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Laramie County School District #2 highlights new instructional planning, MTSS and literacy work during accreditation presentations
Summary
Teachers and administrators presented district instructional practices at the district’s April CAL meeting, detailing a move toward standards-based curriculum maps, a 15-day planning cycle, multi-tiered supports and a K–3 literacy plan tied to state requirements.
Teachers and administrators for Laramie County School District #2 used the April 2025 CAL meeting to outline classroom-level instructional practices, district curriculum tools and supports aimed at improving reading and math outcomes.
The presentations, given during the meeting’s accreditation segment, described use of the Marzano teacher-evaluation model, standards-based planning and a 15-day unit planning approach that staff said focuses short instructional cycles on prioritized standards. Christina Nesbaum, head teacher at Auburn Elementary School, described districtwide adoption of the evaluation tool and said every lesson is scored for “critical content” to give administrators consistent feedback.
Mary Jacobson, a teacher at Pine Bluffs High School, told the board the district also places emphasis on academic tasks that build career and postsecondary readiness. Jacobson described work-based experiences, competitions and expanded extracurriculars — such as SkillsUSA, FBLA and FFA — intended to give students early exposure to career pathways and to let them “hone those skills further” in upper grades.
Administrators described supports for teacher development. The district reported offering coaching from literacy coaches, peer observations, mentorship, and training tied to a 30-hour professional time pilot; staff said the district is shifting some of that time into fixed, regular blocks during the school year so teachers have more predictable opportunities for student interventions and planning.
The district also summarized its multi-tiered system of supports (MTSS) work, which officials said now covers both academic and behavioral needs and includes a district MTSS handbook and a short 5-minute student video showing how tiered support feels to students. Staff said the handbook is used as a training tool and as part of new-staff onboarding.
District presenters described the K–3 literacy work required by the state and the district’s “individual reading plan” process: early-year screening with FastBridge, follow-up testing around the holidays and updated parent communications tied to required timelines. Officials said the K–3 literacy plan is submitted annually to the state as part of the district’s compliance documentation.
Why it matters: Board members said the presentations functioned as a “state of the district” update and showed how classroom-level practices connect to district plans and state requirements. The materials the presenters described — curriculum maps, an assessment matrix, MTSS handbook and reading plans — will inform the board’s accreditation review and future curriculum decisions.
Board members asked clarifying questions and requested copies of the curriculum maps and recorded presentations for review. Trustees praised teachers for using practical strategies and for making materials accessible to public stakeholders.
