long-term facilities planning...activity. such learning environments will teach students to use...

Long-Term Facilities Planning ◦ October 24th – DAAC 6th Grade Forum

◦ November 6th - D38 Deliberates 6th Grade & Grace Best

◦ November 14th – DAAC Preschool Forum

Summary Report to BOE

◦ January 30th – LTFP Committee Presentation to BOE

◦ February 5th – D38 Deliberates ES Options & Grace Best

Summary Report from Facilitator

◦ February 15th – BOE Action on Master Plan

DAAC Co-Chair Nominating Committee ◦ Excerpt from DAAC Bylaws

◦ One committee meeting before April 17th DAAC Meeting

Prairie Winds Elementary

John Irwin School of

Excellence

2008-2017

Building Architecture

Houses

Activity Areas

Information Center

Commons Area

What We Value

Knowing the students

Sharing responsibility for all students

Morning Meetings (classroom, whole

school, and staff)

House activities

Professional Learning Communities

Unique to PWES

Responsive Classroom Philosophy

STAR and DD Programs

A Trauma-Informed School

An award-winning Chess Club and 6th

Band/Chess options

SMARTLab

Responsive Classroom

Knowing children individually is

essential to good teaching

Knowing children’s families is

essential to good teaching

The relationships among adults in

school are critically important to how

well children learn

STAR and DD Programs

Strategies for Teaching based on

Autism Research (autism)

Dual Diagnosis Program (autism and a

secondary diagnosis)

Trauma-informed School

To serve students from “hard places”

“A Tier III intervention”

The 3 Pillars: Felt safety, Connection, Self-Regulation

The 3 Principles of TBRI ( research from TCU): Empowering, Connecting, Correcting

Chess at PWES

SMARTLab

OUR MOTTO

“ANYWHERE FROM

HERE”

“We’ve got this!”

1

Implementation

Sources of Strength Primary Mission

Upstream Prevention

Sources of Strength

Secondary Benefit

• Peer Leaders are 4x more likely

to refer a suicidal friend or

student

Intervention

Effective Postvention is

Effective Prevention

Postvention

Upstream

Prevention

Risk

Focused

Sad

Shock

Trauma

Adult

Driven

Strength

Focused

Peer

Led

Hope

Help

Strength

Bridging

the Gaps

in Prevention

Sources of Strength

Model

Supportive

Adult

Advisors

Diverse

Peer

Leaders

Strategic

Messaging

Campaigns

Positive

Culture

Change

Caring

Connected

Positive

Influence

within

Social Group

Engage

Interact

Apply

Positive

Social

Norming

+ x =

5th Grade

Social Network

Attempt Ideation

Node size: local network density

Shading: suicide homophily

• University of Rochester - Dr. Peter Wyman Ph.D. - key researcher

• National Peer Leadership Study - funded by National Institute of

Mental Health - data analysis phase

• Stanford University - suicide contagion in schools

• University of Manitoba - Swampy Cree - Canada 1st Nation trial

• University of Rochester - Wingman Connect Air Force Project

• Australian National University & Black Dog Institute - Australian

Pilot

• Sexual Violence Prevention Study - funded by the CDC, in

partnership with the Colorado Department of Public Health, the

University of Rochester, and the University of Florida

Research

Partnerships One of the most heavily researched peer leader programs

9

Sources of Strength Campaigns Campaign Templates for Peer Leaders

10

11

12

Mark LoMurray

F O U N D E R & E X E C U T I V E D I R E C T O R

Cody Sletten

C O M M U N I C A T I O N S / M E D I A C O O R D I N A T O R

Mish Bennett-Moore

N A T I O N A L T R A I N E R

Scott LoMurray

D E P U T Y D I R E C T O R

Janell Anema

N A T I O N A L T R A I N E R

Dan Adams

D I R E C T O R O F T R A I N I N G

Emores Petty

N A T I O N A L T R A I N E R

Medora Sletten

H A P P I N E S S & S U P P O R T

Meet Our Team

To create an environment that supports an individual's health, wellbeing, and ability to learn by promoting healthy habits.

Review and modified Policy ADF

Wellness materials available on web

Next Steps ◦ Mental wellness

1 of 2

File: ADF

School Wellness The Board promotes healthy schools by supporting student wellness, including good nutrition and regular physical activity, as part of the total learning environment. Schools contribute to the basic health status of students by facilitating learning through the support and promotion of good nutrition and physical activity. Improved health optimizes student performance potential and educational success, as children who eat well-balanced meals and are physically active are more likely to be engaged and learn in the classroom and less likely to be absent. Goals To further the Board’s beliefs stated above, the Board adopts the following goals: Goal #1. The district will provide a comprehensive learning environment to promote the development and practice of lifelong wellness behaviors. The entire school environment, not just the classroom, shall be aligned with healthy school goals to positively influence a student’s understanding, beliefs and habits as they relate to comprehensive wellness, including good nutrition and regular physical activity. Such learning environments will teach students to use appropriate resources and tools to make informed and educated decisions about lifelong healthy eating habits and beneficial physical activity, in accordance with the district’s academic standards for comprehensive health education and physical education. Goal #2. The district will implement and promote nutrition education and proper dietary habits contributing to students’ health status and academic performance. Nutrition education shall be in accordance with the district’s academic standards for comprehensive health education. All foods and beverages sold or provided to students on the school campus during the school day shall meet or exceed the district’s nutrition standards. All schools participating in the National School Lunch and/or School Breakfast Programs shall comply with state and federal rules or regulations regarding school meals, competitive food service and the Smart Snacks in School nutrition standards. Goal #3. The district will promote healthy nutrition choices to create and encourage a healthy learning environment. In accordance with applicable federal law, schools participating in the National School Lunch and/or Breakfast Programs shall comply with the Smart Snacks in School nutrition standards in the marketing of any foods or beverages sold to students during the school day. Goal #4. The district will provide daily opportunities for students to engage in physical activity. Physical activity shall be included in a school’s daily education program from grades pre-kindergarten through 12. Physical activity includes regular instructional physical

File: ADF

2 of 2

education, in accordance with the district’s academic standards for physical education, and opportunities throughout the school day, such as exercise programs, fitness breaks, recess, field trips that include physical activity and classroom activities that include physical activity. Implementation and review To help ensure each school’s compliance with and implementation of this policy’s goals, the Board designates the superintendent or their designee as the district’s school wellness policy coordinator(s). The district will establish and maintain a district-wide Wellness Advisory Committee (the Committee). The Committee’s purposes shall be to monitor the implementation of this policy, evaluate the district’s progress on this policy’s goals, serve as a resource to schools (i.e. provide lists of healthy incentives, snacks, etc.) and periodically review and update this policy in accordance with federal law. The Committee shall meet at a minimum on an annual basis. At least once every three years, the Committee shall assess this policy and its implementation, which shall include an assessment of each participating school’s compliance and progress with this policy’s goals. The Committee may recommend policy revisions for the Board’s consideration after conducting its triennial assessment and/or as the Committee deems appropriate or necessary. Reporting and recordkeeping The results of the Committee’s triennial assessments shall be made available to the public, along with a copy of this policy. The district shall retain records to document compliance with this policy, including but not limited to documentation concerning the Committee’s triennial assessments. Adopted: April 18, 2017 LEGAL REFS.: Section 204 of P.L. 111-296 (Healthy, Hunger-Free Kids Act of 2010) 7 C.F.R. Parts 201, 210 and 220 (local school wellness policy

requirements) C.R.S. 22-32-134.5 (healthy beverages requirement) C.R.S. 22-32-136 (policies to improve children’s nutrition and wellness)

C.R.S. 22-32-136.3 (trans fat ban)

C.R.S. 22-32-136.5(3)(a) and (b) (physical activity requirement)

1 CCR 301-79 (State Board of Education – healthy beverages rules) CROSS REFS.: EF, Food Services EFC, Free and Reduced-Price Food Services EFEA*, Nutritious Food Choices IHAM and IHAM-R, Health and Family Life/Sex Education IHAMA, Teaching About Drugs, Alcohol and Tobacco JLJ*, Physical Activity

Lewis-Palmer School District 38, El Paso County, Colorado

LPSD Professional

Development 02.13.18

©EMERGENETICS, LLC

Liz Walhof

• HS Spanish Teacher

• Instructional Tech Coach

• PD Coordinator

• Director of Ed Innovation

• Director of Tech

• Director of Professional Development

• What makes learning better for learners

1. Use any device

2. Go to www.nearpod.com

3. Choose “Join”

4. Enter code provided

5. Type first name

6. Skip next field

In your opinion,

how important is it

that LPSD staff

continue to be learners?

(0 = not important to

4 = very important)

Why or why not?

What opportunities

do staff currently

have to learn

and develop their skills?

Professional Development Opportunities

● Late start days

● Job alike days

● Summer Learning Academy

● Book studies

● Mostly decentralized

Staff Members

● Emphasis on productivity and instruction

● Range of bite-sized to more intensive PD

● More blended PD

● Soon - New training for classified staff

Parents & Community

● Futures work

● Collaborative learning

○ Staff

○ Students

○ Parents/Community

● Staff helping you thanks to training

Parents & Community

● Futures work

● Collaborative learning

○ Staff

○ Students

○ Parents/Community

● Staff helping you thanks to training