Colette Venzor

This document outlines the strategic plan for Fremont County School District #24, with the vision to empower all learners for success in an ever-changing world. Its mission is to collaborate with students, parents, staff, and the community to foster a safe, progressive educational experience that inspires students to achieve their full potential. The plan is structured around three core beliefs: preparing students for productive citizenship through college/career exposure, high-quality education, and relevant growth-based learning; operating as a responsive organization that cultivates growth by providing leadership opportunities and maintaining high expectations within a healthy, safe environment; and prioritizing learning by engaging local and community resources, developing partnerships, and ensuring effective resource utilization.

The work session addressed several key operational and administrative topics, including health insurance plan consolidation and the upcoming bidding process. Discussions covered the use of ESSER funds, strategies to address substitute teacher shortages, and the development of a plan for lunch consistency. The board discussed enhancing communication through school visits and extracurricular involvement. Additionally, the district reviewed the apprenticeship program following the departure of the head mentor, explored teacher-led input for paraprofessional evaluations, and discussed the prioritization of funds for the upcoming fiscal year.

This document outlines the Shoshoni Health Protocol & In-person Learning Plan for Fremont CSD#24, designed to provide a high-quality education while prioritizing health and safety for students and staff. The plan details a tiered response system based on absenteeism rates, ranging from fully open to closed. It establishes comprehensive mitigation strategies, including health screening, COVID symptom protocols, building access control, nursing services, PPE usage, and guidelines for transportation, nutrition, activities, and facilities. Furthermore, it ensures continuity of services across instruction, technology, special education, student engagement, social-emotional learning, and academic monitoring.

The meeting included various program updates, such as the completion of a greenhouse for the agriculture program, the construction of furniture and guitars in the woodworking program, and equipment upgrades for the welding department, including a discussion on a potential collaborative tiny house project. The child development program highlighted a new dual enrollment credentialing pathway, and the STEM program outlined a new approach for student pathways in engineering and technology. The participants also discussed long-term industry projections for the state and identified key workplace skills necessary for students, including work ethic, communication, and technical proficiency.

The meeting focused on the end of year review for Title I-A programs, including reading and math assessments, and engaged in planning discussions for several 2018-2019 grant allocations. Topics covered include Title I-A personnel funding for at-risk students, Title II-A allocations for teacher quality and professional development, and Title IV-A funding for student support and academic enrichment. Additionally, the stakeholders discussed IDEA 611 and IDEA 619 allocations for students with disabilities and preschool screenings, as well as the Perkins Career Technical Education grant, with specific plans to allocate funds to the Agriculture program.