Discover D49 Magazine #2

SPRING 2022

INSIDE Music Lessons

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Developing student-musicians discover rich opportunities on D49 campuses

Growing Readers at D49

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A closer look at D49’s priority of reaching young readers through its commitment to primary literacy

Perfect Pair

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A special classroom connection produced progress that will last a lifetime

Taking P.E. High-Tech

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One D49 school is putting a new spin on traditional physical education with some high-tech gadgetry

PRSRT STD U.S. POSTAGE

PAID DENVER, CO PERMIT NO. 5377

What’s Inside

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Primary Literacy Growing readers is a D49 commitment.

How students and educators are writing a enduring tale of success.

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Perfect Pair Care and courage produce amazing results at Inspiration View Elementary School.

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Aiming at Innovation Video games in gym class are okay, as long as there’s no couch involved: The innovative take on P.E. at Bennett Ranch Elementary School.

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Update from Chief Education Officer, Peter Hilts.

The Guy is Non-Stop: Israel Oketunmbi is leaving it all out there at SCHS.

Dragons Take Flight: A look into the work of overcoming dyslexia at ALLIES.

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Dads on Duty: Volunteer fathers form WATCH D.O.G.S at MRES.

Meeting the Need: Changes are coming to the way D49 delivers special education.

Community Connection: How the work of one specialist connects families with valuable resources.

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Senior Spotlight: Falcon High School’s Joe Mills is planting seeds of success.

The Quest for Capacity: An update on construction projects in the district.

On the cover: Sand Creek High School students Amara Demetrelis and Christina Jackson are both juniors and play violin in the orchestra.

www.d49.org

DISTRICT 49 MAP

Are You a District 49 Resident? Find Your Neighborhood Schools

District 49 spans 133 square miles of urban and rural areas in Colorado, covering northeast Colorado Springs and the Falcon area of El Paso County.

MERIDIAN RD

As the fastest growing school district in the Pikes Peak Region, we’re currently BURGESS RD serving more than 26,000 students within our portfolio of schools.

ELBERT RD

The district's central office is located at 10850 E. Woodmen Road.

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WOODMEN RD FALCON HWY

MARKSHEFFEL RD

POWERS BLVD

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JUDGE ORR RD

FALCON ZONE

STATE HWY 94

Zones are an important and sometimes misunderstood component of the board directed innovation philosophy of District 49. Student populations across our district's large geographic area have different educational needs, learning styles, political values and social structures.

To meet the needs of our students and families across the district, a one-size-fits-all approach doesn't make sense. Zones allow our three different geographic regions and non-traditional learning community to have flexibility in executing our strategic plan.

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d49.org/Map

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ello D49 Family and welcome to our second publication of Discover D49 magazine!

Official Publication of School District 49

Issue 2 | Spring 2022 Stories & Photos by: David Nancarrow, Director of Communications

Amy Matisek,

In this edition you will learn all about district leadership to improve literacy systems and student performance across all our district schools. The details and illustrations show why the Colorado Department of Education named our recipe for literacy improvement a Promising Practice and said, “District 49 is among the state’s most successful districts in early literacy.” Reviewing the leadership of our workforce and the diligence of our students should give us all reason to be proud and grateful we are in District 49.

Internal Communications Manager

Joel Quevillon, Digital Communications Manager

Amy Bremser, Media & Television Broadcast Specialist

Aaron Villescas, Marketing & Communications Specialist

Contact Info:

School District 49 10850 East Woodmen Rd. Peyton, CO 80831 719.495.1149 D49.org | info@d49.org Advertising Sales 719.634.5905

Advertising Standards Publication of an advertiser does not imply endorsement

by District 49's Board of Education, its chief education officer or any zone or school officials.

Follow Us On:

D49 Vision & Mission: To be the best choice to learn, work and lead.

From the Desk of the Chief Education Officer Our Excellence is Showing Read further and you’ll discover that while we value core academics as essential, we also know that activities and electives help students stay engaged and improve scores across the board, so this magazine also offers a healthy serving of stories about students and adults who are pursuing their passion. From dads who serve as WATCH D.O.G.S. in elementary schools to students who sit first chair in orchestra, our entire community is filled with people who create and celebrate excellence.

One of the benefits of our magazine format is the opportunity to write longform stories like the deep dive into literacy leadership and performance.

Another benefit is the chance to feature unique individuals and their positive contributions. As any athlete can testify, earning a state championship represents tremendous character and dedication.

So explore these pages to learn about multiple state winners across D49. You might also know how hard it is to innovate a new position or role that brings extra service to others. D49 has exemplary individuals who upgrade our service every day, so be attentive to the teacher features sprinkled throughout our magazine.

We often repeat our mission to Learn, Work, and Lead, but sometimes that mission needs to be playful. You’ll see evidence of that in the way one of our teachers has incorporated technology and movement to gamify personal

fitness and health education. This is not your Grandpa’s PE class! All across D49, amazing educators and engaged students are creating unexpected highlights of learning and performance. That’s why District 49 has had more Colorado Teacher of the Year finalists over the last eight years than any district in Colorado.

When it comes to teacher excellence, D49 is #1!

The staff and student performances in D49 are praiseworthy, but so is the workplace culture and collaboration.

Each year, through a system called the Voice of the Workforce (VoW), D49 measures the satisfaction and engagement levels of our entire workforce. Throughout this issue, you’ll see graphics that illustrate results from the survey, and show how D49 compares to other organizations and industries.

The results reflect our values of trust, responsibility, care and respect, and they fully resonate with our strategic priorities to value all people.

It’s an honor and privilege to lead such a dynamic district during such challenging times. The success we’ve seen and the growth we’ve earned is all due to the great people and programs that make up D49. I hope you’ll read and revisit our magazine often and enjoy the positive stories as you too Discover D49!

Chief Education Officer, School District 49

www.d49.org

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The Guy is Non-Stop Israel Oketunmbi is Leaving it All Out There

By Joel Quevillon Israel Oketunmbi and his family moved to Colorado from Nigeria 10 years ago, first settling in with family in Pueblo before moving to Colorado Springs. Like many, they were looking for better opportunities.

He has found them. And is looking for more.

The Sand Creek High School junior not only participates in four sports, he is active in several clubs and is mostly an “A” student.

“He is one of those kids that is just dynamic,” said Jared Welch, SCHS athletic director. “He just wants to be involved, to put himself out there. He’s easy to like. Teachers love him.”

Israel said that was not always the case, in particular during his days as middle-schooler. “That’s probably where I started being a troublemaker,” he said.

He remembers a rough transition into Horizon Middle School.

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DISCOVER

Though he spoke English, there were still those who gave him a hard time.

He frequently found himself answering to school authority figures as a result of his fiery responses. But another transition was waiting.

“I started wrestling in middle school,” he said. “It is one thing that got me out of trouble. My coach convinced my mom to put me in wrestling. It was a way for me to take my anger out.” He also recalls from those days a heart-to-heart talk with his brother. His strong bond with his siblings, and the ‘right moment’ helped him to listen.

“My brother started helping me to understand what I had to do to make it through. What you have to do to be financially stable in the future. If I wanted to do right by myself, I’d have to do better in high school.

That helped me stay out of trouble, for the most part.”

Israel didn’t wrestle his first two year of high school, but he played soccer and ran track.

“Soccer has been a big part of my family,” he said. “My brother played. It’s a big sport in Nigeria.”

“Sophomore year was a rough year for soccer, which motivated me to come back this year and make it better,” he said. “Now as the team captain, I have to take most of the responsibility for what happens. I like that responsibility of keeping everybody engaged. Having practices outside of regular practice. Helping to do more to reach our goal of becoming better athletes and better men.”

Cheerleading wasn’t on his radar until this year, when the coach spoke to him during a SCHS open house.

“I would have never thought I would get into cheer,” he said. “It’s been a good experience. Next year, I’m going to be better prepared for it.”

Israel is used as a back spotter and a base in team stunt-formations.

“They use me when we need power,” he said. “I also do one-on-one stunts with a partner, which is really cool.”

In track he runs in multiple sprinting events and triple jump, and that can change for every meet.

The tank-draining 400-meter didn’t always suit the young runner. “After each race my legs would just die,” he said. It’s now his favorite event.

“It’s not like every other race where you just run. There are different ways to run it, but you have to find your style of running.”

Israel’s style is speed and stamina.

“The first 200 meters is like 90 percent,” he said. “The last 200 meters, you have to go all out.”

Participating in sports is a release for him.

“I’m trying to have fun with the sports. Sports are an escape from homework. Some people play video games to get their minds off stuff and to have fun. Games and practices, for me this is like playing those video games for others,” he said.

At the heart of the fun-loving SCHS junior is a fierce competitor.

prepared, but I made it happen. State was fun, but the goal for next year is obviously to make it to nationals.

That motivates me even more.”

“A part of wanting something is realizing you have to work for it, and that you have to motivate yourself.”

“I love winning. I hate losing,” he said. “If you lose, you can’t dwell on it for too long. You have to figure out what mistake you made and come back better.”

Israel participates in yearbook, student council, JROTC, National Honor Society and Distributive Education Clubs of America/Future Business Leaders of America (DECA/FBLA). Of all the activities, he likes DECA/FBLA the most.

“I was given the role of (FBLA) vice president, which makes it even more fun. There is always something you want to get out of activities, like going to state or having the best experience that you can,” he said.

The winning nature isn’t just for his own benefit. From leading the soccer team or FBLA, Israel also thinks about his fellow students.

“I like student council because it is making our school environment the best place people can be, making it fun overall. Helping people have the best experience they can in high school,” he said.

With all his sports and activities, Israel knows he has to keep on top of everything including his school work.

“For the most part I like what I’m doing. Keeping the balance of it all, knowing I have practice after school then right after that I have homework. It is what I have to do to make it happen. Everyone knows, if you don’t have good grades, you can’t play,” he said.

Israel’s attitude is: refuse to lose.

School. Practice. Homework. Clubs.

“Refuse to be satisfied with the results you had,” he said. “If you are not getting the results you want, find a way to get it. Make it work. You have to get better every day.”

To improve his performance on the wrestling mat, he pours over videos of his performances and rethinks his tactics. Two losses last season did not sit well with the SCHS grappler.

“It honestly helps, looking back at what you did,” he said. “I realized I wasn’t prepared. I wasn’t cardio fit. I came back prepared.”

Prepared, and hungry, turning both rematches into victories.

“My brother told me, ‘excuse doesn’t explain.’ That quote sticks with me. You have to make it happen, fix it,” he said.

That competitive attitude follows Israel in other school activities.

“I was the only one from our school that went to (DECA) district and then I ended up qualifying for state,” he said. “I didn’t feel

“It is more like juggling it. There were times where today I didn’t do much, so I need to do more tomorrow,” he said. “It’s a grind lifestyle.”

Israel’s work ethic feeds a lofty, postsecondary goal.

“I want to go to college for free,” he said. “I know that is not going to come easy. If I work hard for something, there is a chance I could have it. If I don’t do anything and just expect it to come, then there is nothing that is going to happen. Part of wanting something is realizing you have to work for it. And that you have to motivate yourself. Excuse doesn’t explain.”

But before that, Israel is looking forward to his senior year.

“Experiences. Getting involved with everything.

Showing up to school activities. Fundraisers.

Clean ups. Making my senior year the best I can make it. Going out of high school knowing there was nothing left I could have done,” Israel said. “I’m leaving it all out there.”

www.d49.org

5

Dragons Take Flight

Learners Soar Over Challenge of Dyslexia

By Amy Matisek Lillian Ingram has found her ally for learning. The fourth-grader attends ALLIES, the Academy for Literacy, Learning and Innovation Excellence, a school designed for students with characteristics of dyslexia. “I like it here because other kids are like me,” she shared.

When Lillian was in kindergarten, her mother, Lisa, began to wonder why her daughter was having a hard time learning to read. “She wanted it so badly, but it just wasn’t happening. We tried tutoring, and it was tiring for her … it was heartbreaking,” Lisa explained.

“ALLIES is so child-focused that it really isn’t even believable.

Kids are so engaged … with reading, writing, grace and their social skills.”

Knowing something wasn’t quite right, Lisa consulted with Lillian’s pediatrician and experts at Children’s Hospital Colorado, and after testing, learned Lillian is dyslexic. That’s when a friend told the family about ALLIES. ALLIES is a tuition-free, public school that instructs students in grades 2-5 with characteristics of dyslexia, a language-based learning disability that makes it difficult to learn to read.

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Since private tutoring can cost up to $80 an hour and private schools for students with dyslexia can rival the cost of college tuition, ALLIES has attracted many families from across the Pikes Peak Region.

The trademark of ALLIES centers around a nationally-recognized program and curriculum called Take Flight, which addresses all key components of reading including phonemic awareness, phonics, fluency, vocabulary and basic comprehension. “Creating ALLIES has been a labor of love from the beginning,” shared Rebecca Thompson, director of academic services. “Every staff member contributes to making our academy a place where children can build selfesteem and grow academically.”

“At ALLIES we are very intentional. We teach students to have the mindset, ‘I have talents in other areas, and I won’t let dyslexia stop me,’” said Nicole Blanc, dean of students. All staff at the school wholeheartedly believe in their motto: The Power of Yet. “At this school, we learn if you aren’t there yet, you’ll get there … I always have a growth mindset, and know I’ll never be left out at this school,” said Lillian.

Two years ago, Lillian made the move from her neighborhood school outside of District 49 to ALLIES. Immediately, Lisa could see something different in her daughter. “We noticed her attitude starting to spill out to other things …

[ALLIES] was impacting her confidence.” During a family snowboarding trip, Lillian had a positive attitude about conquering the taller peaks. She told her dad, “I don’t know if I can do this mountain … yet!”

Learners like Lillian spend 50 minutes a day, five days a week in Take Flight therapy honing reading, writing and spelling skills. “We always keep our verbiage and instruction multi-sensory,” explained Teresa Hinote, certified academic language therapist who was one of the staff members instrumental in starting the school in D49. “We build from the foundation up. It’s not a magic trick … we focus on showing kids they can.”

Growing self-esteem and providing a place where students feel like they fit in are essential parts to a solution for those facing learning challenges. “My parents didn’t understand at first like I thought they would,” shared Lillian. “I can talk to friends here about how hard bullying was at my other school. I have made a really good friend, and I like having her over to my house because neither of us knows how to spell … she doesn’t make me feel bad.”

“ALLIES has been a life-changing experience. I don’t want to think about what would have happened had I waited another year or two,” said Lisa. “Learning isn’t a struggle anymore … this morning before school Lilllian was already on her iPad trying to get in some reading.”

Her favorites include biographies, anything about science and “The Baby-Sitters Club” books.

Lillian Ingram, fourth-grader, hones her reading and language skills during a Take Flight therapy session at the Academy for Literacy, Learning and Innovation Excellence on March 2.

Jamie Zaves, fellow ALLIES parent, has the same passion and gratitude for the school. Her son Crosby, a second-grader, is attending ALLIES for the first time this year. “Crosby had struggles in kindergarten and first grade with reading,” she shared. “If he didn’t have the answer quickly, he didn’t have the confidence to dissect and problem solve. Learning provoked anxiety.”

Crosby, like Lillian, was spending time outside of school with a reading tutor. “She nudged us to get Crosby tested, and when Children’s Hospital recommended ALLIES, everything aligned because we live in district.”

Crosby spends hours each week with Hinote, his certified language Learners at the Academy for Literacy, Learning and therapist, working with tools such Innovation Excellence use cards like these to see as a phonemic awareness tray, the shape a mouth makes with certain letter sounds which improves his ability to hear to improve reading and language skills. and manipulate letter sounds.

The tray includes a magnetic board with images of smiling vowels that enable students to see the shape a

mouth makes with certain letter sounds, and offers hands-on learning alongside therapists.

Students also practice instant words and fluency assessments as part of a homework binder every day. With fluency assessments, learners are timed to see how many words they can accurately read in 30 seconds. “I have seen a huge change in Crosby since the beginning,” shared Hinote. “You couldn’t ask for a more enthusiastic student!”

“I never have to ask him to do his homework. The predictability of what is expected each day is huge,” said Crosby’s mother. “He knows he has his Take Flight homework, and he shows excitement about learning new things.”

Add the reassurance of ALLIES staff to Crosby’s new enthusiasm, and Jamie is at ease. “The school has helped me be okay with the diagnosis … ALLIES is so childfocused that it really isn’t even believable. Kids are so engaged … with reading, writing, grace and their social skills. If people haven’t lived this, I don’t think they’ll understand how great this place is.”

ALLIES has 23 staff members, including seven professors who teach core academic classes and seven Take Flight therapists. “It’s a whole-school endeavor … it’s not just the Take Flight program,” said Hinote. “All of the professors here are highly trained in dyslexia, which levels the playing field for our students.”

Crosby Zaves, second-grader, works one-on-one with Teresa Hinote, certified academic language therapist, on practicing his fluency with instant words in a timed session at the Academy for Literacy, Learning and Innovation Excellence on March 2.

www.d49.org

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Dads On Duty MRES Students Benefit with WATCH D.O.G.S.

By Amy Matisek Meridian Ranch Elementary School has extra eyes and ears to watch over their school. Thanks to dads like Jared Holtz, safety and security is enhanced, and there’s another role model in the building for students.

Holtz is one of many MRES dads who have volunteered to participate in the school’s WATCH D.O.G.S. (Dads of Great Students) program. WATCH D.O.G.S. is a nationally-known program with a two-fold purpose of providing an additional security presence in schools and introducing more role models to students.

WATCH D.O.G.S. come to school to patrol the hallways, help in classrooms, offer support during recess, and assist with arrival and dismissal.

In return, the volunteers get a glimpse of what day-to-day school life is like for their child, while helping impact their academics and social behavior.

Holtz had his first experience as one of the school’s WATCH D.O.G.S. years ago when his older children, now students at Falcon Middle School, were Meridian Ranch Bulldogs. He made his return to serve MRES in March. “I’m here to be a good role model for my kids and to show I care,” Holtz shared. The father currently has two students at MRES—Hank, a second-grader, and Dylan, a first-grader. “I am happy to see my dad here … he is finally a WATCH Dog,” said Dylan.

“A lot of times kids see moms at school volunteering, not dads. To me, it’s about showing dads can be present too,” explained Holtz.

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2022 GRADUATION CEREMONIES Congratulations to the Class of 2022 Pikes Peak Early College 8:00 a.m.; Friday, May 20, 2022 The Campus, 6113 Constitution Ave. Springs Studio for Academic Excellence 11:00 a.m.; Friday, May 20, 2022 DoubleTree Hotel, 1775 E. Cheyenne Mountain Blvd.

Patriot High School 2:00 p.m.; Friday, May 20, 2022 Falcon Legacy Campus Gym or Sports Field, 11990 Swingline Rd., Peyton Power Technical Early College 10:30 a.m.; Saturday, May 21, 2022 Jaguar Field House, 5525 Astrozon Blvd.

Falcon High School 8:00 a.m.; Thursday, May 26, 2022 UCHealth Park, Home of the Rocky Mountain Vibes, 4385 Tutt Blvd.

Vista Ridge High School 8:00 a.m.; Friday, May 27, 2022 UCHealth Park, Home of the Rocky Mountain Vibes, 4385 Tutt Blvd.

Banning Lewis Preparatory Academy 4:00 p.m.; Friday, May 27, 2022 UCHealth Park, Home of the Rocky Mountain Vibes, 4385 Tutt Blvd.

Sand Creek High School 8:00 a.m.; Saturday, May 28, 2022 UCHealth Park, Home of the Rocky Mountain Vibes, 4385 Tutt Blvd.

GOAL Academy - COS 10:00 a.m.; Friday, June 3, 2022 Broadmoor World Arena, 3185 Venetucci Blvd.

Contact your schools for detailed information on the ceremonies. www.d49.org

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Verbal Reasoning Literacy

La ng ua ge

Language

Background Knowledge

Vocabulary

Co mp reh en sio n

Scarborough's Reading Rope The five dimensions of reading include: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Educators regularly reference a diagram known as Scarborough’s Reading Rope to depict the literacy building-block concepts and their integration into reading proficiency.

Sight Recognition

rd o W

Phonological Awareness

ion t i n og c Re

Decoding

Growing Readers at D49 The Commitment to Primary Literacy Enters its Tenth Year

By David Nancarrow

Reaching Young Readers There’s something about starting a new book that makes Lori McCoy smile.

“It’s fascinating when you start a story, and you don’t know where it will take you. Reading allows us to take pause in our world and enter a new one. You can experience places you’ve never been to, share the emotions of characters, and learn new things.”

It’s this kind of enthusiasm that inspires McCoy to impart a similar excitement to young learners. She spent 10 years as a classroom educator for primary grades and now coaches Evans Elementary School teachers whose job it is to teach the youngest in D49: K-3.

The techniques and strategies at Evans are a game-changer for students who 10

DISCOVER

once struggled with reading. Just past the halfway point in the 2021-2022 school-year, many EES students are growing as readers. Similar results are playing out across the district, which places primary literacy among its list of top priorities.

A Shared Responsibility There are more than 30 schools (including public charter schools) within the district’s 133 square mile footprint.

Fourteen of those are brick and mortar elementary schools spread out in four distinct zones making up District 49 (see map, pg. 2).

Each zone is managed through a leadership structure that distinguishes it from the others in an autonomous model, unique to D49. The structure is not only a model of efficiency in

Stacey Franklin, Coordinator Of Literacy Performance.

managing the most rapidly growing district in the state, it also supports the D49 commitment to choice, offering a wide variety of options that suit every D49 learner.

The common thread that runs through them all is primary literacy. The two-word term is shorthand for the long-running district commitment to ensuring all students can read by the end of third grade.

“This is so much a part of what we do.

When we hire and onboard teachers the first thing they hear is that primary literacy is a priority at District 49,” said Stacey Franklin D49’s coordinator of literacy performance.

“There’s nothing more important that we do as a district than teach our young children how to read. That is the foundation for all academic success.”

The district commitment has its foundations in Colorado’s Reading to Ensure Academic Development (READ) Act of 2012. The D49 board of education adopted primary literacy as a core priority in 2013.

“As a district,” Franklin explained, “we knew we were not meeting the needs of kids and growing kids the way we intended to.”

How It’s Done The READ Act focuses on early literacy development (in grades K-3) for all students, but especially for those at risk of not achieving grade-level reading proficiency outcomes. For D49, the initiative provided funding to drive evidence-based instructional strategies, tutoring, additional programming, and professional development for teachers.

“We have learned how the brain learns how to read,” Franklin said. “That’s what our practices are, the application of that science.”

The resources opened doors to new opportunities, expanding the district’s capacity to create staff positions and create a focus on professional development. In addition to deploying state approved, evidence-based programming (see pg. 17) teachers are regularly offered in-district training to build their own skills to lead students to reading success.

D49 also began exploring new, homegrown approaches to meeting literacy goals. Among them is READ Camp, which enters its eighth year in the summer of 2022. Camps are READ Act-funded, extra

learning opportunities for kids in the “at risk” category, working their way through a specialized learning plan.

of known skills with a destination of reading proficiency in mind.

Traditionally taking place in the month of June, students receive four weeks of structured, personalized learning in small class settings.

“From the minute you step inside any of our schools that’s evident. It’s part of the conversation with parents,” Franklin said. “‘Here’s what we are going to do to ensure that your child is a proficient reader. This is a priority to us.’”

“That’s one of the things that sets us apart from other districts in the region,” Franklin explained. “It’s our commitment to personalized planning for our young readers.”

“There’s nothing more important that we do as a district than teach our young children how to read.”

As a result of pairing READ Act accessibility with a commitment to continuous improvement, by the onset of the 2021-2022 school year, District 49 has amassed a catalog of processes and systems that have established D49’s firm reputation as a statewide role model in delivering on the early literacy promise. “When you know what you’re doing is effective and you’re watching the needle shift and you’re watching our kids make gains and become more proficient, then we are able to continue to capitalize on that success and the knowledge that builds momentum.”

Moving the Needle Observing and tracking data may not seem as pulse-pounding as the plotline of a paperback thriller, but the primary literacy story cannot be told without it.

D49 thoroughly screens young learners early, looking for skill strengths and opportunities to improve. The screening data identifies students who meet the characteristics of “at risk,” defined by the state as well below, or approaching benchmark status. The clearly captured results set a baseline

Teachers track progress by leading at least one skill check with their students per month. Learners who are working to move out of the “at risk” category

sit down twice a month with their teachers, one-on-one, to ensure the instructional strategy is working. In those moments, teachers build connections, and students connect with personalized reading goals.

“We’re talking about kindergartners who can say, ‘you know where I want to be at the end of year? I know this many letters, and I know this many sounds,’” Franklin added. “Kids own this learning. Teachers are really explicit and explain to kids, and kids know why being a successful reader is so important.”

The regular skill check process creates a roadmap to stimulate growth for students who require additional attention.

Franklin says those roadmaps won’t look identical across the zones of D49, but the commitment to learning from data/real-time results tracking to improve performance and growth is one and the same. Schools deploy a variety of strategies that can include specialized instruction, or coaching teachers on ways to enhance their lesson plans toward literacy. At times, opportunities can look as basic (or brilliant) as creative clock management.

See Literacy on page 16

www.d49.org

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Music Lessons Instructors Conduct Harmonious Development

D

so different,” Leonhardt said. “We create sound with physical movement, moving the bow on the strings. We start with music in different places, and we start with different kinesthetic things to produce sound. We just do such different things, it’s hard to do it well if you try to do it together.”

“There is something special that just lifts us up when we are creating music,” said Leonhardt, orchestra teacher at Horizon Middle School.

“My most important job is to teach beginners well and prepare them for high school,” she said. “In order to do that, students have to be comfortable performing and getting feedback in class.”

By Joel Quevillon aniel Evans and Karen Leonhardt have a unique role teaching in the Sand Creek Zone. Not only do they have the opportunity to share their passion for music by teaching orchestra, they use these instrumental moments to teach lessons important for life.

“The students have the space to create something,” said Evans, the Sand Creek High School orchestra teacher, and Teach of the Year. “Let everything in their life that is going wrong just melt away and be able to just play music. It is so cathartic. Like physical activities and sports, you get your endorphins going and you are able to burn a lot of those emotions away. You take all that energy and you put it into music.”

“Let everything in their life that is going wrong just melt away and be able to just play music.”

“Music has that intangible feeling,” Leonhardt said. “It’s good for the soul.”

Both schools have string orchestras that include violins, violas, cellos and bases. By comparison, a symphony orchestra would also include wind and percussion instruments.

For HMS students, there is a reason orchestra and band are different enrichment classes. “The style of teaching them is 12

DISCOVER

“That comes from day one… because I have the privilege of teaching them from the ‘not knowing anything,’ then we get to celebrate success from the beginning,” Leonhardt said. “If I’m teaching the whole class to do something identically, then the students really know what another student could fix.”

This includes everyone opening up their instrument cases the same way and sitting the same way.

“When we start playing our very first song, I make sure everyone is playing it the same way,” she said.

“I want them to be able to take feedback in, and adjust and to know it is not about them personally,” Leonhardt said. “To get that feedback and to know what to do with it. To experience that cycle and growth,

and know how rewarding it is to know that you started at point A.” “Karen does a phenomenal job at HMS and her students have a real passion for what they are doing,” Daniels said.

“The eighth graders I spoke with at their recent concert are eager to be joining us.”

As peers and collaborators, Daniels’ program at SCHS benefits from the foundations set at HMS by Leonhardt.

“It immediately sets up the students within (the high school) program to play at a higher level,” Daniels said. “As a whole, the orchestra has better fundamentals to be able to play music that is more challenging, and a lot more fun.”

“Within the structure of orchestra, they have to learn to work with people,” Daniels said. “They may not have hung out with these students. Now, they are thrust into a situation where they have to work with each other, without speaking, but playing. We see situations like that in the ‘real world’ all the time. Where we have to read body movements and facial expressions, like trying to figure out what a customer is thinking. They may not say “ooh,” but their face and body are saying it.”

“The students can get this same learning environment in other activities, but not to this extent,” Daniels said. “Orchestra is all year.

Sports have seasons. Other classes don’t have afterschool performances.”

Horizon Middle School students performed a concert in March in the auditorium at Sand Creek High School. Many of these students will continue to play in the high school orchestra.

Leonhardt said, “It’s fun because we are successful. We’re achieving skills and building things together.”

Orchestra is not only fun, it sets students up for success in life.

“What I’ve heard from college admissions is that students who are in orchestra, band, theatre or name the sport, they are statistically more likely to stay at the college all four years and graduate than the kid who had a 4.0 and did nothing after school,” Daniels said. “They can’t handle the pressure of having to make their own schedule and they fall behind.

Versus the orchestra, band, sports student who had to juggle all these extra things and school.”

Real life situations also include working with others.

“It is so cathartic. Like physical activities and sports, you get your endorphins going and you are able to burn a lot of those emotions away.

You take all that energy and you put it into music.”

“We know that team and team effort are the name of the game in their future,” Daniels said. “They are always going to be working with someone, even if they go off to create their own business.”

“We’ve been teaching our students individual accountability, individual success,” Leonhardt said. “You personally need to do well on your stuff. What that misses, it doesn’t matter how well you do if you can’t function on a team or in society. With ensemble classes, it’s all about doing your individual work so that the team, the orchestra, can create a beautiful, wonderful product.”

“In sports, you have to be good enough to make the team,” Leonhardt said. “Sports have cuts.

That’s not true in orchestra class. Every student gets the chance to do this. You need to have something you feel worthy about. When you feel success, you want to keep trying. If they are struggling academically, this might be a place they can still be super successful.”

“It’s important to give kids a time to think differently,” she said. “It’s just using a different part of the brain and the body that can allow a student to feel success in their day when they might not be otherwise. We want to teach kids to pick yourself up, adjust, and try again.”

“A lot of studies have shown what music does to the brain,” Daniels said. “Music helps people deal with emotional problems, stress and anxiety. You can let everything melt away in the background and just focus on performing and practicing. You are not thinking about anything else at the time.”

“Music, it’s the most present thing I do in my life,” Leonhardt said.

“To be able to have that release through music is such a great experience,” Daniels said.

“Having an aesthetic experience during the middle of the day, that is beautiful, is important,” Leonhardt said. “I hope orchestra can be a beautiful movement in my students' lives every day.”

Upcoming Performances: SCHS: 7:00 p.m., Thursday, May 12, SCHS Auditorium HMS: 6:30 p.m., Tuesday, May 24, HMS Gym www.d49.org

13

The Perfect Pair

Student, Teacher Take Big Steps Together

By Amy Matisek

I

ona Washington is an eight-yearold who loves starting her day with “The Singing Walrus” songs, adores time with friends, and walks joyfully through the hallways of her school. One particular teacher describes her as “the happiest little girl I know.”

But not that long ago, her mother, Angela Patrick, would have said her daughter’s life was very different.

Iona was born with Down syndrome, and at only one-month-old, she suffered a brain bleed. That led to brain surgery. “Doctors said she would never walk,” shared Patrick. “It was hard … I didn’t want to give up, but I had my doubts. I thought she’d always be wheelchair-bound.”

Fast-forward to Fall 2021, when Iona and her mother found Inspiration View Elementary. “At first, they didn’t know if they’d have the resources for Iona, but they made it happen,” said Patrick.

“I am so grateful they accepted my daughter with open arms.” As a new first-grader, Iona was stroller bound, rarely walked, and communicated one or two words at a time.

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One of the school’s special education teachers, Jarrod Boswell, who works with students with severe support needs, became Iona’s biggest supporter. “Iona has such a happy disposition. She can tell we care about her.”

Each day when Iona arrives at school, everyone can see she’s excited to be there. Her routine begins with good morning songs and greetings, social time with classmates, and then she works on goals in her Individualized Education Plan (IEP). For learners like Iona, those goals can include activities like manipulating objects, working toward number sense, counting to 10, and tracing letters.

“Her growth has been incredible. Now she can follow one or two-step directions, and she can tell us if she needs help,” Boswell explained. “She will ask for help because she has spent time in a language-rich environment. She wants to do these things.”

Best of all, Iona is now walking. Accomplishing this skill makes her mom glow. “It is amazing to see her growth. We’ve proved all the doctors wrong.”

It may come as a surprise, but Boswell doesn’t have years of experience as a special education teacher. His professional background includes working with developmentally disabled adults, but his most recent job was very different. “I had been working in real estate, and I wasn’t happy. I needed a purpose.” He earned his teaching certificate in 2020 and landed a role in District 49 this school year.

By combining Boswell’s care and compassion with Iona’s new “can-do attitude,” you get impressive results.

“Iona adores Mr. Boswell. She sees him and her face lights up … if it wasn’t for Mr. Boswell, she wouldn’t have gotten this far,” shared a teary-eyed Patrick.

And while mom gives a lot of the credit to Boswell, he attributes the young learner’s success to herself.

“Iona’s desire to improve is the difference. She is constantly motivated, and she motivates me. It is all Iona … she makes it easy for us … she is loved throughout this school.”

Aiming at Innovation Elementary School PE Embraces High Tech Activity

By David Nancarrow

B

ennett Ranch Elementary School lives by the motto: Bulls lead the way. That’s especially true when it comes to its immersive and innovative approach to physical education.

The first of its kind in the state of Colorado when PE teacher Ben Wells unveiled it in 2019, the Lü Interactive Playground is now a daily element of every BRES gym class.

Suspended high above the gym floor, the device combines a video projector and video tracking camera that essentially turns students into players in a life-sized video game.

“We are in the age of digital media, and kids are about wanting scores and wanting feedback,” Wells said. “We have phones, we have devices, we have Fitbits, things that are helping us be healthy tech wise: we have that, so let’s give them that environment.”

The action takes place on a 25’ x 19’ big screen affixed to the gym’s south wall.

The technology demands constant movement: It’s not uncommon for players to throw a ball at moving targets projected on the wall to complete the assigned objective. By incorporating

“Those kids that really thrive in a video game, or interactive game setting, are now getting excited” activity stations with the virtual wall element, Wells ensures students will have worked on fundamental activity skills that previous generations have by the end of a typical immersive P.E. class.

“Those kids that really thrive in a video game, or interactive game setting, are now getting excited because it meets them where they are instead of forcing them to fit into a mold or into a structure that may not work for them,” Wells said.

As an added benefit, Wells can import curriculum from other BRES classes.

While working on throwing accuracy, students can also brush up on

Ben Wells, PE teacher at BRES, shows off the Lü Interactive Playground at the school.

addition and subtraction.

“For [students] it’s no different than a SmartBoard being on, or a TV being on in the classroom. They come to expect it as part of what is happening,” he said.

Games will likely always have a place in P.E. as long as P.E. is included in the required list of classes. BRES and Wells are pleased to be among the first to introduce students to an outright game-changer. www.d49.org

15

Literacy continued from page 11

“They have adjusted literacy schedules to add five minutes here and there, which doesn’t sound like much, but when you figure in 3 to 5 minutes a day, five times a week, times nine months, that’s a lot of time.”

committed to ensuring our early readers are not lacking critical skills.”

As expected, scores declined during the disruptive season of COVID-19.

The rebound in the wake of resuming

At EES, even a stroll down the hallway is time well spent. The science of reading is embedded in the entire daily routine—even during transitions. “We maximize every moment of instructional time,” said Marcia Case, principal at Evans Elementary. “When kindergarten students line up to use the restroom or go outside, they are doing repetitions of letter names and sounds.”

It also helps that every classroom, including the language diverse and special education classrooms, were equipped with at least 150 books each this school year to ensure readers at every level can engage.

In particular, texts that young students can read successfully and independently, which builds on lessons learned in the classroom.

“We have students asking to read to their teachers,” said McCoy. “There was such a high request in one second-grade classroom we reached out to a fourthgrader to recruit her as a reading buddy.

Every day, in lieu of her afternoon recess, she reports to a second-grade classroom and listens to students read.” Plans are already in the works to fully develop and expand the reading buddy program.

The progress at Evans is certainly not the only success in a district filled with bright spots, which is revealed in data tracked by both D49 schools and by Franklin. Within the past ten years, D49 has established a firm forward momentum, consistently showing steady growth among neighboring districts and the state of Colorado. In 2019, pre COVID, regularly tracked data showed 90 percent of D49’s youngest learners placed above (outside) the “at risk,” or significant reading deficiency (SRD) designation. The 10 percent identified with SRD directly paced neighboring Academy District 20 at the time, and was well above those reported in Colorado Springs School District 11.

“The data tells the story,” Franklin explained. “Prior to COVID, we knew our primary literacy efforts were effective for students. Coming out of COVID, the urgency is greater, and we are even more

16

DISCOVER

in-person learning with fewer restrictions, Franklin points out, is more than noteworthy. In fact, by the midpoint of the current school year, schools across D49 are outperforming schools across the state of Colorado as indicated by Acadience (a state approved, skill-based reading assessment: see graphic above).

“That means we are decreasing the percentage of our at-risk students in K-3 at a faster pace than average across the state,” Franklin said. “We are also increasing the percentage of students meeting grade level competency at a faster pace than other schools across the state.”

Pulling Together in the Same Direction Franklin observed the encouraging signs of progress only motivate the D49 workforce to push hard for continuous improvement in D49 schools. The

primary literacy objective is not only designed with a focus on learners with at-risk or SRD characteristics in mind.

“We want to maintain with 100 percent fidelity our students who are in the benchmark and above categories,” Franklin said. “We are committed to ensuring our students who are proficient readers, that have mastered those skills, maintain those skills. The expectation is to continue to increase and elevate the developmental trajectories.”

At the mid-point of the current 2021-2022 school year Franklin reported to the D49 Board of Education that the district is placing focus on first and second grade readers as an opportunity for improvement as the ‘21-’22 school year comes to a close.

Extra effort will begin as soon as the semester ends for students showing the most need for attention. The first day of READ Camp classwork in the summer of 2022 will immediately pick up where first and second grade students left off.

“When those students return to buildings in August, their teachers will know about their READ Camp progress,” said Franklin. “Based on previous years’ results, we are confident we will have narrowed the gaps to set those students up for more success next school year.”

At EES and many other campuses around the district, growth among young readers can take the shape of a celebration. Students in all grade levels at EES in the spring semester closely followed the tale of a boy named Jax on a mission to deliver three young dragons to another realm in the book “Dragons in a Bag,” by Zetta Elliot.

Classrooms began reading a chapter together every day in February, leading up to an all-school, all-family celebration that culminated in providing readers a personal copy of the next book in the “Dragons in a Bag'' series.

Franklin thinks as events like this unfold across the district, the path to ongoing progress at D49 is well paved.

“Continuous improvement is our mantra,” she said. “There is no end to this story. We’re always preparing for the next chapter.”

– Amy Matisek contributed to this story.

PEOPLE

CURRICULA Educators

School

(Reading: Students K-3)

Intervention Specialists Core (Tier 1) Tier 2 Trained SOR

ALLIES

6 - CLAT

83%

CKLA

iVES

RI

22%

CKLA

Lexia Core 5

Intensive Tier 3 Take Flight

Lexia Core 5 Lexia Core 5 Heggerty PA

Growing Readers at D49 Case Study: Evans Elementary School

SIPPS

Lexia Core 5 ODYSSEY

IC

45%

CKLA

Amplify Reading

SIPPS

Seeing Stars

POWER ZONE

RVES

Lexia Core 5

IC RI x 5

57%

CKLA

IC RI

65%

CKLA

School

CURRICULA

Specialists

(Reading: Students K-3)

Trained SOR BRES

IC RI

Intervention Core (Tier 1) Tier 2

FALCON ZONE

Intensive Tier 3

Heggerty PA 26%

CKLA

SIPPS Superkids

RT

FESoT

IC RI

68%

MRES

IC RI x 2

48%

BAR Collaborative Literacy Heggerty PA

CKLA

Amplify Reading

SIPPS Mindplay VRC

SIPPS

Heggerty PA Lexia Core 5 WHES

IC RI x 2

95%

Wonders

Heggerty PA Lexia Core 5 Seeing Stars

PEOPLE School

Specialists

(Reading: Students K-3)

Trained SOR

EES

RES

SRES

LC Lead LI

62%

LI x 2

86%

IC

Intervention Core (Tier 1) Tier 2

CKLA

Lexia Core 5

Intensive Tier 3

SIPPS

Heggerty PA

85%

CKLA

CKLA

Lexia Core 5

SIPPS

Heggerty PA

95% Group

Amplify Reading

SIPPS

Heggerty PA PEOPLE Specialists

(Reading: Students K-3)

Trained SOR

Intervention Core (Tier 1) Tier 2

Intensive Tier 3 RHD

SSAE

“They created and sent home informational packets and tools at the beginning of the year regarding best practices for mastering letter names and sounds.”

CURRICULA Educators

School

With teachers as a catalyst for promoting the love of reading, staff at Evans know parents play an important role. “Our kindergarten teachers invited parents to support their learners during evenings and weekends,” said Principal Marcia Case.

CURRICULA Educators

SAND CREEK ZONE

Lexia Core 5 Lexia Core 5 SIPPS

Educators

iCONNECT ZONE

SIPPS 95% Group

SES

PEOPLE

CALT

Heggerty PA

100%

ARC

Recipe for Success at Evans Elementary

ARC IRLA ARC IRLA

A Certified Academic Language Therapist is a highly trained specialist with advanced skills for supporting students and educators, especially those addressing dyslexia. Screen reader support enabled.

Providing informational packets & tools to parents at beginning of the year.

IC

Instructional Coach is a role fulfilled by an experienced educator to provide practical, embeded coaching and mentoring in instructional methods and practices.

LC

Literacy Coach is a literacy-specific coaching role role fulfilled by an experienced educator to provide practical, embeded coaching and mentoring in literacy methods and practices.

LI

Literacy Interventionist is a role fulfilled by an educator who works with individual or small groups of students to address identified gaps in skills or proficiency.

Having students practice letter sounds and names while standing in line, heading to recess, or during individual conversations.

RI

Reading Interventionist is a role fulfilled by an educator who works with individual or small groups of students to address identified gaps in skills or proficiency.

Developing a new reading buddy program.

RT

Reading Tutor

CURRICULA

All curriculum is Colorado Department of Education approved.

SOR

Teachers who have completed professional development in the Science of Reading (Goal is to reach 100% at all campuses

by August 1,2022)

Chart identifying the tools used, as well as the number of staff trained in literacy strategies and curricula is monitored in detail at each elementary school in all four education zones of D49.

(Source: Primary Literacy Report - BoE Regular Meeting 3/10/22.)

Maximizing every moment with repetition:

Equipping all classrooms with 150+ books for reading outside of curriculum.

Continuous learning & training for teachers about the science of reading.

www.d49.org

17

We Are D49 Taking A Shot Petr Gregor, a 17-year-old junior at Springs Studio for Academic Excellence, comes to Colorado as an exchange student from the Czech Republic-- the first in the newly approved exchange program at SSAE. Gregor played for the Pueblo Bulls Hockey Club in the club's 2021 season while attending SSAE as a participant in the High Performance Program. Gregor helped lead the Pueblo Bulls to an historic finish, making the playoffs for the first time in franchise history.

Family Tradition Jillian Brodeur, senior at Falcon High School, is following a long line of footsteps in her family. She is the third member of the Brodeur Family to receive an appointment to the United States Naval Academy.

A sister graduated from the prestigious institution in 2020, and a brother is currently attending the Academy. Jillian's induction day is set for June 30.

NCDC Award Winners Bethany Stegman, Barbara Frederiksen and Jamie Calhoun were national award winners at the 2022 National Conference on Digital Convergence.

Stegman (Woodmen Hills) was awarded Change Management Principal of the Year, while Frederiksen (Falcon Middle) was awarded Middle School Personalized Learning Classroom of the Year and Calhoun (Meridian Ranch) was awarded Intermediate Personalized Learning Classroom of the Year.

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DISCOVER

The 411 for D49 Visit our website at d49.org to find useful information and to access each school’s individual website.

(Click the “Our Schools” button in the bottom left corner for a complete list of schools.)

School Calendar

Bus Service Fees

d49.org/Calendar

d49.org/BusFees

Before & After School Care

d49.org/Enrollment

Enrollment

d49.org/Base49

D49 Board of Education d49.org/BOE

Financial Information d49.org/ FinancialTransparency

District 49 Central Office

Creekside Success Center (Central Enrollment)

10850 E. Woodmen Road Peyton, CO 80831

3850 Pony Tracks Drive Colorado Springs, CO 80922

719-495-1149 Human Resources d49.org/HR

719-494-8911

Special Education d49.org/SPED

We Are D49 State Champ Max Coddington, senior at Vista Ridge High School, is ending his final year in high school with a big accomplishment. Max won the 4A 182-pound state wrestling title, along with becoming the first 100-win wrestler in school history. (Photo by Eric Everard, director of wrestling operations at VRHS.)

School Locator Map

Gifted Education

d49.org/Map

d49.org/Gifted

Setting Records

Nutrition Services

Military Connected

Riley Rodriguez, senior at Sand Creek High School, set two SCHS basketball records with 3-pointers made for a game (10) and season (76), as well as making the most 3s in CO and 4A this season all while being ranked 15th in scoring in CO and third in 4A. She was named the league's Player of the Year.

d49.org/Nutrition

(MSTC) www.d49.org/Military

School Nurses d49.org/Nursing

Student Leadership Arwen Rawlinson, sophomore at Falcon High School, is one of 12 students nationwide to be selected for the Frances Hesselbein Student Leadership Program at the United States Air Force Academy. Arwen will attend the four-day program in June alongside USAFA cadets, where she will build leadership skills with a focus on character development.

Long-Term Employee Recognition

District 49 The Campus

INSPIRE • LEAD • DELIVER

ghphipps.com

34 Years • CLINTON BRANHAM

30 Years • DALE DISHAW

33 Years • BARBARA COFFEY

28 Years • MARGARET GRANT

32 Years • DEBORAH KNOERR

27 Years • LESLIE BARNES-FISCHER • MARY HOPPER • ROSEANN PALFREY • DAVID RITZ

31 Years • KENNETH LONG

26 Years • KENNETH COX • JODI PRICE • NICOLE SIDES 25 Years • DAVID CHAPMAN • JOANNE GEBHARDT • DUSTIN HORRAS • KATHERINE KESSLER • DAVID KNOCHE • ROBBIN MABIN • HEATHER READING • CARLA DIDONATO

Thank you for your dedication! www.d49.org

19

Meeting The Need Changing Our Approach to Special Education

By Joel Quevillon

S

pecial education as District 49 has known it, is going through a significant overhaul. A multi-year process will simplify a complex and disruptive pattern of moving students to programs in favor of serving students where they are.

“We are going to meet all of the needs of our students in the neighborhood school that they attend by bringing special education programming to them, instead of bussing them to a program in another school,” said Rhonda May, director of special education.

The shift will address critical challenges, including a teacher shortage and perhaps most importantly, ease of access to essential programs.

“We have to stop thinking about special education as a place, that a specific classroom is the program,” May said.

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DISCOVER

“The learning should be happening throughout the student’s day, not attached to a certain classroom. The instruction can happen in any school, in any classroom. We are going to make it available in all buildings.”

creates an essential, but difficult tradeoff by delivering valuable specialized instruction while limiting time spent in general education classes. Students at any skill level, May explains, are terrific teachers.

Turning Away from the Current Model

“It benefits students with disabilities to be with typically developing peers, because they have good models for whatever their skill deficits are,” May said. “But it also benefits the typically developing peers to interact with, to communicate with and understand different kinds of people.”

Four center-based programs, spread out at multiple campuses around the district, support the D49 special education categories: Affective Needs: AN, Cognitive Support Needs: CSN, Social/Communication Needs: SoCo, and Significant Support Needs: SSN. Many of D49’s 2000-plus specialized learners (250 kindergarten through age 21, but mostly elementary students) must catch a bus to attend a specialized program at a campus other than their neighborhood school. Separating learners

The commute model also creates a risk of turning potential classmates into unfamiliar faces.

“If you take a student out of their local school, and send them to another school, you are severing connections with neighborhood kids,” May said. “Kids they

“It’s not bad to be specialized,” May said. “All special education teachers are generalist by state licensing and training at the college level. Some teachers gravitate toward one area and develop an expertise.”

The key to expanding learning opportunities, May said, is utilizing the superpowers of every D49 teacher and campus.

Time for a New Direction To do that, D49 will implement programming in all schools that includes: academic skills, behavioral support, academic and functional skills, social and communication skills, with the goal of keeping most students who qualify for special education in their neighborhood schools and in general education as much as possible.

in each building that can meet the different kinds of needs we see with students in that school.”

The strategy also seeks to improve the individual experience for 2,200 students on an individual education plan (IEP), or, with special education needs. Students in this category typically don’t fit exactly into one of the current center-based programs, but can’t find specially designed instruction to improve social, behavioral, or communication skills with their grade-level instructor. As the redesign rolls out, students will have greater access to specialized programming in the school they currently attend.

By The Numbers

To complicate things further, a statewide teacher shortage, especially in special education, is hampering D49 from hiring staff. D49’s center-based programs require highly specialized staff, which are increasingly hard to find among a shrinking pool of candidates.

Special Education

could be connecting with after school.”

“It happens so often that a kid's needs don’t fit into a single program,” May said. “They have overlapping needs.

They have a little bit of need in this area, and a little bit of need in that area.”

“This new model will be a big change, and we will need to go slow to go fast.”

“We’re going to stop breaking up our programs into so many pieces,” May said. Special education teachers and general education teachers will have continual access to the D49 special education support network and professional development. Board certified behavior analysts and other staff with specialized skills and expertise will also offer more long-term support.

“There will be specialized training for special education teachers and general training available to all teachers,” May said. “Teachers have to know how to support all of their students with all different kinds of needs.”

D49’s specialized teachers will still be utilized.

“We have all these teachers that have really great specialized knowledge,” May said. “I don’t want a teacher that has talent in teaching social and communication skills to stop doing that.

That would be ridiculous. What I want is for that teacher to not be the only one. I want someone in each building to know how to do this. What we need is to have a special education teacher

The singular exception to these revisions is the Significant Support Needs Program, or SSN. These learners have cognitive and often physical needs that require specialized equipment and possible facility-specific alterations, such as a bathroom large enough to retrofit with a Hoyer lift. Pooling these resources for a very small number of students makes sense.

May acknowledged the growing pains and questions that come with significant change, but wants to reassure the staff and families that the special education department will support this transition.

“What I want is for the schools to take a look at all of the different needs for all of the students in their building,” May said. “Identify what they must have to meet those needs. Then we will provide that support to them.”

When the new model is fully implemented over the next few years, families will have the option for their student to stay at the current school or to return to their local school.

“This new model will be a big change, and we will need to go slow to go fast. Next year is just the beginning, but these changes will ultimately give us a much more flexible system, less vulnerable to staffing shortages, and more able to meet all of the needs of all of the students in all of our schools.”

www.d49.org

21

Voice of the Workplace Annual Employee Survey Participation

91% of all D49 employees participated in the 2021 Voice of the Workforce (VoW) Annual Survey.

A phenomenal rate compared to other districts and industries.

From the Voice of the Workforce (VoW) Annual Survey:

• The overall satisfaction score of D49 Staff is 7.6/10. Down from previous years, but it exceeds the benchmark for K-12 schools of 7.3.

• The engagement score of D49 staff is 7.9/10, which exceeds other K-12 organizations.

ANIMATONSUMER.COM

In District 49, our vision and mission is to be “The Best Choice to Learn, Work and Lead.”

We envision a future when every time a student, parent or staff member chooses a school district, D49 is their #1 choice.

Our strategic plan is integral to that vision and mission, providing unified goals for everyone across the district. The heart of the plan is organized around a “big rocks” metaphor, which comes from the work of Stephen Covey, author and educator.

719.357 80

Covey illustrated that if you fill your life with the small things first, then you might not have room for what’s most important— what he called the “big rocks.” But, if you fill life with what’s most important first, everything else (the smaller rocks and pebbles) can fill in and fit better together.

District 49’s big rocks are strategic initiatives that represent our commitment to the community, and serve as a foundation for our students and staff.

Along with the big rocks, a cultural compass offers guidance for our D49 Family in how we treat each other. It’s an important navigational aid for leading us on the right path to be “The Best Choice to Learn, Work and Lead.”

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Across District 49, all staff work together to enrich the lives of our students. A number of D49 schools rely on team members who serve in non-traditional roles to prepare our learners for success. The family/community liaison supports school-community outreach efforts, allowing D49 schools to develop strong and productive relationships with their families. In her role as a family liaison at Falcon Elementary School of Technology (FESoT), Stephanie Ramirez uses a strategy of regular communication and organizing in-person events to create firm connections between FESoT families and community resources.

What does a typical day look like for you?

A typical day for a family liaison looks different each day. Our job truly depends on the needs of our students and families. Most days though, I greet our students in the morning when dropped off at school. Throughout the school day, I place myself in classrooms, the lunchroom and recess to support staff/teachers, but most importantly to build strong relationships with the students and therefore, the parents. I also keep constant and positive contact with parents. This has allowed a connection to be made between the school and families. When I am aware of a need that a family might have, I make my best effort to meet those needs. That can be through different resources throughout the community such as for food, clothing, assistance programs and much more. In addition, I work to get the parents involved with the school by having family engagement events, providing translation support, and participating in school committees.

What prompted the choice to serve in this role?

I have always had a passion to help others in the community, especially those in the school setting. In my earlier career positions, I worked closely with communities, families and students. Supporting them and then seeing the outcome of what a helping hand can do gives me so much joy! This is why I immediately knew I wanted to continue working in a position that allows me to be used to the best of my abilities at District 49.

What training is involved?

The best training you need is simply knowing your families. When you know them and build that strong relationship, everything else falls in place. It's important to know what community resources and community partners are readily available. In District 49, our Title I Team provides ongoing, job-embedded training opportunities for liaisons, with the district-level Title I Parent Engagement Teacher on Special Assignment (TOSA) supporting liaisons through regular meetings, training opportunities and coaching. Additionally, the community liaisons in all of our Title I schools come together regularly to learn from each other and share ideas.

Community Connection: The Family Liaison at Work

What are your favorite memories as a family liaison?

One of my favorite memories was when I served one of my McKinneyVento (homeless) families. They were going through a tough time in their lives, so I knew what resources would be most appropriate for them. As the colder months approached, they were provided with winter clothes and holiday assistance with the support of other great partnership organizations. Luckily the family was able to overcome their financial hardships and moved away to better their situation.

Now their children are living in a stable and safe environment. To this day, the parents will still contact me to update me on this new stage of their lives. This and the way the family showed appreciation made everything all worth it.

Why are family liaisons so important to fulfilling our schools’ mission?

Family liaisons play a key role in bridging the gap between home and school. I believe that every school's mission is for all students to reach academic achievement, social and emotional development, and a variety of other positive school outcomes for all children. Having parents involved with the school and working as a team together towards this mission is what will help the students to succeed. www.d49.org

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D49 Senior Spotlight: Joe Mills - Falcon High School

By Amy Bremser When you first meet Joe Mills, you are immediately drawn to his kindness, politeness and quiet confidence.

"Joe is an excellent student and young man. He was raised the right way and will ‘yes sir’ and ‘no ma'am’ you until the cows come home," said David Kranz, FHS Agriculture Education, and FFA advisor.

"I'm driven to serve others, my community, and the nation."

The youngest of three children, Joe and his family moved to Colorado Springs before his firstgrade year. He attended

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Woodmen Hills Elementary School and Falcon Middle School before enrolling at Falcon High School.

Joe credits his family and faith for guiding his journey.

"We are a family strong in faith and morals, looking to God every day. My mom, dad, and I love to spend time outdoors, hunting, fishing, and hiking," said Joe. "All of my FHS classes have been vital to me in preparation for college," Joe said. "I value all aspects that come with each class. I have taken JROTC, improving my leadership skills significantly.

Agriculture Science classes with Mr. Kranz have been my favorite classes in high school, helping me prepare for my career."

Joe is the Falcon FFA

(Future Farmers of America) chapter president, and team captain and star defensive player in his two years playing varsity hockey for Pine Creek High School.

He received his private

pilot's license at EmbryRiddle University on a full scholarship during summer break in 2021. He will attend the University of Wyoming in the fall of 2022, majoring in Production

Animal Science. He was also accepted at Colorado State University and Texas A&M (where his dad and brother graduated).

Joe is involved in many community service opportunities and leadership extracurriculars such as the FHS Student 2 Student leadership program. He lettered in academics, varsity athletics, and all-state academic athletics and received a District 49 Fantastic 49 award for FFA.

"Joe is an excellent example of ‘servant leadership,’" said Kranz.

"He will never ask another person to do something that he is unwilling to do himself. He focuses on the growth of not only the group, but also the wellbeing of the people who belong to that group."

"I strongly feel that these activities will help me after high school," said Joe. "They have helped shape the leader and young man I am today. As I leave FHS, I will tell my classmates to work hard at everything they do. When presented with great opportunities, make the most of it, but have fun and cherish the moments that make you happy at the same time."

"I'm driven to serve others, my community, and the nation," Joe said. "This inspires me to keep pushing forward with grit and determination. Mr. Kranz has inspired me the most, and I would not be the leader and young man I am today without him. He has taught me many lifechanging skills and qualities, from work ethic to serving others and your community."

"Remember the name Joe Mills,” Kranz said. "You will hear his name in the future, doing great things."

Preparing for Their Future Starts Today.

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The Quest for Capacity Construction Projects Underway at D49 ith a few shovels, hard-hats and a small pile of softened, tossable soil, D49 signaled the start of a major expansion on the Bennett Ranch Elementary School campus. In 2023, BRES will welcome sixth-graders. Although the students will retain their middle-school status, they will occupy their own designated wing at BRES. “We are going to expand the Firebird Nation Campus and build upon the accomplishments we have to provide the best academic experiences for our students,” said

W

In The Wings: Elevation Middle School - With a Board of Education approved name in place, work is scheduled to begin on EMS in 2022. Nunn Construction will build the 130,000 square foot middle school in a neighborhood currently in development by Nor’wood Homes.

EMS will serve 900 D49 6-8th grade students in the Sand Creek Zone.

Due to a slower-than-expected pace of neighborhood development, the current projected completion date is Spring 2024.

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Brian Smith, executive principal of the Firebird Nation during the Feb. 14 groundbreaking ceremony.

The 54,000 sq. ft. expansion will offer classrooms, corridors and even a new gym for sixth-grade students. The expansion is one of three long-range building initiatives currently in the works at D49 (including two school-based projects funded by the 3B Mill Levy Override of 2016). A project summary is included below:

D49 Transportation Center - The updated D49 transportation hub will address an immediate need to park and maintain up to 175 buses, and will allow for coordinated expansion as needed in step with the growing district.

Construction by Adrien Coquet from NounProject.com

Phase One of BoE Approved Build-out: $15 Million Work will begin in 2022 on the Falcon Legacy Campus, south of Patriot High School. The current, projected date of completion of Phase One is Summer 2023.

Voice of the Workplace Annual Employee Survey Engagement & Satisfaction

From the Voice of the Workforce (VoW) Annual Survey: • Compared to other industries, D49 employees have a much higher rate of satisfaction, surpassing Healthcare (rate of 6.8), Retail (6.6), Government (5.0), and Technology at 7.5.

• No other industry can match our staff’s engagement, with technology the closest at 7.6, and most industry engagement Scores are below 7/10.

A Tr adi t i onof Qual i t ySer vi ce & Sol ut i ons

39Year sofExcept i onalSer vi ce Pr oudl ySuppor t i ngD49

ManagedI TSuppor t Net wor kSer v i ces Secur i t y Cl oud/Dat aCent er Col l abor at i on

www. sent i nel . com

www.d49.org

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More than 200 job openings with a wide variety of positions available In multiple schools and departments.

The most critical need for the local community right now is more staff in our schools, and District 49 is actively recruiting teachers, paraeducators, bus drivers, kitchen staff, and much more.

D49.ORG/CAREERS

Voice of the Workplace Annual Employee Survey Shows Relationships Matter

The top-scoring factors for engagement & satisfaction in our employee survey all relate to people.

On a scale from 1 to 10, here’s how D49 staff score factors that matter to them.

• Relationship with Coworkers 9.3 • Relationship with Manager 9.2 • Connection to Mission 8.7 • Collaborative Environment 8.6 • Coworkers Actions Align with Values 8.6 • Managers Communication 8.5

Proudly Serving Colorado Since 1975

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Thank you District 49!

RTA Architects is honored to have worked with District 49 to create 21st Century educational facilities for the Learning Commons at Falcon Middle School and the Academy for Literacy, Learning & Innovation Excellence (ALLIES), with work continuing at the new Transportation Complex. Thank you to D49 leadership and staff for your support!

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Breakfast Saturday and Sunday 8am-11am Live Trivia on Thursdays starting at 6:30pm Music in the summer on Saturday nights

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