Albany County SD#1 launches five-person "extensions" team to expand project-, place- and inquiry-based learning

Albany County School District #1 trustees heard a detailed presentation on a new five-person "extensions" team designed to expand project-based, place-based and inquiry-based learning across district elementary and intermediate schools.

The extensions team — led by Andrea Hayden and including classroom representatives Joanne Mai, Emily Sanders, Jen Smith and Ryan Ball — will be housed at one host school per quarter (Linford in quarter 1, Slate in quarter 2, Indian Paintbrush in quarter 3 this year) and will both deliver direct student learning experiences and work collaboratively with classroom teachers to build capacity and reusable instructional materials.

The trustees were told the work is intended to add experiences "in addition to" core instruction, not replace it, and to broaden access so 100% of students can participate regardless of classroom or school. "Everyone learns in a different way," said Ryan Ball, the extensions intermediate teacher. "The traditional way doesn't work for all learners, and so I am just so excited to reach more students all over the district." Jennifer Smith, the team's art teacher, said the role lets her integrate art with core subjects: "...it's a great access point for students...the content doesn't have to be siloed." Emily Sanders said she wanted to "take what was amazing about lab school and make it equitable for all of the students in the district."

Why it matters: presenters framed the team as a way to scale high-quality, experiential learning that in the past occurred in "pockets" across the district. Administrators said the model is designed both to support teachers by reducing planning load and to let teachers engage with students in different ways while the team handles facilitation and materials.

Key program elements and constraints

- Models and training: The team will anchor its work in three instructional frameworks: place-based (informed by Teton Science School), project-based and inquiry-based instruction (including training from Institute for Inquiry). Presenters said the team and participating teachers already completed project-based and inquiry training and are in the process of place-based training.

- Staffing and funding: Trustees were told the extensions team was created via a district staffing reorganization after the closure of the lab school; the team was established "at no increase in FTE." The district has budgeted recurring funds for the program and obtained a Wyoming Trust Fund for Innovation education grant to cover start-up costs, professional development, summer work time and reusable materials.

- Schedule and rollout: The plan places the team at a single host school for an entire quarter so team members can become part of the school community; the team will archive lesson plans, materials and "menus" of activities so teachers in later quarters can reuse work when the team is not housed in their building. Presenters described a phased rollout (Linford first) and said team members will meet in advance with teachers at the next host building to plan during the current quarter, not only after moving.

Trustee questions and staff responses

Trustees pressed on what the extensions time will "replace" in the school day; presenters said it depends on teacher priorities and was designed to align tightly with core standards so the work should be "in addition to" and complementary, not a substitute for required instruction. The board also asked about evaluation, equity for students with heavy support needs, and whether team members receive stipends. Presenters said team members have the responsibilities as their full-time assignment (no extra stipend) and that sites self-selected quarters to reduce conflicts with testing or other high-demand periods.

Cautions and next steps

Presenters acknowledged the district is building a model without clear external exemplars: "We are it," they said, and described the first-year effort as a "best first attempt" that the district expects to refine over time. Trustees asked for an interim report at the end of quarter 1; one trustee suggested bringing student work or a showcase to a regular building report. Staff said they will catalogue materials and community resources (including potential partnerships with the University of Wyoming and local sites like the Pilot Hill/Play Space) and continue to seek grants and philanthropic support to sustain and expand the work.

Votes at a glance

At the end of the work session the board voted unanimously to adjourn into executive session pursuant to Wyoming statute cited on the record; that procedural motion carried (see Actions section for formal motion text).

Ending note

Trustees generally expressed support for piloting the model, while emphasizing a cautious, data-informed rollout and the need to protect instructional time tied to assessment schedules. Staff said they will return with progress and recommended examples after the first quarter on site.