September CIA/SpEd Newsletter

Deidre's Musings

I do not know what it is about autumn and the teacher in me, but I see fall as education's greatest reset. Teaching the Roaring '20s with Fitzgerald's Great Gatsby and sharing with students that "Life starts all over again when it gets crisp in the fall" reminds me that fall brings more than a seasonal shift—it offers a psychological tabula rasa. This blank slate replaces last year's struggles and winter burnout with new routines and opportunities for intellectual reinvention.

As we integrate technology into our classrooms, we’ve learned from recent research and reports that technology works best in education when it's used purposefully, not constantly. A growing number of districts and parent groups are pushing back on all-day screen use, and even national organizations such as ISTE/ASCD (International Society for Technology in Education/Association for Supervision and Curriculum Development) and AFT (American Federation of Teachers) urge schools to rethink how much time students spend on devices and AI chatbots.

Fremont #1 is very strong in the purposefully targeted use of educational technology. We want to share six of Wyoming's Profile of a Graduate seven key competencies our students need for life after high school. It's worth asking, lesson by lesson: could I build this competency today without a device or an AI shortcut? A few prompts to sit with:

1. Master, apply, and transfer foundational knowledge and skills. Before students reach for a screen to explain a concept, can they explain it to a partner (Pair Share, Paraphrase Gambit), sketch it on a whiteboard, or teach it to the class? Struggling to articulate an idea out loud is often where real mastery happens.

2. Think critically and creatively to solve complex problems. AI is very good at producing a plausible-sounding answer fast — which is exactly why it can short-circuit the productive struggle where critical thinking develops. Consider a problem-solving task done entirely on paper or in small groups (PIES). AI (if used at all) to check student problem-solving after they commit to their own reasoning.

3. Communicate effectively to various purposes, audiences, and mediums. Writing with AI-generated scaffolding can flatten a student's authentic voice. Try an in-class, tech-free draft first — even a rough one — so students practice finding their own words before any tool touches the page. AI (if used at all) to check thoughts and provide feedback.

4. Identify and use credible sources of information to build knowledge and make decisions. This is a competency AI can actively undermine if students treat a chatbot's answer as a source rather than a starting point. Model source evaluation with primary texts, library resources, or expert interviews.

5. Demonstrate strong interpersonal and collaboration skills. Oral language development and refinement occurs through face-to-face negotiation (PIES/CL), disagreement, and group problem-solving (FSGPT: PIES/CL) — not through a shared doc or an app. A tech-free group project or Socratic seminar gives students practice that a screen can't replicate.

6. Cultivate curiosity, self-awareness, resilience, and a growth mindset. Instant answers can quietly erode the tolerance for confusion that curiosity and resilience require. Let students sit with a hard question a little longer than feels comfortable before technology enters the picture.

None of this means banning technology — it means being intentional about which competency a lesson is building, and asking whether a screen or AI tool helps get there, or gets in the way. You know your students and your lesson goals best.

We aren’t asking teachers to reject educational tech, we’re challenging us all to consider ways to creatively and thoughtfully implement learning opportunities in the Tier I setting. This newsletter is here to keep the research and the questions in front of you, so feel free to read some of the research provided below.

Each month we will provide 2-3 articles for you to read at your leisure in both the CIA and the Tech Newsletter.

1. Teen Reading Slumps to Worst This Century Due to Surge in Screen Time — US News, 2026 September

2. AI in the classroom prompts tide of concern from US parents and experts — The Guardian, 2026

Integrating the PIES framework into pair or small group activities significantly enhances the effectiveness of "group" activities. If you ever have questions about purposefully planning with PIES, please reach out to your Instructional Facilitator, principal, a peer, or me.

Fundamental 5: If you still need a book, please see your building Instructional Facilitator

The Fundamental 5 framework offers a powerful and practical approach to creating engaging and effective lessons. By focusing on clear objectives, structured lesson planning, critical thinking, balanced practice, and ongoing assessment, educators can enhance student engagement and achievement. Whether you're a seasoned teacher or just starting out, implementing the Fundamental 5 can help you create a more dynamic and impactful learning environment that supports student success and fosters a love of learning.

• Frame: Lesson Framing, a two-part best practice, consists of the Objective and the Close.
• Recognizing & Reinforcing: Effective teachers provide personal and specific recognition of academic growth or academic success.
• FSGPT (PIES):
• P=Positive Interdependence Interdependence occurs when a contribution of each is necessary for success.
• I=Individual Accountability 1) a student performs on his/her own; 2) the performance or the product of the performance must be seen by someone else; and 3) the individual performance is required.
• E=Equal Opportunity Examine the equality of participation (times and turns) among students.
• S=Simultaneous Interaction Ask ourselves "What percent are engaged at once?"
• Critical Writing: Effective teachers design writing opportunities for thinking and making connections.
• Power Zone: Effective teachers close the lesson in the PZ; monitor FSGPT, and Critical Writing in the PZ; Recognize and Reinforce student academic effort, growth, and success.

Laird, M., Cotten, S., & Ellspermann, J. (2021). The Fundamental 5 revisited: Exceptional Instruction In Every Setting. Independently Published.

The Wyoming State Board of Education (SBE) is seeking informal public input on the 2026 Wyoming Social Studies Standards.

The Proposed 2026 Social Studies Standards will update the 2018 Social Studies Standards. The SBE requested that Content Standards be developed for all students across the K-12 grade bands and determined that the 6-12 grade bands will include performance standards to be incorporated into district assessment systems.

Input can be provided as follows:

1. Complete the Social Studies Input Survey by 11:59 p.m., September 27, 2026.

Input sessions will begin with ten minutes of information on the standards review process and timeline, the Social Studies Standards, and Q&As. The balance of the time will remain open to collect input.

CHEYENNE - The Wyoming State Board of Education (SBE) will meet at 9:00 a.m. on September 17, 2026, in Buffalo. Key agenda items include establishing board priorities for the 2026–27 school year, reviewing annual charter school reports, and gathering public feedback on middle school Career and Technical Education (CTE) standards.

The SBE has been asked to evaluate state requirements on whether middle school CTE standards should be taught to all students in middle school or only to students enrolled in a CTE elective course. The proposed middle school CTE standards have been presented to the SBE in draft form and may be viewed by the public here. A dedicated portion of the meeting will allow members of the public to offer input on whether CTE standards should be mandatory for grades 6–8. Stakeholders may participate either in person or virtually.

The board will establish committee priorities and operational plans for the school year across four main areas: accountability, standards, assessment, and accreditation. Several school districts will also present ideas for implementing graduation standards and requirements.

The board will review end-of-year reports from Wyoming charter schools and consider an action item regarding a request from Wyoming Classical Academy in Alpine for an alternative school schedule.

All SBE meetings are open to the public. Attendees may join in person at the Johnson County School District Office located at 601 W. Lott Street, Buffalo, WY, or participate virtually by registering in advance. Registered participants will receive instructions for joining the meeting via email.

Meeting materials are available on Diligent Community. For further details, visit the SBE website or follow the board on Facebook and Twitter.

The 2026+ blueprints for WY-TOPP Science and Math assessments, reflecting the new, reduced standards, are now available. These blueprints will be reflected on the WY-TOPP Math and Science assessments for the 2025-26 school year.

Be aware that the transitional view blueprints for WY-TOPP Math and Science, which cover both 2022+ and 2026+ standards, will only be accessible until October 1. Stakeholders should download any necessary transitional blueprints before they are removed. All current and transitional WY-TOPP (Summative, Interim, Modular) and WY-ALT Summative blueprints can be found on the Assessment Blueprints webpage.

On July 16, 2025, Governor Gordon approved the Ch.10 Rules on Standards, which included the 2024 Wyoming Content and Performance Standards (WYCPS) for World Languages & Cultures, Math Extended, and Science Extended.

To be Implemented by the Start of School Year 2026-2027

• 2024 World Languages and Cultures will replace the 2013 edition.

To be Implemented by the Start of School Year 2027-2028

• 2024 Math Extended Standards will replace the 2020 edition .
• 2024 Science Extended Standards will replace the 2018 edition .

For more information, contact Barb Marquer, Standards Supervisor, at barb.marquer@wyo.gov or 307-777-5506.

Chrome extension to help teachers with student-centered learning by including feedback, writing inspection, boosting activities, and differentiating learning.

INSTALL: add the Brisk Teaching extension to Chrome and pin it to your toolbar.

BRISK IT: Click the Brisk "B" from any page to create content, give feedback, and more.

Training sessions coming soon. But in the meantime, visit this site and scroll to the bottom for all the tools provided.

• Click your teacher sign-up link: https://edpuzzle.com/schools/join/network/9bbba8
• Sign up with your school email, and check your inbox to verify your Pro account.
• Check out our self-paced PD to support you in making learning interactive with Edpuzzle
• Learn about What’s New for the 25/26 School Year.

Explore your Edpuzzle Pro account to find, edit, or assign the perfect interactive lesson for your students.

Key Structural Adjustments:

• WY-TOPP Summative Window: The window will end annually on the Friday before Memorial Day. This shift provides approximately three additional weeks of instruction compared to historical averages.
• Fifth Testing Week Addition: The assessment window will now span five weeks. This extension offers districts enhanced flexibility in coordinating administration timelines with their respective school calendars.
• Assessment Portal Launch: The annual launch date will be the first Tuesday of August.
• Winter/Spring Realignment: WIDA ACCESS and WY-ALT windows have been adjusted to start later in the spring semester to reduce testing disruptions immediately following winter break.

District Planning Considerations:
Districts should utilize this roadmap to align local board-approved calendars. Please note:

• Instructional Days: The later WY-TOPP window allows for more curriculum coverage but may coincide with local graduation or end-of-year sports & activities. Districts retain the authority to schedule their specific testing dates within the state-mandated window.
• Data Reporting: Scores for each assessment will be processed following the close of the window. Districts should anticipate receiving results later in the year.
• ACT Windows: ACT and WorkKeys windows are set by the vendor annually and will be released when available each school year.

2026-2027 School Year

• Assessment Portal Launch: August 4, 2026.
• Fall Interim Window: September 8–October 2, 2026.
• Fall WorkKeys Window: September 28–November 13, 2026.
• ACT Fall Senior Retake Window 1: October 13-23, 2026.
• ACT Fall Senior Retake Window 2: October 27–November 6, 2026.
• Winter Interim Window: January 12–February 5, 2027.
• Spring WorkKeys Window: February 22–May 7, 2027.
• WIDA ACCESS Window: February 16–April 2, 2027.
• ACT Junior Testing Window 1: March 23–April 2, 2027.
• WY-ALT Summative Window: March 23–April 30, 2027.
• ACT Junior Testing Window 2: April 6-16, 2027.
• ACT Junior Testing Window 3: April 20-30, 2027.
• WY-TOPP Summative Window: April 27–May 28, 2027.

Due to a new vendor, new cut scores will be determined through a standard setting event. Results will be delayed, but will be available by November 1, 2027.

2027-2028 School Year

• Assessment Portal Launch: August 3, 2027.
• Fall Interim Window: September 14–October 8, 2027.
• Winter Interim Window: January 11–February 4, 2028.
• WIDA ACCESS Window: February 22–April 7, 2028.
• WY-ALT Summative Window: March 28–May 5, 2028.
• WY-TOPP Summative Window: April 25–May 26, 2028.

September 16

• Year 2 ICT, Module 5: Pathfinder High School library 2:30-3:355

• Day 1, Module 2 ICT: Central office boardroom 2:30-3:35

October 22-23: State Peer Review

• visitors will be in classrooms and team meetings

October 26 PD Day (buildings TBD)

• 8:30 am -12:00 pm

November 18, 2026 WEO + (2:45-4:15)

• Ceatriss & Diane: ICT Year 2 Module 6 (Selecting the Right Structure)

• Deidre: ICT Year 1 Module 3 (Benefits of Cooperative Learning)

January 4, 2027: PD Day (buildings TBD)

January 18, 2027: In-service day

• work in buildings

January 27, 2027: WEO+ (2:45-4:00)

• Deidre: ICT Year 1 + any who need a refresher Module 4 (Forming Teams)

Cohort PHS Library

• November 4
• January 6
• March 3
• May 5

SpEd WEOs at Buildings

• December 2: Building SpEd Coordinator leads Certified SpEd WEO
• February 3: Building SpEd Coordinator leads Certified SpEd WEO
• April 7: Building SpEd Coordinator leads Certified SpEd WEO
• June 2: All SpEd Staff

Classified Para PHS Library

• September 16
• November 18
• January 20
• March 17
• April 21

The WDE provides conferences and courses throughout the year. Information is available on the conferences page.

-ACT Fall 2026 PD Registration

WIDA

-In-Person PD: Engaging Secondary Newcomers in Content Area Literacy

-Virtua PD Opportunities: Many Different Offerings

Improve Supports for Students with Disabilities with ASCEND 307 Webinars

Join ASCEND 307 at 4–5 p.m. on October 8 for the first in a series of monthly webinars to share an in-depth analysis of employability skills that support students with disabilities in gaining employment and providing pathways for them to meaningfully participate in their communities...read more.

IDEA Part B Fiscal Monitor Training for School Districts

The WDE is providing training for school districts on the fiscal monitoring process for the IDEA Part B Grant. The two-day training will be held in Casper, at the Holiday Inn East on October 28 and 29, and is for district staff responsible for the grant's fiscal monitoring oversight. The training is for the 2025–26 and 2026–27 monitoring cycles...read more.

Training Series for SPED Teachers

The WDE is hosting a virtual training series for all Special Education teachers during the 2025-26 school year. Sessions will be held on the second Tuesday of each month from 4–5 p.m...read more.

Annual Special Education Data Drill Down

The WDE’s annual Special Education Data Drill Down will be held on September 26, from 9 a.m. to 1:30 p.m. This virtual drill-down will provide districts and other stakeholders the opportunity to share input on Special Education initiatives and explore current trends...read more.

Your Professional Growth Plan (PGP) formerly known as My Learning Plan (MLP) is an online platform that the district utilizes to support the documentation of your professional learning. With over 300 users, the Instructional Facilitators at each building will begin to support documentation at the building level. Their knowledge of the wonderful PD in each building, coupled with building leadership support, will assist in making our system more efficient.

It is extremely important for you to assist in maintaining an accurate record of hours that the district submits to PTSB each year. Please reference this document to review your current portfolio. If you notice discrepancies or have questions, please contact your building IF.

Reminders:

• Please approach your building IF initially with questions about PGP (MLP). They will send you to Deidre if the questions cannot be answered. For instance, IFs have a document shared with me for any trainings staff would like in MLP, they can assist you with enrolling in attended trainings, etc.

• All Special Education staff and paraprofessionals are to work through Aimee Collins Kemp in regards to MLP.

• The Basics of PGP (formerly MLP)

• Please complete the survey attached to PD as you enroll.

• If you sign up for PTSB credits offered at the training, please DO NOT have them put in MLP. PTSB receives those directly from the host.

• If there is an opportunity for college credits, and you purchase those credits, you must send proof of the college credit transcripts directly to PTSB.

• Annually check in on your PTSB transcripts to ensure you are on track for renewal.

• Renewal of License or Permit

I get to meet with IFs once a month and we will definitely celebrate in the wonderful, and sometimes silent, knowledge of your amazing professional growth.

Thank you for your continued growth.