notes that elementary students participate in life skills instruction—often delivered in the library setting—where they learn language and strategies tied to emotions, conflict resolution, and appropriate responses to challenging situations. Importantly, the district sees evidence that these lessons “stick.” Students use the language they learn in real time, reinforcing the idea that SEL should be lived daily, not taught in isolation. Support also extends to staff. Spencer-Owen has a formal mentoring program for new teachers and teachers new to the district. Cline describes the model as collaborative, supported by a team that includes Samick, a curriculum director, and building-level educators who help guide mentoring throughout the year and beyond the first year of employment. In addition, the district’s insurance trust provides staff with counseling services through both tele-counseling and in-person support options. TECHNOLOGY AS A TOOL—AND A REALWORLD BRIDGE Spencer-Owen’s approach to technology is practical and consistent: it should supplement instruction, not replace it. The district is one-to-one with Chromebooks, with devices assigned across K–12. Students in grades seven through twelve take their devices home daily, while K–6 devices remain classroom-based and are used as needed to support learning. Technology is used to support common formative assessments, curriculum alignment, and instructional feedback loops tied to state standards. The district has also worked to strengthen infrastructure, ensuring all school buildings are Category 6 wired for modern connectivity and classroom reliability. While technology is integrated across instruction, Spencer-Owen is also working to expand STEM engagement. The district maintains stem labs, and leadership recognizes the need to strengthen utilization, especially after participation in elementary robotics and VEX-style competitions declined during the pandemic years.The resources exist to re-engage those programs, and district leadership views that as a clear growth opportunity as it continues expanding its K–12 pathway approach. 306 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 01
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