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ALTERNATIVE LEARNING Every Student. Every Journey. At GCED, we understand that every student’s journey is unique. Our Alternative Learning Programs provide flexible, personalized options to support academic growth, skill development, and future success. Whether students need a different learning environment, credit recovery, or real-world work experience, we’re here to help them thrive. Our Programs Pathways A non-traditional academic and social development program designed for at-risk students, offering innovative and supportive learning experiences. 5RiversOnline A fully accredited online learning program providing both full-time and part-time options for K-12 students seeking flexibility and high-quality education. Learn about 5RO. Credit Recovery Designed to help students get back on track by completing required coursework in a supportive, structured environment. Extended School Year (ESY) Additional learning opportunities beyond the traditional school year to support students who require continued academic or social-emotional development. Targeted Services Early intervention and academic support for elementary and middle school students who need extra help in building foundational skills. Work-Based Learning Hands-on, real-world job experiences that help students develop career skills and explore future employment opportunities. Finding the Right Fit GCED is committed to guiding students and families toward the best alternative learning pathway. Whether you need flexibility, additional support, or real-world experience, we offer programs designed to meet every learner’s needs. Contact Us Today

Mental Health Resources & Partners Goodhue County Guides One of the very first needs identified by The Mental Health Coalition of Goodhue County was a comprehensive mental health resource guide. These guides aim to increase mental health literacy and knowledge about how to access services. If you have any questions please email Josh Smith at josh.smith@goodhuecountymn.gov . Community Mental Health Resource Guide School Staff Mental Health Resource Guide Parents and Caregivers Mental Health Resource Guide GCED Resources Change to Chill Don't Give Up! Sesame Street and Bruno Mars Managing Problem Behavior at Home Overcoming Obstacles with Students Age 8-12 Years of Age Age 8-12 Years of Age - Spanish Age 13+ Years of Age Age 13+ Years of Age - Spanish Our Team SEL Team at River Bluff Education Center Shelly Angell Molly Dodge-Brage Lauren Grammond AJ King Matt Rodgers Behavior Team Support* Kate Bowee, Occupational Therapist kbowe@gced.k12.mn.us Lynne Petersen, Autism Consultant lpetersen@gced.k12.mn.us Sara McAdams, Certified Behavioral Analyst sara.mcadams@swsc.org Tess Coulson, School Psychologist tcoulson@gced.k12.mn.us *Students are referred to the Behavior Team by district special education leaders.

Learning Opportunities Course Pre-Approval (Licensed Staff) Course Pre-Approval (Paraprofessionals) CEU Requirements Eligibility GCED CEU Coversheet Conference Request Form PD Request Form Clock Hour Reporting License Lookup Additional Supply Requisition Form iPad App: Request Form Request for Assistive Technology (AT) Support Field Trip Proposal Form Field Trip Request Form TSES Manual: Total Special Education System Indoor Air Quality Concern Form Contracts Teacher Agreement 2025-2027 Paraprofessional Agreement 2024-2026 Support Staff Agreement 2025-2027 (Building Support Specialists, COTAs, Interpreters, LPNs) Salary Lane Change (Licensed Staff) Salary Lane Change (Paraprofessionals) Staff Handbook Read the Staff Handbook Human Resources AT Support Social Worker & Counselor Resources ADSIS Support Case Manager Resources Assessment Windows 25-26 Dyslexia Assessment Assessment Framework Infinite Campus Contact information, and enter important student data securely with Infinite Campus. Infinite Campus Smart Systems Go here to check your pay stub, W2, absences and update your contact information. Smart Systems iObservation Collects, manages and reports longitudinal data from classroom walkthroughs, teacher evaluations and teacher observations to promote teacher growth. iObservation Infinitec Infinite potential through technology. Infinitec Red Rover Whatever your reason, here you can reserve a sub, check your leave balances and tell your supervisor you’ll be out. Red Rover SPED Forms Special education software to support teachers while they complete due process paperwork and to support admin in data collection. SPED Forms FastBridge Learning Proven measures for formative assessment in one easy-to-use system. FastBridge Learning Type III Driver Training If you transport students you will need to take this course annually to be certified. Type III Driver Training Reach My Teach A two-way communication platform that makes it easy for schools and educators to connect with all families through the languages they speak. Reach My Teach Quick Links Staff Resources CEU Committee May 2026, all CEU positions will be up for renewal 3:30 during the final union meeting. CEU Meetings to Approve and Submit Hours: 10/29/25 (review, approve & submit hours) from 3:00-3:30 01/28/26 (review, approve & submit hours) from 3:00-3:30 04/29/26 (review, approve & submit hours) from 3:00-3:30 All meetings will be held in Emily Grobe's classroom (G102) at RBEC. Annual CEU Meeting 10/15/25 (OPTIONAL) from 3:00-4:00 (Google Meet) Due Process Paperwork Nights Goodhue County Education District hosts Due Process Paperwork Work Sessions! All sessions are held via Zoom. Due Process Paperwork Nights Staff Forms and Information

Multi-Tiered System of Support What is MTSS? A Multi-Tiered System of Support (MTSS) is a framework of instructional design aimed to support all students in making progress toward and exceeding mastery of grade-level content standards. In an MTSS framework, instructional supports are differentiated by levels to accelerate growth both for students who lag behind their peers, as well as those who exceed grade-level expectations. A school-wide, multi-level instructional system for preventing school failure includes screening, progress monitoring, and data-based decision making for instruction and movement within the multi-level system (MN Department of Education, 2015). What does that really mean? It means that we are building a system that ensures students receive the help they need when they need it: one system of multiple supports – in academics and behavior. Links and Resources Tier 1 Important Links Importance of Tier 1 Improving Tier 1 Universal Design Culturally Responsive Instr. GCED Class Observations Quick Links MTSS Protocol Problem Solving Worksheet Troubleshooting MTSS SMART Goals Communication Plans MTSS Teams High-Leverage Practices Teams Team Overview Teacher & Parent Grade-Level/Content Area School Support Team Special Education Team District Team Assessment & Evaluation Assessment Framework FastBridge Learning eduCLIMBER Multi-Tiered Support Reading Phonological Awareness Phoneme Segmenting Phoneme Blending Phonics & Word Recognition Letter Recognition Letter Sounds Blending Words Reading Fluency Repeated Reading (RR) Pencil Tap RR w/ Comprehension Readers Theatre Radio Reading Comprehension RR with Comprehension RR with Questions Retelling Vocabulary Triple Entry Journal Vocabulary Strategies Vocab-O-Gram Additional GCED Made Interventions Reading Fluency Scripts FastBridge Rdg. Fluency Fidelity Inventory-Elem. Fidelity Inventory-Sec. Math Intervention Max Group Size Per Week Frequency Session Length Progress Monitoring Say/Ask/Check (Problem-Solving) 3 3 20 min Concepts & App Incremental Rehearsal (Fact Fluency) 3 3 10 min Basic Facts Customized Self-Correction Checklist 3 3 20 min Computation Counting Game (Early Numeracy) 2 3 10 min Oral Counting Behavior Resource Links Behavior Intervention Plan Template Behavior - Formal Observation Systems SWPBIS Tiered Fidelity Inventory FastBridge - Screening and PM Behavior Improvement Team Steps Process Examples PBISWorld.com Curriculum The Zones of Regulation : A curriculum designed to foster self-regulation and emotional control. Skillstreaming : Skillstreaming employs a four-part training approach-modeling, role-playing, performance feedback, and generalization-to teach essential prosocial skills. Positive Behavior Intervention Support While member districts use the PBIS framework to teach expected behaviors, behavior is individualized. What works for one student may not work for another student because of underlying needs, unspoken contracts, etc. The best behavior plans are woven into the day and are positive in nature. Relationships and mutual respect improve overall behaviors and climate. Functional Behavior Assessment (FBA) Why is the student behaving in a manner that interferes with their learning? For a quick snapshot to determine the reason behind the behavior, ask several adults (including parents) who know the student and complete a Functional Assessment Screening Tool form. Click here to download the form. Observation Observe the student to see how this information manifests itself and how it affects educational functioning. Determine interventions partially based on reason for the misbehavior. How do we support and be proactive in helping improve behavior? Click here to download a description of the process for supporting behavior improvement. Procedures for Behavior Intervention Assessment Framework Assessment Framework A timely, valid, and reliable assessment framework is a critical element of MTSS (Torgesen, 2006). An assessment framework is used to collect information to make educational decisions (Burns & Gibbons, 2008). Within an assessment framework, there are four main objectives: identify students at risk for not meeting grade-level standards and need additional educational supports to meet grade-level standards, monitor student progress to determine if students are progressing toward grade-level standards or have fallen behind, collect information to plan instruction, and assess effectiveness of supports at each tier (Torgesen, 2006, p. 1). Torgesen and Miller(2009) distinguish assessments, using common terms, as either being for learning (formative assessment) or of learning (summative assessment) (p. 5); an assessment framework includes both. There are four sub-types of assessments: Benchmark Diagnostic Progress monitoring, and Outcome. These assessment subtypes correspond to the main objectives of the assessment framework. The term benchmark was selected instead of "screening" to be inclusive of additional purposes (Barnes & Harlacher, 2008; Burns & Gibbons, 2008; Torgesen, 2006). Links FASTfacts MTSS Assessments Progress Monitoring 101 Progress Monitoring Interpretation FastBridge Key Terms FastBridge Navigation Basics FastBridge Reports Overview

SPECIAL EDUCATION REACH and STEP Programs Quick Links Parent Record Request Form Procedural Safeguards Procedural Safeguards (Español) Educational Services for All Children As part of the initial Joint Powers Agreement in 1990, Special Education was a priority to serve the member districts. All students of our member districts are eligible to receive special education services provided by or through GCED. These services provided to member districts are determined by students' identified needs. Special Education Services All students in our member districts are eligible to receive special education services provided by or through GCED. These services provided to member districts are determined by students' identified needs. It is the goal of the GCED to achieve the highest standards of excellence for students with disabilities based upon their individual strengths and needs. Every student is provided with sound academic opportunities to facilitate their physical, emotional, social and vocational potential. It is our responsibility to provide demanding programs appropriate for all levels of ability and to implement this philosophy into practice for all students. It is our goal to serve every school-aged child with a disability who resides in our member districts. If you are aware of a student who resides in one of our member districts and meets one or more of the following disabling conditions or if you suspect that your child has a disability that has not yet been identified, please contact our district office or your local school: Autism Spectrum Disorder Blind or Visually Impaired Deaf and Hard of Hearing Deaf-Blind Developmental Cognitive Disability Developmental Delay Emotional or Behavioral Disorder Other Health Disabilities Physically Impaired Severely Multiply Impaired Specific Learning Disability Speech and Language Impairment Traumatic Brain Injured The GCED, along with the member districts, provides a full continuum of special education services for each individual student in the least restrictive environment. Each level of service is available for consideration by the Individual Education Plan (IEP) or Individual Family Service Plan (IFSP) team for all eligible students. Our Programs REACH Program A special education program serving students whose emotions or behaviors significantly impact their ability to make progress in a less restrictive setting. Students in the REACH program typically have average to above average cognitive ability. Students served are age 4 to grade 12. STEP Program STEP is a secondary transition program for students 18-21 years old who have successfully completed the requirements necessary for a high school diploma however, are still making progress towards goals and objectives in the transition areas. A community-based program emphasizing employment and independent living skills, STEP works in collaboration with students, families, and community agencies. Our Services and Resources The following services are provided by or through GCED. Services are determined by students' identified needs. Continuum of Services Itinerant Instruction Students requiring minimal special education services may benefit from Itinerant Instruction. This level of service provides the student with intermittent instruction, consultation, and/or materials provided by district-wide special education teachers. Resource Instruction Eligible students may receive resource instruction in a separate classroom for part of their school day. This level of service supplements or replaces general education class instruction depending on the student's needs. Resource teachers typically work with students in skill deficits in core subjects, and provide individual or small group instruction as determined by the IEP/IFSP team. All of our schools provide resource special education services. Self-Contained Classrooms At this level of service, students with needs that cannot be met by itinerant or resource level services receive instruction in a separate classroom for the majority of the school day. These specialized programs offer the environmental changes needed to ensure educational success. One teacher is in charge for most of the school day and provides the majority of instruction. Paraprofessionals may also work with the teacher and students. Class sizes are kept smaller than the general education classroom to provide the educational support needed by the students. Setting IV School Program Students whose IEP needs exceed those of a self-contained program may need the support of a separate day school. Member district staff remain involved in each of these programs. Just like in the resident school district, students and their families are assigned a case manager to ensure that the students' progress is monitored and, when exit criteria are met, that the student is reintegrated into their resident district. Homebound Instruction Homebound instruction is provided for special education students who, because of medical problems documented by a physician, are either: unable to attend regular classes for a period of not less than three school months; or capable of learning at school but are unable to attend classes for intermittent periods of time totaling three school months during a school year. Plans for Students in Nonpublic Schools When a student is parentally placed in private, parochial or home-schooled, not due to FAPE, the district is responsible for child find and evaluation of these students. Following evaluation and identification, the district team will report recommendations and, if eligible, propose an IEP/IFSP following a team meeting with representatives of the public, nonpublic and parents. Related Services Related services include transportation and other support services, such as speech or physical therapy, required for students with disabilities to benefit from special education. Speech and language therapy, occupational therapy, and physical therapy are available at all of our district schools. Extended School Year Services Extended school year (ESY) services are offered to eligible special education students during summer vacation. ESY is for students who lose critical skills during regular breaks in instruction and who require an excessive amount of time to regain those skills. Other factors may be considered. Skills appropriate for ESY consideration include those related to self-sufficiency, behavior, socialization, communication and academics. A student's need and eligibility for ESY instruction is determined by the IEP/IFSP team. Developmental Preschool Parents of children, who are at least three years of age, but who have not reached the required age for kindergarten, may request evaluation for special education preschool services from their district. The assessment will assess the child’s vision and hearing, language fluency, communication skills, medical history, cognitive development, gross/fine motor skills, and social-emotional development. If eligible, an IFSP will be developed. The IFSP team may determine that they need services while in their current setting or while attending a developmental preschool program at one of our districts for no cost. Transition Services Transition services are provided for students who are at least sixteen years old. These services, which are based on each student's strengths, interests and preferences, help students make the transition from school to post-school activities, including college education, vocational training, employment, continuing and adult education, adult services, independent living and community participation. For students aged 18-21, who remain enrolled, there are two transition programs. One program is at the River Bluff Education Center, a GCED site in Red Wing. The other site is located at Red Wing High School. IEP teams will propose the most appropriate program based on student strengths and needs. Child Find Child Find Child find is a component of the Individuals with Disabilities Education Act (IDEA) that requires districts to locate, identify, and evaluate all children with disabilities, age birth through age 21, who are located within the geographic boundaries of the district and who are in need of special education services. These activities are referred to as the “child find” process. The child find requirement applies to all children with disabilities who are attending nonpublic, elementary and secondary schools. The child find process for nonpublic school children with disabilities must be comparable to the process used for children with disabilities in public schools. Should you perceive that your child has a disability and is not making satisfactory academic, social behavioral and/or communicative progress and has a substantial limitation in the areas of learning and communicating, you may seek an evaluation through the district. The evaluation will be designed to determine whether or not your child has a disability as defined by special education eligibility criteria in Minnesota Rules (MR) 3525. For children with disabilities who are found eligible to receive special education services, parents will be invited to participate on a planning team that will review the information and propose services. District teams often attempt interventions first in an attempt to close any gaps in achievement. Although these interventions are a critical component, often providing teams with rich instructional data, teams will not use intervention systems to wrongfully delay evaluation. Resources, Services and Information Autism Consultant Supports teachers who work with individuals who meet educational criteria for autism. The consultant is available to assist with evaluations, individual education programs, program and family supports, strategies, behavior challenges and general consultation. Behavior Team Provides education for students with emotional or behavioral difficulties. Assists in program planning, inservice and student assessment and intervention and provides ongoing support to teachers and building teams. Blind/Visual Impairment and Orientation & Mobility Provides functional vision assessment; direct specialized skills teacher, adaptation of classroom materials, and consultation to parents, students and teachers. Educational Audiology Provides support to staff and students to ensure optimal use of hearing in the educational environment; provides consultation and inservice on hearing impairment, intervention strategies and use of amplification. Hearing Impaired Provides speech/language assessments for hearing impaired students; direct teaching of language, specialized skills and academics; consults with students, parents and teachers; and coordinates and employs interpreters to support students with severe hearing impairments. Instructional Coaches Service to increase the capacity of teachers to plan and implement effective instructional practices and to increase student achievement through modeling and feedback. Nursing Services Promotes the physical, mental, emotional and social well-being of students by providing comprehensive health services. Occupational Therapy Occupational therapy (OT) helps students with disabilities from birth to age 22 to develop their skills for school! Occupational therapists (OTs) address the following areas so students can participate as independently as possible: developmental milestones, fine motor, handwriting, visual motor & perception, self-care/activities of daily living, sensory processing, self-regulation, organization, and assistive technology. For more information, please visit: https://www.aota.org/ Physical and Health Disabilities (PHD) & Assistive Technology (AT) Provides assessment, consultation, and direct services to building teams and students who have special education or special equipment needs due to physical disabilities and/or health disabilities. Physical Therapy School based physical therapists help students with disabilities from birth to age 22 develop school related functional mobility skills. Physical therapists support the student and special education team to increase participation and independence. This may include: facilitating early gross motor milestones, promoting physical skills needed for accessing areas of the school building and guiding safe use of assistive devices such as wheelchairs and walking devices. For more information, please visit: www.apta.org School Psychology Provides assessment, intervention, and consultation services provided to special education programs of member school districts. Speech/Language Therapy Identifies student communication needs and develops and implements programs to remediate and/or prevent communication disorder. Begin Your Journey Today If you suspect that your child has a disability that has not yet been identified, please contact our district office or your local school district. Contact Us

School Contacts Phone: (651) 388-4441 Email: 5RO@gced.k12.mn.us Principal: Kim Cory, kcory@gced.k12.mn.us Follow Us Contact us First name Last name Email* Phone Current School District Message* Submit CONTACT 5RO 5RiversOnline K-6 Learners 7-12 Learners Enroll FAQs Help Center Contact Our Staff 5RO MENU Close

Dyslexia Overcoming Dyslexia Because of brain plasticity, deliberate and intense instruction can strengthen the appropriate neural pathways for reading or create bypasses around problem areas (Cunningham & Rose; Eden, 2016; Krafnick et al., 2011; Simos et al., 2002). Simos et al. (2002) showed that after a sufficiently intensive intervention, functional brain deficits underlying dyslexia can be reversed. Other studies have shown that this brain “normalization” occurs when intervention is early, intensive, and effectively designed (Blachman et al., 2004; Simos et al., 2007). These studies propose that reading difficulties are but a variation from normal develop that can be alternated by intensive intervention (Simos et al., 2002). Any students that do not respond will likely be eligible for special education services and in need of intensive, on-going support to overcome a severe reading disability. Lastly, while it is debatable that dyslexia can be truly “cured,” the only way to overcome the deficits associated with dyslexia is to teach students how to read. To overcome dyslexia, learning to read will require significantly more effort and support, but, nonetheless, they can learn to read. Back to Reading Center Page When educators teach reading, they are literally changing the way the brain is wired. This is because our student's brains haven't evolved to learn to read. However, because of the brain's neural plasticity, it can repurpose existing neural networks (Dehaene, 2009). Simply put, there is no specific part of the brain dedicated to reading. It's not a natural thing our brain's just start doing. When learning to read, the brain adapts for a new purpose. This adaptation occurs over time, so depending on where a student is in their reading development, the patterns in the brain are activated differently (Cunningham & Rose). Within the brain, it is the left hemisphere that is associated with language comprehension, speech production, reading, and mathematical calculations (Ormrod, 2016). The Brain and Dyslexia Dyslexia is a brain-based learning disability that specifically impairs a person's ability to recognize words, read fluently, and spell accurately. How Students Read Words: Phonological Path This is the intentional decoding of a word, and it is slower and uses more mental capacity than sight recognition. Students identify specific letters in a word. Students convert those visual images into sounds and blend those sounds together into a word. Students need to connect the word to meaning. Example: For the word bat, students (1) see the letters B, A, T, (2) convert the letters to sounds (/b/, /a/, /t/ ) and blend them together, and (3) connect the word bat to its correct meaning based on language comprehension (i.e., either a baseball bat or an animal bat). The phonological path figure is a simplified version of the reading brain using the phonological path (based on the work of Dehaene, 2009 and Strom, 2022). How Students Read Words: Lexical Path When a student reads a word in their sight word vocabulary as a result of orthographic mapping (i.e., permanent storage of a word in the brain), their brain follows the faster lexical path. A faster neural pathway. This pathway is faster and uses less mental capacity because the brain’s letterbox, which develops in the visual areas of the brain, is specialized for recognizing specific strings of letters (i.e., words). Once a student sees a word (or a specific string of letters) that has been stored in their letterbox, both sound and meaning are quickly activated in the brain. For some students, this quick recognition occurs after only a few exposures to the word. For other students, it may take many more exposures. The lexical path figure is a simplified version of the reading brain using the lexical path (based on the work of Dehaene, 2009 and Strom, 2022). Minnesota state statutes define dyslexia as the following: 125A.01. Subd. 2. "Dyslexia" means a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate or fluent recognition of words and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. According to the National Center for Education Statistics and National Institutes of Health, 33% of students served under the Individuals with Disabilities Act have a specific learning disability. In relation to the entire population, 15% of the US population (or 1 in 7 students) has a learning disability. Of students with a specific learning disability, approximately 80% have reading problems. This means reading problems are the most common type of learning disability. The prevalence of dyslexia is likely between 5%-10% (Catts et al. 2005; Shaywitz et al., 1990) with a more catchall range being 5%-17% of students (Shaywitz & Shaywitz, 2003). Prevalence is highly dependent on identification criteria, and the criteria for dyslexia tends to be more inclusive than the criteria for a learning disability category within the Individuals with Disability Education Act which provides special education services to eligible students. Minnesota State Statute The state statute ties the definition of dyslexia to the criteria of a specific learning disability and narrows it to characteristics of difficulties associated with accurate or fluent recognition of words and by poor spelling and decoding abilities. General Symptoms of Dyslexia: Difficulty recognizing letters and sounds automatically (quickly and accurately) Difficulty decoding words (i.e., sounding them out) Poor spelling Slow reading

LEARN & EARN Apply Now Learn & Earn: Grow, Inspire, Succeed The Learn & Earn program is designed to equip students with essential workplace skills, industry-recognized certifications, and hands-on experiences through internships, job shadowing, and worksite tours. This course integrates career readiness training with real-world learning opportunities to prepare students for success in post-secondary education and the workforce. OSHA 10 Certification Online or in-person training provided. Completion of coursework and final assessment required for certification. Microsoft Office Suite Training Modules covering Word, Excel, PowerPoint, and Outlook. Demonstration of proficiency through assignments and projects. StrengthsFinder Assessment & Activities Complete the Gallup StrengthsFinder Assessment. Participate in reflection activities and discussions on strengths-based career planning. Internship Placement Work with the instructor to secure an internship aligned with career interests. Maintain a journal of experiences and submit a final reflection. Supervisor evaluation required for successful completion. Worksite Tours Attend scheduled industry visits with local employers. Complete reflection activities after each tour. Job Shadowing Opportunities Participate in job shadowing experiences. Submit a summary report detailing observations and key takeaways. Course Objectives How It Works Students in Goodhue County who are 17 or 18 years old can participate in the Learn & Earn Program. Students apply and, when accepted, engage in a number of career-connected learning opportunities that include two certificates and earning college credit! 2025-2026 Timeline October-November: OSHA-10, Strengths, Microsoft Office December-January: Industry Tours February-May: Paid Internships Program Coordinator The Learn & Earn Program Coordinator is Liz Diggins. Liz is a licensed teacher with the Goodhue County Education District who specializes in providing students with a high-quality career connected learning in order to support students having a meaningful post-high school plan and pathway. Contact Liz Phone: 651-388-4441 Email: ediggins@gced.k12.mn.us Business Involvement For businesses in Goodhue County that focus on Trades, Manufacturing and Agribusiness, the Learn & Earn Program is a great opportunity to build a local talent pipeline. There are a few different ways to get involved. Industry Tours Occurring in December-January and April-May, Industry Tours allow your business to showcase what it does and the various career pathways that exist in your business to students in the Learn & Earn Program. Internships Students typically receive one/two placements with local employers – one for February/March and one for April/May. Students are paid at a rate of minimum wage and generally take place three mornings a week. Ready to Learn & Earn? Start your journey toward career success today - contact program coordinator Liz Diggins at 651-388-4441 or ediggins@gced.k12.mn.us . Contact Us

Professional Development Collaborative Cohorts The following cohorts are available through GCED. Please register for them using the calendar events above. Assistive Technology Contact: Monica Capra BEST More information coming on this cohort. Courageous School & District Leaders More information coming on this cohort. CTE Advisory Committee The GCED CTE Advisory Committee participates with the RWPS CTE Committee. Dates/in-person or virtual. Contact: Brian Cashman DAPE Contact: James Lee ECSE In-person 3:45 - 4:45 p.m. RBEC Rm A115 Contact: Nicole Bolduan CTE/Perkins Southeast Perkins Consortium will host virtual office hours on the second Wednesday of each month. Job-Alike Regional Meetings will also be held for: School Counselors Family Consumer Science Agriculture and Trade & Industry Business Contact: Brian Cashman New Teacher Cohorts New teacher cohorts are for teachers in their first and second year of teaching. Contact: Nicole Bolduan OT/PT/DH/AT/VI/PI (Itinerants) Participation in Region 10 Cohorts Contact: Nicole Bolduan Principal Meetings More information coming on this cohort. School Psychologists In-person RBEC Rm A115 Contact: Nicole Bolduan Science of Reading Virtual Meetings 3:00-3:30 p.m. Flyer Contact: Weston Johnson Social Workers These are held virtually four times a year. Contact: Wendy Ahern Special Education Teachers Four virtual sessions are scheduled during the year. GoalBook focus. We want to spend this time supporting your work in this tool. Each “session” will have three one hour options to pick from. The content of each will be the same. We are doing this to give staff flexibility. Speech & Language In-person RBEC Rm A115 Contact: Lynn Booth STAR More information coming on this cohort. Targeted Services Leads Contact: Brian Cashman Title III/Non-Public These are held virtually on the second Tuesday of each month. Contact: Brian Cashman

READING CENTER For Prevention and Early Intervention We Believe All Children Can Learn To Read The GCED Reading Center is dedicated to ensuring all students receive high-quality reading instruction, achieve reading proficiency, and grow into lifelong readers. Support is provided for free to parents and families. Science of Reading Cohort Sign up for the Science of Reading Cohort. Sign Up Reading Support at Home Sign up to receive free reading support to teach lessons at home. Sign Up Parent and Family Appointments Contact us to learn more or schedule a FREE appointment. Contact Us Dyslexia Here is where we would link to the new sub-page? Learn More Reading Center Guide Read the Reading Center Guide to learn more about our commitment and goals. Read More Reading Center Update Read the latest Reading Center Update, including data on the impacts of our work. Learn More Quick Links Training Modules Interpreting Test Results Support at School Guide Local Literacy Plan Connect With Us The Reading Center is open all school year with availability to schedule in-person or virtual meetings on Tuesdays and Thursdays from 5-9 p.m. Reading Center Staff Dr. Weston Johnson is a dedicated educational professional with a passion for supporting struggling readers. For over a decade, he has worked to improve reading instruction for all students. As a dyslexia specialist, he forms partnership with teachers and parents to overcome learning challenges. Together, we can achieve a lot. We can support more learners if we collaborate. We can see all children learn and meet high expectations, and forming partnerships is essential for achieving this desired outcome. Together we can solve problems and improve learning. Let's begin our learning journey today. Begin Your Reading Journey Today Dr. Weston Johnson looks forward to helping you solve problems and improve your child's learning. Contact Dr. Johnson

Assistive Technology Welcome to GCED's Assistive Technology Hub! Here, you’ll find resources to support students through innovative tools and technology. Need assistance? Use our Request for Support Form to get help with the consideration process, training on a specific tool, or trialing assistive technology. Explore the GCED Assistive Technology Checklist and browse a list of tools available for borrowing to enhance learning and accessibility. Watch the Assistive Technology Presentation Forms and Resources Request for Assistive Technology Use this form to request a training, a tool, an app, help with a specific student or assistance with data collection. Assistive Technology Flowchart The Assistive Technology Consideration Checklist is a great tool to keep handy for all your IEP meetings. GCED AT Consideration Checklist Screener This checklist can be completed for evaluations and reviewed at annual IEP meetings to guide IEP teams in determining a student's need for assistive technology (AT). Start with this screener. If you answer "no" to any question, complete the corresponding form on the complete checklist. For example, if you answer "no" to question 4 on the screener, complete the additional form 4A on the complete checklist (see "Checklist-Complete"). GCED AT Consideration Checklist-Complete This checklist can be completed for evaluations and reviewed at annual IEP meetings to guide IEP teams in determining a student's need for assistive technology (AT). Start with the screener. If you answer "no" to any question, complete the corresponding form. For example, if you answer "no" to question 4, complete the additional form 4A. Assistive Technology Loan Items Below is the GCED Assistive Technology library of items that we have for check out. Items are available for loan for 30 days. You may keep the item longer if there is no one on the waiting list. To check out an item, complete the Assistive Technology Loan Request Form. Communication Talking Brix, Big Mac, Little Step-by-Step and more! Communication Loan Items Switches Toggle, Finger Isolation button, Jelly Bean, All-Turn-Its, and more! Switch Loan Items Toys Stuffed animals, trucks, bullbe machines, fairy wands and more! Toy Loan Items Writing Visual timer, keyboards, mouse, headphones, iPads and more. Writing/Utility Tools Tools for Assistive Technology View tools available for reading, math, writing, organization and environmental, as well as Google Extensions for learners with reading and writing difficulties. Tools for Assistive Technology

Contracted Services Buildings & Grounds Our goal is to provide a clean, healthy and, above all, safe environment for all who use our buildings. Our team of custodians, grounds crew members and maintenance experts work 6 a.m. to midnight weekdays and 6 a.m. to 6 p.m. Saturdays to make that happen. Health Services Our goal is to provide quality health care to students during their hours of attendance. The health services program is coordinated by the district licensed school nurse. Nutrition Services Our schools provide healthy meals each day. Our breakfast and lunch selections are nutritious and make a tremendous difference in how our students perform in the classroom: Feed your body, feed your brain! Each student may eat one breakfast and one lunch per school day free of charge. We encourage families to complete the Application for Educational Benefits. Qualifying families may then receive benefits such as reduced activity fees, help with education expenses and some additional discounts. Please note that students who receive Medicaid or Medicare benefits are automatically enrolled. Contracted services are managed by Red Wing Public Schools. Learn more at Red Wing Public Schools