The Humke Elementary School will create a culture of trust and ownership with staff, students, and community, and we will create systems that allow us to implement Three Main Strategies that will move us toward our vision.

1.  HIGH LEVERAGE INSTRUCTIONAL STRATEGIES

Literacy:
Nekoosa staff members are learning and implementing Partnership in Comprehensive Literacy. This balanced approach to literacy focuses on reading, writing, language and the integration of science and social studies. This model also allows the classroom teacher to collaborate with colleagues.
2018-2019: Literacy
° Language Workshop (Year 2)
° Readers Workshop (Year 1)

Co-Teaching:
Regular and special education teachers co-plan and co-teach, so that all students may be included in all classrooms.
2018-2019: Co-Teaching
° Early Childhood (EC-4K) inclusionary practices (Year 1)
° Specifically Designed Instruction (5K-3) (Year 3)

Math:
We have a K-5 math committee starting to identify a new curriculum. 
2018-2019: Math Workshop Grade 5K-5
° Focusing on Math Workshop Structure

Multi-tiered Systems of Support (MTSS) – Academic:  MTSS serves individual learners’ needs using three tiers of support. All students receive tier one instruction, which is the curriculum everyone is guaranteed. Tier two instruction provides additional time and support to make sure students get what they need to learn the essential skill. Tier three provides intensive instruction which is often one-on-one.
2018-2019: MTSS Academic Systems 5K-3 (Year 3)

2.  SOCIAL AND EMOTIONAL LEARNING

MTSS Behavioral Systems
In the same manner that academic multi-tiered approaches support academic learning, MTSS behavioral systems help students learn social skills necessary
for life success. It also provides three tiers. We are developing systems to make sure the tier 1 measures are being done in all classrooms. We also have tier 2 & 3 interventions organized similar to provide group or individual supports to ensure that all students are having their needs met.
2018-2019: MTSS Behavioral Systems K-3 (Year 2)

Responsive Classroom and Conscious Disciplines
Responsive Classroom (RC) and Conscious Discipline (CD) are frameworks in which positive student behavior is developed. RC is the cornerstone in helping students build relationship so that they feel safe and secure and learn social emotional skills such as communication, collaboration, and conflict resolution. CD helps students learn how to self-regulate their own behavior and resolve conflict. Many of instructional practices are institutionalized and we are working on creating systems to ensure all routines are improved and institutionalized.
2018-2019: Social-Emotional Learning (Year 5)

3.  EQUITY
Regular education and special education teaching staff work together to provide teaching and learning supports for all students in the general education classroom.