D91 Employee News:

D91 is Making Every Minute Count with PLC Time!

We’re lucky in D91—our teachers get two solid hours of time each week to collaborate in Professional Learning Communities (PLCs), and this is no small thing! PLCs are truly the heart of our work to ensure every child learns and grows. Each meeting is laser-focused on students, but how do we determine exactly what students need to learn?

That’s where standards come in! Standards set the bar for what students should master by the end of each grade. Of course, our students are all in different places—some have already mastered the standards, others are getting there, and some need a little extra support. This is where the magic of data steps in. By digging into student data, we get a clear picture of where each student is on their learning journey and can make the best decisions to help them move forward.

During PLC time, our dedicated teams dive deep into priority standards, assessments (like Common Formative Assessments), and other data sources. Teams use this information to pinpoint student strengths and areas for growth, design targeted intervention groups, select evidence-based practices, and map out high-impact instruction. Together, they even grade CFAs to ensure consistency across the board—another way to learn more about students!

In our Professional Learning Communities (PLCs), the four guiding questions serve as the foundation for fostering deeper collaboration and driving meaningful conversations about student learning. These questions are:

• What do we expect students to learn?

• How will we know students are learning?

• How will we respond when students don’t learn?

• How will we respond if students already know it?

By centering our work on these questions, we are able to systematically analyze student learning and make informed instructional decisions. The questions help teams focus on essential standards, review assessment data, and discuss the most effective teaching strategies to ensure all students succeed. This collaborative process naturally leads to instructional planning that keeps student learning at the heart of every decision.

PLC time isn’t about individual planning or working in isolation; it’s about harnessing the power of collaboration. When teachers and staff come together, they create plans and strategies that meet students exactly where they are, setting them up for success. PLCs are where the true collaborative magic happens, and it’s just one more reason why D91

teachers are incredible—committed, skilled, and always focused on helping every child learn!

Superintendent Karla LaOrange

With the launch of the new Intervention Model, a renewed focus on Professional Learning Communities (PLCs), and our continued emphasis on student success, we know teachers and staff are working tirelessly to support every student’s learning journey. As we implement these initiatives, you may have questions about the changes, or even about processes that remain the same.

Let’s get those questions answered!

Starting this week, I will be addressing your questions in this section of the employee newsletter. Please feel free to submit any inquiries through the following link: Ask the Superintendent

Look for answers to your questions in next week's edition of the newsletter!

I don’t know about you, but I’ve thoroughly enjoyed our gorgeous fall weather—it has been so beautiful! But with shorter days and cooler temperatures, it’s time to review our snow closure procedures. Yes, snow!

Ralph Frost, our Transportation Director, and his dedicated crew begin driving the roads around 4 a.m. to assess road conditions. Ralph also works closely with city and county officials to stay updated on the latest weather and road reports. By around 5 a.m., Ralph gives me a call to report his findings, and I’m in touch with superintendents from nearby districts. Needless to say, snowstorms mean early, busy mornings for all of us!

I’m often asked why D91 doesn’t close schools as frequently as surrounding districts. One key reason is that many of our district’s roads are within city limits, and the City of Idaho Falls does a fantastic job of keeping those roads clear. Unlike rural roads, city streets are less prone to blowing closed, which allows us to stay open more often than some neighboring districts.

I also understand that for many families, snow days can present an unexpected challenge in finding daycare, especially on short notice.

The decision to open or close schools is never easy. Regardless of the decision, it generates a lot of social media posts! More importantly, the decision to remain open or close school impacts students, families, teachers, and staff alike. Above all, my priority when making this call is always the safety and well-being of our students and staff. Let’s hope for a smooth winter ahead!

Zairrick Wadsworth grew up in Rigby where he went to elementary and middle school. His freshman year he moved to Idaho Falls and would go on to graduate from Hillcrest High School.

Heading back north, Zairrick got his undergraduate degree in Health Education with a minor in Physical Education from Brigham Young University-Idaho. He went on to get a Master’s Degree in Building Administration from Northwest Nazarene University.

For 15 years, Zairrick taught health and P.E. He spent his first year teaching at Lincoln High School and the next 14 years at Bonneville High School. The last two years he has been the Assistant Principal at Taylorview Middle School.

Zairrick led the Bonneville wrestling program as head coach for 17 years. He was also Bonneville’s head golf coach for 7 years and spent 12 years coaching the Bees in football. His successful run as a coach includes many district championships and multiple coach of the year honors at the state and conference level.

In addition to coaching, Zairrick likes cornhole and being with friends and family. He and his wife Jarica have four kids ages 16, 13, 9, and 3. They also have a dog named Emerald.

• • Oct 22: Board Work Session, 4 pm at the District Office. Click here for agenda.
• Nov 5: Election Day, Online Learning Day
• Nov 22: End of 1st Trimester
• Nov 25-29: Thanksgiving Break, No School
• Dec 4-5: Parent Teacher Conference- Elementary Schools
• Dec 23-Jan 6: Christmas Break, No School

The Museum of Idaho is once again hosting its Educator Days event, to take place on November 1 - 2. All active educators, including teachers, aides and school administrators will receive free admission, which includes access to the "Above and Beyond," "Way Out West," and the "Nisei Trials" museum exhibits.

The museum will also be promoting a suite of resources for educators, including Discovery Trunks and lesson plans for the classroom as well as professional development opportunities. Educators can simply present a school badge or other proof of employment at the ticket counter for free admission.

Learn more about Educator Days as well as available resources, including curriculum materials, CEU courses, field trip and more from Museum of Idaho at the button below: Museum of Idaho Educator Resources

A.H. Bush Elementary: Special Education Support 1:1-Limited Full-time Para

Dora Erickson Elementary: Title I Tutor-Limited Full-time

Human Resource Department: Human Resource Assistant-Full-time

See all current openings here.

If you need to the send an email to the HR department, please direct those to hr@sd91.org.

It is well understood that much of the stress teachers and education staff experience stems from systemic challenges. While these external factors can be difficult to change, there are personal strategies that we can adopt to help manage the day-to-day stress of this rewarding yet demanding profession.

While these strategies may not resonate with everyone, they reflect practices that have been beneficial for some educators and might inspire others to find their own methods for managing stress.

1. The Quadrant Plan One strategy used by some educators to manage the mental load of juggling various responsibilities is the quadrant plan. Similar to a traditional to-do list, the quadrant plan divides tasks into four sections, each focused on a specific area of life. Typical quadrants might include:

· Class Teacher To-Do

· Leadership To-Do

· Home To-Do

· Family To-Do

This system helps to compartmentalize tasks and reduce stress. For example, if a work-related task comes to mind during family time, it can be quickly jotted down in the appropriate quadrant. This allows the task to be acknowledged and added to the list without interrupting personal time, making it easier to remain present in the moment.

2. Setting Boundaries and Saying No Educators often feel a natural inclination to say “yes” to every request, driven by a desire to do everything possible “for the children.” However, learning to set boundaries and say “no” when necessary is a critical skill for maintaining well-being and avoiding burnout.

An effective analogy from Brian Dyson, former CEO of Coca-Cola, speaks to this need for prioritization: life is like juggling glass balls and rubber balls. Glass balls represent essential tasks that, if dropped, will break, while rubber balls represent tasks that can bounce back. This analogy can help educators focus on the most important tasks while letting go of those that can wait.

3. Grounding Relationships Having a grounding relationship—whether it’s a partner, friend, family member, or colleague—can be an invaluable support system for managing stress. This is someone who provides space to talk, vent, and gain perspective on challenging situations.

Talking with someone allows educators to process their emotions and feelings while receiving validation and encouragement. Sometimes, that person can offer the reminder that it’s okay to take a break when needed. As one popular quote reminds us, “If you don’t take a break, nature will do it for you.”

Educators make a profound difference every day, but it is essential to prioritize self-care and recognize the importance of managing stress. By taking care of yourself and supporting each other, teachers and staff can continue to create a positive, nurturing environment where both students and educators thrive.