ENDS Report Priority #3 Create Spaces of Optimism Buena Vista School District May 14, 2018

Student Centered Accountability Build Professional and Community COLLABORATIVES Instruct with focus on THINKING STRATEGIES and FEEDBACK Create spaces of OPTIMISM Establish SAFE and HEALTHY Learning Environments ​

TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION District Priority 3 ACTION WHO IS RESPONSIBLE TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION UPDATE OF ACTION RESOURCE ALLOCATION Empower student ownership (internal control) of learning through goal setting and self-monitoring District Administration, Principals, Coaches, Teachers, PLA Begin: 2016-17 Implement: 2017-19 ​Sustain: 2019-20 Individual teachers use within units/modules to promote student ownership (informal) Formal implementation of ICAP 2017-18 for Freshman Participate in Competency Based/Personalized Learning work with others in the state, Spring 2018 Continue development of advisory for 9-12 grade using Xello and 7 C digital portfolio to set goals and reflect on learning Use the tenants of the workshop model/thinking strategies that emphasize student ownership of learning in all PL opportunities. Incorporate tenants of workshop model/thinking strategies into the teacher evaluation, category 1 elements, summer 2018 $3500 for PEBC consultant, 2018-19

Goal setting and self-monitoring are two ways that teachers, staff, and administrators strive to create spaces of optimism. Chaffee County High School’s curriculum is created around goal setting. Language Arts teacher Christine Bailey does an exceptional job guiding students in goal setting and self-monitoring. During Language Arts modules, or units, weekly goals are made and each goal is tied to CTACHs (district standards), practiced through module activities, and assessed with conferencing and the writing scoring guides or rubrics. Self-monitoring is a priority at CCHS. Students get a lot of choice in what the study each week. Each student is assigned an advisor that helps guide them in theses decisions, based on credit completion. Bailey stated, “our catchphrase, of course, is that we are 'self-placed and self-paced,' which right away impresses ownership on the students. I know they feel empowered by the fact that they are responsible for their own credit evaluations. We show them what classes they need for graduation, but it’s largely up to them to decide how and when to complete those credits.” The Buena Vista School District is fostering joyful, engaging, and meaningful classrooms. By doing this, our buildings and school community continue to be safe places that are conducive to learning. District Priority 3

TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION District Priority 3 ACTION WHO IS RESPONSIBLE TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION UPDATE OF ACTION RESOURCE ALLOCATION Use essential questions, shared learning targets, and reflective practices to actively engage students District Administration, Principals, Coaches, Teachers Begin: 2016-17 Implement: 2017-19 Sustain: 2019-20 Curriculum mapping is on-going so teachers can share targets with students Focus for summer IDA and PL 2017-18 Provide a summer institute for IDA to return to the foundational pillars of the beliefs and associated practices, summer 2018 Meet with small departments and individuals in spring and summer 2018 for CTACH work for refining learning targets Expand the workshop model that emphasizes learning targets and reflective practice for student ownership, 2018-19 All 4 EC lead teachers assessed the teaching strategy of background knowledge in their PGP’s throughout the year as it impacts specific areas of TS GOLD. X

TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION District Priority 3 ACTION WHO IS RESPONSIBLE TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION UPDATE OF ACTION RESOURCE ALLOCATION Identify reliable means of evaluating optimism and the 7 C's DAC and District Leadership team Begin: 2016-17 Implement: 2017-19 Sustain 2019-2020   Use CTACH data as s source of evidence for the evaluating learning dispositions (optimism) Implement learning disposition surveys, 2017-18 Investigate learning disposition surveys, summer 2018-19 for another implementation 2018-19 X

TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION WHO IS RESPONSIBLE TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION UPDATE OF ACTION RESOURCE ALLOCATION Implement graduation guidelines emphasizing the 7 C's and CTACHs DAC, Superintendent, Counselors Begin: 2016-17 Implement: 2017-18 Freshman only Implement aspects for 9-12, with class of 2021 required Guidelines approved by the Board of Education, February 2017 Develop a system for sustained implementation of the 7 C’s portfolio/ICAP, possibly through advisory, 2017-18 Provide additional advisory support to 9-12 teachers, 2018-19 Provide summer CTACH support 2018 X District Priority 3

TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION District Priority 3 ACTION WHO IS RESPONSIBLE TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION UPDATE OF ACTION RESOURCE ALLOCATION Enhance opportunities for active engagement and social connection Admin, counselors, teachers Begin: 2017-18 ​Implement: 2018-19 Sustain 2019 Focus for summer IDA and PL 2017-18 Use the RtI process to attend to students needing interventions to support growth in four areas of optimism Strong systems for RtI developed, 2017-18 Begin FAMILY groups at elementary, 2018-19 Expand role of cheer sponsor and student council sponsor for more opportunities for student involvement in school activities EC will offer 2x monthly socialization opportunities for families and their children including opportunities to learn about early childhood development as it relates to parenting, themed “parent coffee” at the preschool,  and social connections in the community.  IDA Summer Session Stipends $35,000

TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION District Priority 3 ACTION WHO IS RESPONSIBLE TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION UPDATE OF ACTION RESOURCE ALLOCATION Deepen and reflect upon knowledge of social emotional health and the impact of trauma and stress on neural development and learning Principals, Coaches, Teachers, District Admin. Begin: 2017-18 ​Implement: 2018-19 Sustain 2019  Apply for grant to add a counselor to the district to coordinate behavioral health services to students, spring 2017 Work with MT BOCES to share a school psychologist for testing and support, spring 2017 update – working to hire a part time psychologist, spring 2018 Provide optional training related to attachment and trauma-informed instruction, summer 2017 Connect with county-wide behavioral health providers - update – working with DHS to provide a service provider to BV Circle Of Security training will take place for all ECE staff. It’s a 9 module course. Staff will take part once a month in the training, and have additional coaching and reflection throughout each month 4 ECE staff and EC Director attended the Launch Together Retreat May 7th, 8th 2018 which had a  focus on the impacts of trauma and stress on neural development and learning.   See above

How will we know we are making progress on this district priority? Benchmark Data How will we know we are making progress on this district priority?

ENDS Report Priority #3 Create Spaces of Optimism Buena Vista School District May 14, 2018