] [Fry Instant Phrases List] [Flash Cards: 1st 100 Words / 2nd 100 Words 3rd 100 Words / 4th 100 Words / 5th 100 Words / 6th 100 Words] [Tracking] [Integrity Check]
Duet Reading: [Directions] [Integrity Check]
Newscaster: [Directions] [Integrity Check]
Pencil Tap: [Directions] [Tracking] [Integrity Check]
Stop-Go: [Directions] [Integrity Check]
COMPREHENSION
Repeated Reading with Comprehension: [Directions] [Integrity Check]
KINDERGARTEN
Incremental Rehearsal (Number ID/Fact Fluency): [Directions] [Tracking: #ID + – ] [Number Flash Cards 0-100] [Addition Flash Cards] [Subtraction Flash Cards] [Integrity Check]
Strategic Number Counting (Fact Fluency): [Directions & Tracking] [Integrity Check]
Counting Board Game (Number Sense): [Directions & Tracking] [Integrity Check]
GRADE 1
Incremental Rehearsal (Number ID/Fact Fluency): [Directions] [Tracking #ID + – ] [Number Flash Cards 0-100] [Addition Flash Cards] [Subtraction Flash Cards] [Integrity Check]
Cover, Copy, Compare (Computation/Fact Fluency): [Directions] [Tracking] [Integrity Check]
Strategic Number Counting (Fact Fluency): [Directions & Tracking] [Integrity Check]
Counting Board Game (Number Sense): [Directions & Tracking] [Integrity Check]
GRADE 2
Incremental Rehearsal (Fact Fluency): [Directions] [Tracking #ID + – ] [Addition Flash Cards] [Subtraction Flash Cards] [Integrity Check]
Cover, Copy, Compare (Computation/Fact Fluency): [Directions] [Tracking] [Integrity Check]
Self-Correction Checklist (Computation/Problem Solving): [Directions & Tracking] [Integrity Check]
Strategic Number Counting (Fact Fluency): [Directions & Tracking] [Integrity Check]
Counting Board Game (Number Sense): [Directions & Tracking] [Integrity Check]
GRADE 3
Incremental Rehearsal (Fact Fluency): [Directions] [Tracking #ID + – x ÷ ] [Addition Flash Cards] [Subtraction Flash Cards] [Multiplication Flash Cards] [Division Flash Cards] [Integrity Check]
Cover, Copy, Compare (Computation/Fact Fluency): [Directions] [Tracking] [Integrity Check]
Self-Correction Checklist (Computation/Problem Solving): [Directions & Tracking] [Integrity Check]
Peer Tutoring (Fact Fluency): [Directions, Tracking and Integrity Check]
Strategic Number Counting (Fact Fluency): [Directions & Tracking] [Integrity Check]
GRADE 4
Incremental Rehearsal (Fact Fluency): [Directions] [Tracking #ID + – x ÷] [Addition Flash Cards] [Subtraction Flash Cards] [Multiplication Flash Cards] [Division Flash Cards] [Integrity Check]
Cover, Copy, Compare (Computation/Fact Fluency): [Directions] [Tracking] [Integrity Check]
Self-Correction Checklist (Computation/Problem Solving): [Directions & Tracking] [Integrity Check]
Peer Tutoring (Fact Fluency): [Directions, Tracking and Integrity Check]
GRADE 5
Incremental Rehearsal (Fact Fluency): [Directions] [Tracking #ID + – x ÷ ] [Addition Flash Cards] [Subtraction Flash Cards] [Multiplication Flash Cards] [Division Flash Cards] [Integrity Check]
Cover, Copy, Compare (Computation/Fact Fluency): [Directions] [Tracking] [Integrity Check]
Self-Correction Checklist (Computation/Problem Solving): [Directions & Tracking] [Integrity Check]
Peer Tutoring (Fact Fluency): [Directions, Tracking and Integrity Check]
Similar to the acquisition of academic skills, students learn appropriate behavior through instruction, practice, feedback and encouragement.
Behavior is dynamic and ever-changing, and different types of behavior require different types of intervention. Prior to providing an intervention, baseline data on the student’s challenging behavior must be gathered. This data must then be analyzed in order to assess the level of intensity and select the appropriate behavioral intervention. This task can be completed by the teacher, the school psychologist, school social worker and/or the behavior coach.
Class-wide, small group, or individual intervention can be collaboratively determined between the teacher, school psychologist, school social worker and/or behavior coach. The intervention collaboration is typically initiated by the classroom teacher, since there is not a benchmark system for behavior concerns at this time.
Common areas of behavior concerns include:
Click on the buttons below for a variety of resources and links for each of these common areas of concern. For more individualized interventions, please contact school psychologists, school social workers, and/or PALS specialists.
SELF-REGULATION
Description: Self-regulation refers to the capacity to control one’s impulses, both to stop doing something, if needed (even if one wants to continue doing it) and to start doing something, if needed (even if one doesn’t want to do it). Common classroom concerns in the area of self-regulation are lack of attention or focus, poor body control, and/or hyperactivity.
Accommodations:
Interventions:
Visual Guides –
Whole Body Listening [Poster] [Poster 2] [Worksheet]
Positive Reinforcement Charts –
Zones of Regulation Curriculum
*See building school psychologist, social worker and/or behavior specialist for assistance in creating the document.
WORK COMPLETION
Description: Work completion refers to the ability to complete classroom work and comply with adult requests. Common classroom concerns in this area may include difficulty following directions, off task behaviors, and the inability to follow through with tasks or requests.
Accommodations:
Interventions:
Positive Reinforcement/Self-Monitoring
Challenging Behaviors/Monitoring Behavior: Rubber-Band Intervention [Documentation Chart]
TRANSITIONS AND ORGANIZATION
Description: Transitions and Organization refer to the capacity to organize one’s thoughts and belongings and move from place to place or from task to task in an organized manner. Common educational concerns in this area may include difficulty moving from point A to point B in a timely or safe manner or having disorganized belongings/materials.
Accommodations:
Interventions: (Visual)
*See building school psychologist, social worker and/or behavior specialist for assistance in creating the document.
REFUSAL
Description: Refusal refers to the behavior of being non-compliant or showing defiant behaviors. Common educational concerns may include avoidance of a task/request, denial, rudeness, withdrawn behavior or overall non-compliance with a request.
Accommodations:
Interventions
Positive Reinforcement
Expected vs. Unexpected Behaviors
Challenging Behaviors/Monitoring Behavior: Rubber-Band Intervention [Documentation Chart]
ANXIETY
Description: Anxiety refers to the feelings of worry, uneasiness or nervousness about an uncertain outcome. Common behaviors in children with anxiety may include hesitation, crying, avoidance, shyness or nervousness.
Accommodations:
Interventions: (Relaxation Techniques)
Updated and Reviewed August 2021
Updated and Reviewed August 2021