Target 1 – Student-Centered Learning. FWSU students will engage in personalize learning involving collaborative inquiry, problem solving and creative learning opportunities.

Action Step – Highlight, create and model innovative learning opportunities that promote collaborative inquiry, problem solving and creativity for students and staff.

Indicator of Success – Students and staff will create personalized learning networks to communicate and collaborate with others.

Earlier this month, Franklin West Supervisory Union Special Educators attended a presentation by VT-FUTRES (Fostering Understanding to Reach Educational Success), a collaborative effort by the Vermont Agency of Human Services and the Department for Children & Families. The focus of the presentation was to engage in a dialogue about the importance of educational well-being and school stability for youth in foster care.

dcfmtgThe overarching goals are: Safety, Permanence, and Well-being. National research supports school stability. FWSU Special Educators watched the video, “No Decision About Me, Without Me”,  which portrays the stories of Vermont youth in custody. Teachers also listened to one young man’s journey through the foster care system and how his education was impacted.

Research shows that every time a student changes schools, he or she loses approximately 4-6 month of educational progress. High school students in care who change schools – even once – are 50% less likely to graduate high school. When youth in foster care remain in the same middle and high school setting, their likelihood of high school graduation doubles compared with youth whose educational placement changes.

FWSU is committed to ensuring the best possible outcomes for every student through a personalized learning approach that meets the needs of all students.

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