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Fremont County School District #25 Systems

Our district is committed to improving student achievement through effective communication, curriculum development, professional collaboration, and the implementation of multi-tiered systems of support. We prioritize early learning, use technology for instruction and assessment, and foster inclusive and supportive learning environments. Join us on this journey to becoming a true professional learning community.

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Fremont County School District #25 Systems

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  1. Fremont County School District #25 Systems

  2. Mission

  3. District Level Commitments Improve student achievement • Communication -Central Office, District leadership team, Systems Management, Guiding Coalition PLC, What’s going on? Plus 2 Board meetings per month • CIA Curriculum Instruction and Assessment • PLC implementation for staff • Late start Wednesdays • Professional Development • Implementation of MTSS • Graduation Matters - Dolly Parton Imagination Library with United Way

  4. Reconfiguration A Shelf of Books with Bookends Books: Standards, Units of Study, Assessments, PLC, MTSS,PD Book Ends: Aspen Learning Center Frontier Academy

  5. Development of Leadership WILN Balanced Leadership PLC at Work/ RTI In Action Retreats - Atlantic City, Pinedale, Cody, Thermopolis Solution Tree Coaching District Guiding Coalition Development

  6. The Journey... Becoming a true Professional Learning Community.. A common understanding of learner expectations A common understanding of learner performance Intentional use of data for differentiation Remediation, Intervention, Enrichment Intentional use of data to determine effectiveness

  7. The Structures... District Guiding Coalition Professional Collaboration Time MTSS System Fidelity (behavior and academic) Fremont 25 MTSS Guidebook Building configurations AELC, Frontier Academy Technology for Learning GSuite Schoolnet

  8. Collaborative Structures Academic • Tier 1 Collaborative Planning • Data Teams for Learning • Tier 3 Academic Interventions Behavior • Tier 1 Classroom Management Plans • Tier 2 Check In/Check Out and Connection Kids • Tier 3 Individualized Behavior Plan All collaborative teams develop norms, set goals, and monitor progress.

  9. A Focus on Early Learning…. • Aspen ConnectIONS (information on needed services) • Preschool collective - Monthly • Learning with Littles - • Wednesdays 9 - 10:30 a.m. • Social Skills training • Preschool • Boost • Kindergarten

  10. Frontier Academy--Building Connections • Students we Serve • Mentor/Mentee • Student Success Plans • Goal Setting • Progress Monitoring • Daily Connection Circles • Spending Time • Games • Activities • Support with work, home, and life • Respect • 100% of students report that staff treat themselves, and other students with respect.

  11. Technology for instruction and assessment (RMS) EdTech is at its best when you use it to accomplish a task you couldn’t otherwise do. • Self paced learning • Real time feedback, for teacherand learner • Extend the classroom to access resources worldwide • Simulating events and products

  12. The Process... Standards based philosophy Unpacking, prioritizing and repacking Instructional Unit Common District Assessments, building CFA’s Common District Assessment Instructional Frameworks at Tier 1

  13. The Process, continued…. Getting rid of the silos - MTSS for All Willow Creek Process Inclusion-Karly Ward Sensory Evaluations-Sarah Hancock and Ashton Killinger Increasing Capacity Solution Tree Hybrids/Solution Tree Coaching

  14. Willow Creek Elementary As part of our problem solving process, Willow Creek uses the ICEL process to identify and monitor interventions provided to students. • First, we consider the Instruction and how it is implemented • Second, we look at the Curriculum and how it is unpacked and delivered • Third, we take into consideration the home and classroom Environment • Fourth, we identify the work of the Learner. Looking at adult behaviors first, our data is much more thorough and focused. Here’s a link to the ICEL Form...

  15. Learning Resource and Behavior Resource Prioritizing inclusion • Master schedule “WIN” time • Inclusion classroom support with LR and GE teachers in ELA/ LR para support in Math • Scheduling is double-edge sword

  16. Positive Impact of Inclusion • Paraprofessional training • Incidental benefit • Small group instruction opportunities • True RTI/MTSS - Closing the gap. “Tier 2 for Tier 3” • Student confidence, relationships with peers and teachers • Grade level standards are kept in the forefront- no nesting

  17. Learning Resource and Behavior Resource Challenges of Inclusion • Making time for consistent collaboration • Providing accommodations • Staffing- paras and teachers • Culture, “They are all our kids.” • Full inclusion is not for all- full pull out is not for all • Scheduling- more IEP time, new or newly identified placement

  18. Multi Sensory Environment Multisensory rooms are immersive environments which have been specifically designed to develop the user's senses. They include specialist sensory equipment which can either stimulate the user's mental activity, provide a relaxing environment or promote interaction. https://www.experia-usa.com/blog/benefits-multisensory-room/

  19. Sensory Evaluations Sensory evaluation and treatment is dynamic. Areas: Vision, proprioception, vestibular, auditory, tactile, gustatory, social participation and planning and idea execution. Teachers, para-professionals and other staff contribute to the evaluation and treatment process. Objective: To identify and maintain the correct zone of regulation.

  20. Sensory Regulation • The Zone is an adaptive state where a person is able to manage and adapt to the challenges in his/her environment. • Attention & behavior are optimal • Achieving this state is necessary in order for a person to achieve optimal performance.

  21. The people... School Board, Teachers, Building Leaders, Coaches, Paraprofessionals All inclusive teams Representative teams Teaching teams

  22. are the reason why …

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