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"Blended learning is any formal education program in which a student learns at least in some part through online learning, with some element of student control over time, place, path, and/or pace.  Online and face-to-face components work together to deliver an integrated course."  An example of this would be a rotation or flexible model where students receive small group instruction with the teacher, individual learning through an online learning tool, and modeling learning where students apply what they have learned for example, through Project Based Learning. (Horn, Staker, "blended"  2015)

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"Personalized learning seeks to accelerate student learning by tailoring the instructional environment - what, when, how, and where to students learn - to address the individual needs, skills, and interests of each student.  Students can take ownership of their own learning, while also developing deep, personal connections with each other, their teachers, and other adults." (Wright, Greenberg, Schwartz, "All That We've Learned," 2018)

"Personalized learning is learning that is tailored to an individual student's particular needs - in other words, it is customized or individualized to help each individual succeed." (Horn, Staker, "blended"  2015)

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In support of Kansas' vision for education, the Kansas State Department of Education (KSDE) has launched the Kansans Can School Redesign Project.

Kansas school districts were invited to apply to become one of seven districts selected for the redesign project. To be considered for the project, districts had to designate one elementary school and one secondary school to be redesigned around the five outcomes established by the Kansas State Board of Education, the five elements identified as defining a successful Kansas high school graduate, and what Kansans said they want their schools to look like in the future. Each district also had to have support of their local school board, their faculty and their local Kansas National Education Association or other professional organization.

KSDE received 29 applications, and on Aug. 8, 2017, the seven selected districts, each representing one of the Mercury 7 astronauts, were announced.

The seven school districts - 14 schools - will serve as demonstration sites for others in Kansas to study, learn and visit. The new school designs are slated for launch in the 2018-2019 school year.

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In support of Kansas' vision for education, the Kansas State Department of Education (KSDE) has launched the Kansans Can School Redesign Project. Kansas school districts were invited to apply to become one of seven districts selected for the redesign project.

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USD 271 - Stockton Public Schools - Redesign

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2018 Kansans Can and Do Symposium Presentation

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2018 Kansans Can and Do Symposium Presentation

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USD 271 presentation of the Redesign journey.

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USD 271 Stockton Mercury District Kansans Can Symposium March 5, 2018

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Learn more about USD 271's Redesign plans each month at our Community Meetings:

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Learn more about USD 271's Redesign plans each month at our Community Meetings:

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Monday, October 22 at 7:00 PM in the High School Gym

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As we have researched, we continually read that no learning can take place until you take care of the learner. For higher-level thinking to take place, students must have their basic needs met: food, safety, belonging, and self-esteem.

In order to develop social emotional intelligence, “students will learn, practice and model essential personal life habits that contribute to academic, vocational, and personal success. Students will learn to be caring and civil, to make healthy decisions, to problem solve effectively, to value excellence, to be respectful and responsible, to be good citizens and to be empathetic and ethical individuals.”

(Kansas Social Emotional Character Development Standards)

Research shows that the biggest indicator for student success and resilience is a long-term, positive relationship with a caring adult. In order to provide our students with this opportunity, we will be piloting family groups at the elementary level and advisory groups in the junior high and high school. This will give our students a place to belong as well as a safe environment to explore character development, social emotional learning, as well as academic, career and life goals.

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Dr. Becky Bailey, founder of “Conscious Discipline,” writes that “The school family does not replace the family unit, but uses the healthy family metaphor as a guideline to create a positive school climate that promotes optimal development of all children, staff and faculty. It builds on the success of the family model for children who already have a balanced family life, and provides a sense of safety and belonging for children who lack the experience of successful relationships at home.”

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“Researchers say that the presence of one caring person is the most protective factor a youth can have.” (Brendtro & Larson, 2006; Brendtro, Brokenleg, & Van Bockern, 2005)

Taken from the Resilience Summary (Jan Moore 2013)

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“Youth who have strong relational connections in their homes, schools, and communities have higher educational aspirations.” (Reed-Victor 2008; Saewyc etal 2006)

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“Connections on the outside literally create connections on the inside (of the brain).” Dr. Becky Bailey “Creating the School Family”

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“If we have someone who loves us - I don’t mean indulges us - then it’s easier to grow resistance” Maya Angelou

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“Think of advisory as the soul of your school. And in everything you do, remember that you teach students before you teach subjects. Advisory is the place in the schedule where that idea has its core and then it spreads into everything else we do.” Chris Lehman - Science Leadership Academy

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Research tells us that if students are given 10-15 minutes at the start of each day to quietly transition into the school day, they will be more productive all day long. “This is a gentle, individualized, and peaceful beginning, driven by personal choice. If kids begin the day gradually and on their own recognizance, they will feel safe and in control, and can later glide into challenging inquiry work more smoothly and with more genuine engagement.” (“The Curious Classroom”; Daniels)

According to Maslow's hierarchy of needs, a student's basic needs must be met before any learning can take place during the day. These needs include, but are not limited to; food, water, safety, belonging, and friendship.

The goal of piloting First Ten is that students would be ready to learn, be engaged in their classes, feel safe and calm by the start of their first class. Students are still expected to be on time to school each morning.

First Ten looks different at each grade level. For example, a kindergartener needs time for free-play, exploring the room, and building with friends while a high school student simply needs a chance to understand their mindset, much like career and job people get to work early to set theirs. Teachers at all levels are using this time to check in with each student making sure they are ready for their day. What zone are you in? (Zones of Regulation), How can I help you be ready for your day? Did you get your homework completed last night? Do you have everything you need to be ready for class?

Junior High and High School students are offered breakfast in the classroom one time a week. This is the same meal provided in the cafeteria that students are able to take to class for First Ten. There has been an increase of 20-30 students eating breakfast on these days.

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In August of 2017, staff at USD 271 took the first steps to becoming trauma informed with ESSDACK trainer Rebecca Lewis. Activities have included a poverty simulation, a viewing and discussion of the documentary “Paper Tigers”, and professional development on the roles of adverse childhood experiences and resilience in learning. Becoming trauma informed has left us with the question, “What can we do to help?” We will continue to work with Rebecca, as well as James Moffett, principal of Derby Hills Elementary, to answer this question.

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“LIFE IS 10% WHAT HAPPENS TO US AND 90% HOW WE REACT TO IT.” -CHARLES SWINDOLL

If success in life is determined by our reactions and resilience, we must equip teachers and students with strategies to respond, rather than react, to life situations. “Self-regulation is something everyone continually works on whether or not we are cognizant of it. We all encounter trying circumstances that test our limits from time to time. If we are able to recognize when we are becoming less regulated, we are able to do something about it to manage

our feelings and get ourselves to a healthy place. This comes naturally for some, but for others is a skill that needs to be taught and practiced. This is the goal of

The Zones of Regulation.”

Students and staff will use Zones of Regulation to identify feelings and emotional

states, triggers that change our “zone,” as well as strategies to self-regulate.

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THE ZONES OF REGULATION: A SOCIAL EMOTIONAL LEARNING PATHWAY TO REGULATION

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"Regulation is something everyone continually works on whether we are cognizant of it. We all encounter trying circumstances that test our limits from time to time. If we can recognize when we are becoming less regulated, we are able to do something about it to manage our feelings and get ourselves to a healthy place. This comes more naturally for some, but for others it is a skill that needs more attention and practice. This is the goal of The Zones of Regulation (or Zones for short)." - Leah Kuypers, Creator of The Zones of Regulation ​

The Zones of Regulation framework and curriculum (Kuypers, 2011) teaches students scaffolded skills toward developing a metacognitive pathway to build awareness of their feelings/internal state and utilize a variety of tools and strategies for regulation, prosocial skills, self-care, and overall wellness. This includes exploring tools and strategies for mindfulness, sensory integration, movement, thinking strategies, wellness, and healthy connection with others. The Zones of Regulation provides a common language and compassionate framework to support positive mental health and skill development for all, while serving as an inclusion strategy for neurodiverse learners, those who have experienced trauma, and/or have specific needs in terms of social, emotional, and behavioral development.

The Zones of Regulation creates a systematic approach to teach regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete colored zones. Integrating in cognitive behavior therapy, students build skills in emotional and sensory regulation, executive functioning, and social cognition. The framework is designed to help move students toward more independent regulation while also honoring and respecting each student and their unique self.

The Zones of Regulation curriculum incorporates Social Thinking® (www.socialthinking.com) concepts and numerous printable visuals to support students in identifying their feelings/level of alertness, understanding how their behavior impacts outcomes, problem solving conflicts and learning what tools they can use to regulate their Zones.​

The is used to describe extremely heightened states of alertness and intense emotions. A person may be elated or experiencing anger, rage, devastation, or terror when in the Red Zone.

The is also used to describe a heightened state of alertness and elevated emotions, however one has more control when they are in the Yellow Zone. A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone. is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone. This is the zone where optimal learning occurs. Yellow Zone

The Green Zone

The is used to describe low states of alertness and down feelings such as when one feels sad, tired, sick, or bored.

The Zones can be compared to traffic signs. When given a green light or in the Green Zone, one is "good to go". A yellow sign means be aware or take caution, which applies to the Yellow Zone. A red light or stop sign means stop, and when one is the Red Zone this often is the case. The Blue Zone can be compared to the rest area signs where one goes to rest or re-energize. All of the zones are natural to experience, but the framework focuses on teaching students how to recognize and manage their Zone based on the environment and its demands and the people around them. For example, when playing on the playground or in an active/competitive game, students are often experiencing a heightened internal state such as silliness or excitement and are in the Yellow Zone, but it may not need to be managed. However, if the environment is changed to the library where there are different expectations than the playground, students may still be in the Yellow Zone but have to manage it differently so their behavior meets the expectations of the library setting.

INCLUSION: The Zones provides a compassionate framework to support positive mental health and social/emotional learning (SEL) for all, while serving as an inclusion strategy for learners with neurodiversities, those who have experienced trauma, and/or have specific goals related to their social, emotional, and behavioral development.

BEST PRACTICES: The Zones integrates best practices around Trauma Informed Care and mental health supports, aligning with the CASEL core competencies. In addition, The Zones incorporates numerous best practices for instruction with learners with neurodiversity. STEP 1 -

PROACTIVE/SKILL-BASED: The Zones shifts the overall mindset in school environments from a behavioral lens to a universal skill development lens, fostering a healthy school climate.

COMMON LANGUAGE: The Zones provides a neutral and simple language and a systematic framework, improving communication for students and staff.

EFFECTIVE: Schools report implementing The Zones of Regulation increases both student and staff skills and efficacy in SEL while decreasing the need for punitive measures within a school site. ​

As an occupational therapist and autism resource specialist working in public schools for six years, I frequently had students on my caseload who were struggling not just with sensory-regulation but also emotional regulation. Too often the time spent with their non-disabled peers was being limited due to my students' frequent outbursts and inability to cope effectively. Adopting Ross Greene's mantra, "Kids do well if they can" (The Explosive Child, 2006), students were frequently being punished for disruptive behaviors rather than being taught skills to control their behavior. While taking graduate coursework on Autism Spectrum Disorders and Attention Deficit/Hyperactive Disorder, I had the idea to create the concept of The Zones of Regulation to teach students to self-regulate their sensory needs as well as their emotions and impulses in order to meet the demands of the environment and be successful academically and socially.
​
After successfully piloting and expanding on my concept with the students I worked with over a few years, I was encouraged by my colleagues to create a curriculum to support my concept. The Zones of Regulation concept was influenced by the work of Williams and Shellenberger's The Alert Program® (1994) and Kari Dunn Buron and Mitzi Curtis' The Incredible 5 Point Scale (2003). As I was designing the curriculum, I integrated best practices in the field of autism spectrum disorders (ASD) and attention deficit hyperactive disorder (ADHD) into the curriculum and conducted extensive background research in the area of self-regulation, including sensory regulation, emotional regulation, and executive functioning. I also researched how these processes relate to children with ASD and ADHDs' learning styles. By integrating principles of Simon Baron Cohen's Systemizing Theory, The Zones provides a system to classify states of arousal, feelings, and emotions into four easily identifiable distinct color-coded Zones. Creating a system such as The Zones to categorize all the complex feelings students experience eases their ability to recognize and communicate how they are feeling, as well as tap into strategies to aid them in self-regulation. While designing the curriculum, I incorporated Michelle Garcia Winner's Social Thinking® concepts to help students become more aware of how others are perceiving them when they are regulated versus in less regulated states. By tying in Social Thinking concepts, the lessons on self-regulation become more meaningful to the students' lives as they gain a deeper understanding of the impact their behavior has on their relationships. Learning activities entail the use of cognitive behavior management strategies to reinforce the use of The Zones of Regulation throughout the student's day. By using cognitive behavior management, the students learn how to self-monitor and reflect on the effectiveness of their regulation strategies. This method allows students to move away from staff prompts to regulate and to assume personal responsibility in self-regulation.

​ CLICK HERE TO READ AN ARTICLE BY SOCIAL THINKING THAT FURTHER DISCUSSES THE JOURNEY OF THE ZONES.

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"Regulation is something everyone continually works on whether we are cognizant of it. We all encounter trying circumstances that test our limits from time to time. If we can recognize when we are becoming less regulated, we are able to do something about it to manage our feelings and get ourselves to a healthy place.

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Monthly Birth - 6 year old reading events with stories, activities, songs, snacks, and a free book to take home!

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Monthly Birth - 6 year old reading events with stories, activities, songs, snacks, and a free book to take home!

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If you have a child under the age of five, they can receive a free book in the mail each month through a partnership with the Dane G. Hansen Foundation and USD 271.

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USD 271

Email: sswayne@usd271.com

Local Champion: Dane G. Hansen Foundation

Total children covered by this affiliate:

Total enrolled children in KS:

Regional Director

Dane G. Hansen Foundation
201 N CYPRESS ST
STOCKTON KS 67669

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USA :: Dolly Parton's Imagination Library :: Rooks County - Dane Hansen

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Email: sswayne@usd271.com Local Champion: Dane G. Hansen Foundation Total children covered by this affiliate: Total enrolled children in KS: Regional Director Dane G. Hansen Foundation 201 N CYPRESS ST STOCKTON KS 67669

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April 9-13

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At enrollment, parents of incoming kindergarten students will fill out the ASQ-3 and ASQ-SE snapshots of development. This will give classroom teachers an opportunity to prepare the classroom environment to best meet the needs of each learners.

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Kindergarten students will start the school year two days after the official start date.  Classroom teachers will contact each family to set up collaboration times.  These 30 minute time slots allow the family, student, and teacher to get to know one another, ask questions and explore the room.  This soft start helps to ease the anxiety of students and families as kindergarteners ease into the school year by building a relationship with the teacher prior to the first day.

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Ramp-Up to Readiness | A College and Career Readiness Program

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Ramp-Up goes beyond just college access. It is a comprehensive advisory-based program that addresses five essential areas of readiness: academic, admissions, career, financial, and social and emotional readiness.

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LICC's are compromised of community members witha . vested interest in an interagency system of service provision for children birth to five and their families.  LICCs are responsible for many things from child find activities, to communication and collaboration among community partners on issues pertinent to the population they represent.  LICCs can help with activities such as child find, public awareness, and professional development, in addition to advising the lead agency with matters of policy, resource development and much more. (http://www.kansasicc.org/local-icc.html)  This committee will meet quarterly beginning April 23

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Kindergarten pre-enrollment will take place the week of April 9-13 from 8:00-4:00

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Flexible Modular scheduling is a tool that will help Stockton students and teachers with system changes to the school.  There are many benefits to the students with this type of scheduling:
*Enhance personal learning time during the school day
*Allow for more meaningful interactions amoung students and staff
*Shift the responsibility of learning to the student
*Teach students time management skills
*Allow for flexible class times for projects, labs and field trips
*Provides a variety of learning structures and opportunities to fit learners needs

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*Internships
*College courses
*Independent study in areas of student interest
*Career Cruising

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Guided reading is an instructional practice that allows students to receive small group instruction at their reading level. Students are in mixed age groups

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Small Group or Individualized Instruction (K-3)

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Small Group or Individualized Instruction (K-3)

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Small group or individualized instruction allows students to take ownership of their learning and get the exact instruction they need when they need it in order to maximize their success.

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Teachers share the responsibility for students learning. Students may have one teacher for math/science and another for English Language Arts/Social Studies. Students are able to build relationships with teachers over multiple years.

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Student Engagement - Teacher Professional Learning Communities

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Student Engagement - Teacher Professional Learning Communities

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Monthly, the students at USD 271 will be engaged with experts in our community to learn about health, history, hobbies and more. While students travel with their communities, teachers use this time for professional learning communities or PLC. This allows teachers to discuss research, be educated on redesign measures, and engage in discussions to make current practices better.

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Dream Box is an adaptive math program that is aligned to standards and integrates into instructional practices.

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DreamBox Learning - Online Math & Reading Solutions for Students K-12

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DreamBox personalized math and reading solutions are proven to rapidly accelerate learning for K-12 students

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Comprehension Skill-Building Packages

To supplement students' online work in Reading Plus, printable skill-building materials are freely available to educators. These materials can be...

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Reading Plus - Adaptive Literacy Program - Hybrid Learning

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Reading Plus is an adaptive literacy program that develops the fluency, comprehension, and motivation students need to be successful readers.

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SeeSaw is a digital portfolio to communicate with parents and allow students to showcase daily learning.

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What is Seesaw? Introduction for Families (English)

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Families will be invited quarterly to take part in learning with their children. Events will take place at 6:00

September 17: Take your family to PE night.
November 19: Exploring Space with the Kansas Cosmosphere
January 21: Math Camp

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Parents and Families will be informed of Driving Questions and the project focus so that they will be able to continue and encourage learning at home. As units progress and classrooms need outside "experts" to share their knowledge, parents will be invited to come into the classroom.

As classes wrap up a PBL unit, they will share their public product with parents and families. This may be through photos, videos, or an exhibition night.

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"Genius hour is a movement that allows students to explore their own passions and encourages creativity in the classroom.  It provides students a choice in what they learn during a set period of time during school."

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— A nonprofit program provided by Living Room Conversations and AllSides. https://www.allsides.com/schools

Preparing students to participate thoughtfully in democracy - and in life.

How can teachers prepare students with the skills and knowledge they need to navigate modern media, social networks, and their personal relationships? How can teachers engage in current events and controversial topics without causing divisions in the classroom or being charged with bias?

AllSides for Schools helps educators teach essential skills in critical thinking, collaboration, listening and respectful discourse, media literacy and social-emotional learning. Our unique focus on building relationships and revealing multiple viewpoints across the political spectrum avoids the potential problems with bias and disrespecting individual beliefs.

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Joan Blades and John Gable: Free yourself from your filter bubbles

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Joan Blades and John Gable want you to make friends with people who vote differently than you do. A pair of political opposites, the two longtime pals know the value of engaging in honest conversations with people you don't immediately agree with.

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"In project based learning (PBL), students work on an extended project that engages them in addressing a real-world problem or answering a complex question. Students demonstrate their knowledge and skills by developing a product or presentation, which they make public to people beyond the classroom. As a result, they develop deep content knowledge as well as 21st century success skills. PBL unleashes a contagious, creative energy among students and teachers." (Larmer, "Getting Started with Project Based Learning," 2014, ASCD, Buck Institute for Education)

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Project Based Learning for all. We build the capacity of teachers and school leaders to design and facilitate quality Project Based Learning.

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Students will complete a program of study and create a portfolio of their learning that could include:

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Students will complete a program of study and create a portfolio of their learning that could include:

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*Weekly journal entries
*Meeting with a mentor
*Monthly presentations to review journal entries and communicate learning, critical thinking, vision impact and learning goals of IPS
*Portfolio presentation with a focus on goal setting beyond graduation

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USD 271 Presentation to State School Board - June 13, 2018

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USD 271 Presentation to State School Board - June 13, 2018

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https://docs.google.com/presentation/d/1tkDA5d9MlXMW5dvrat5tpG-XQjeg0epGkqF9e6wFoaI/edit?usp=sharing

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At USD #271 our kindergarten, first grade, and second-grade reports already reflect Standards-Based Grading. We are piloting SBG in one class of 5th-grade math, 7th-grade math, and 9th grade English.

“In education, the term standards-based refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating understanding or mastery of the knowledge and skills they are expected to learn as they progress through their education.” Taken from Edglossary

Our research team highlighted the following key components for SBG and its effectiveness:

Standards-Based Grading...
*Measures student proficiency on standard based objectives
*Helps adjust and focus learning
*Provides a better insight into a student’s strengths and weaknesses
*Students are given multiple attempts to master standards
*Allows for personalized learning to be communicated clearly

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Rick Wormeli - Standards Based Practices - Part 1