Jul 30

New Administrator Orientation – Aug 8, 2016

August 8, 2016
Silver Creek High School
7:30 AM -2:00 PM

7:30-7:55 — Continental Breakfast and time to mingle with colleagues

8:00-8:40 — Welcome – Diane Lauer

8:40-9:20 — Teaching-Learning Cycle: Kahle Charles

9:20-9:45 — Break

9:55-11:35 — Orientation w/ Area Superintendents – New Administrators and Deans

11:45-12:10 — Dr. Don Haddad Closure

12:10-1:00 — Lunch in Commons Area

1:00-2:00 — Safety & Security Update – Stacy Davis

2:00-3:00 — Return to buildings

Oct 08

An Overview of Priority Schools and Race to the Top Programming

Priority Schools

renaldiThe largest of the entitlement grants received through the Consolidated Federal Programs is Title I. Five schools in St. Vrain Valley Schools are Title I schools based on school poverty rates. They are as follows: Columbine, Indian Peaks, Northridge, Rocky Mountain, and Timberline K-8 School.

Title I Part A, provides resources to help ensure that all children have the opportunity to receive a quality education, resulting in their attainment of high academic standards. Title I targets resources to districts and schools whose needs are the greatest. The program is the largest ESEA program supporting both elementary and secondary education. The USDE allocates funds based on census poverty rates from ages 5 through 17. Essentially, Title I focuses on providing additional instructional time in the areas of reading and math. Eligibility is based on statutory formulas.

English as a Second Language & Bilingual Schools

staffEnglish as a Second Language (ESL) program, the Bilingual Education program and the Newcomer program encompass a continuum of services provided for English learners in supporting the acquisition of English for students identified as English Language Learners (ELL). The department works collaboratively with the Colorado Department of Education and the St. Vrain Valley School District Assessment Office to monitor student progress in acquiring English with the annual ACCESS (Assessing Comprehension and Communication in English State-to-State) assessment.   Data analysis of ACCESS and other assessment tools, program evaluation, parent involvement, and professional development are all focuses of the department.

Click here to view the English Language Acquisition Department Goals.

View the Access data (Page 1, Page 2) detailing student growth in English Language Acquisition as well.


St. Vrain Valley School District has embraced Sheltered Instruction Observation Protocols (SIOP). These strategies have been supported universally at all schools for all grades.

The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States. Research shows that when teachers fully implement the SIOP Model, English learners’ academic performance improves. This certainly has been the case in St. Vrain where the increase in performance of English Language Learners has been dramatic.

The SIOP Model consists of eight interrelated components:

  • Lesson Preparation
  • Building Background
  • Comprehensible Input
  • Strategies
  • Interaction
  • Practice/Application
  • Lesson Delivery
  • Review & Assessment

In St. Vrain, we believe that all students benefit from these robust instructional strategies.

Each school will be implementing 5 hours of SIOP training throughout the 2014-2015 school year. Each school’s ELL teacher will coordinate the facilitation of these training modules under the guidance of the school leader.

Race to the Top

rttSt. Vrain Valley Schools was selected for a Race to the Top-District award for  $16,589,553.00 in December 2012.  We are focusing on the Skyline feeder with an emphasis on STEM integration at all of the Skyline feeder schools, an augmented school year, and the development of an Innovation Center for high school students to be used as a pipeline for application of STEM learning in an environment that encourages creative thinking and entrepreneurial skill development. 

The Race to the Top schools in St. Vrain will provide teachers the information, tools, and supports that enable them to meet the needs of each student and substantially accelerate and deepen each student’s learning.  This initiative will create opportunities for students to identify and pursue areas of personal academic interest—all while ensuring that each student masters critical areas identified in college- and career-ready standards or college- and career-ready high school graduation requirements.  The goal of the SVVSD Race to the Top plan is to replicate what we learn in other district feeders freeing up resources district wide for additional innovative programming to be developed and implemented.

A summary of the Race to the Top progress can be found here.

STEM and the Innovation Center

STEM Schools in St. Vrain Valley transform teaching and learning by providing students with engaging, real world learning experiences to emphasize connections between school, community and our global society. Students apply science, technology, engineering and mathematics (STEM) concepts using 21st century skills and inquiry-based design thinking models to create innovative solutions to authentic problems enhancing post- secondary and career readiness. Learn More Here…

In 2007 the St. Vrain Valley School District charged Skyline High School with implementing a Science, Technology, Engineering and Mathematics (STEM) Academy. The academy was to serve as a “School of Choice” to better engage students, especially those at a moderate risk, to remain in school and pursue post secondary education and careers in STEM. More relevant, technology based, career oriented curriculum was needed for the students to be prepared for the 21st century workforce.

Five years later, with the STEM Academy up and running, the staff at Skyline and the district applied for a Race To The Top grant, designed to encourage testing new ideas in education that could scale to the state and national level. The district was one of 16 recipients nationwide. The goal of this $16.6 million grant is to provide K-12 STEM education for all students in the Skyline High School feeder system, to improve graduation rates and post-secondary readiness for students through personalized programming, and to create an Innovation Center, where students can apply their STEM knowledge to real world projects.

The Innovation Center prepares students for successful STEM careers by partnering with industry to provide real world work experiences. Our mission is to match highly-skilled students with business, research and development opportunities, fostering analytical and problem-solving skills, encouraging entrepreneurial ambitions, and creating mentorships with experts in the STEM fields. By providing paid positions leading to work experience and intellectual property, we drive a culture of creativity, risk-taking, collaboration and innovation.

Learn more about the Innovation Center here.



Oct 06

An Overview of Student Services


Learning Services

The Department of Learning Services (DLS) provides support in a variety of areas to students, staff, parents and the community. DLS areas of facilitation focus on all programs and initiatives supporting student learning and achievement.

DLS’s primary objective is to support District-wide, improved student achievement. In this process, strengthening collaboration, communication and partnerships with schools, parents and the community is at the center of our work. Connie Syferd leads the Department of Learning Services.

The sub departments of Learning Services are as follows:

Sub Departments

Student Services

JackieThe Student Services Department provides services to students who need additional support to ensure success with their learning experiences while attending St. Vrain Valley School District schools. Jackie Whittington leads the Student Services Department. Jean Rice is our Special Education Director (x57857).

The Student Services Building is located at 830 S. Lincoln Ave. in Longmont.

The sub departments of Student Services are as follows:

Sub Departments

District 504 Team
Medicaid Reimbursement Program
Main Street School Programs
Significant Support Needs Program (SSN)
CoAlt (Colorado Alternate Access Training)
Building Team Leaders (BLT)
LSAce Program (Transition program for 18-22)
Sunrise Stampede

Organizational Chart

To access an organizational chart and contact information click here.
Your very best place to start when you have a question is with your area coordinator:
  • Cynthia Arendt (x57847)
  • Erica Bowman (x57860)
  • Kate Rodriguez (x57824)
See SS Org. Chart 2014_15 Revised 10.3.14 to see the alignment of schools and programs for an overview of the oversight tasks within each sub-program.

Sep 14

Using the FRISK Documentation Model

In order to support and improve employee performance, the SVVSD has adopted the FRISK Documentation Model as a communication framework to promote positive change. FRISK™ is an acronym representing the universal components which should be included in any communication with employees involving performance concerns.  Each of these components has a special purpose:


F FACTS evidencing the employee’s unsatisfactory conduct.
R RULE or authority violated by the employee’s behavior.
I IMPACT of the employee’s unsatisfactory conduct on the workplace.
S SUGGESTIONS to assist the employee in improving performance and directions as to the proper conduct the employee is expected to follow in the future.   These directions are also referred to as Directives such as “Immediately you will…”.
K KNOWLEDGE of the employee’s right to respond to corrective documentation placed in the personnel file.

FRISKThe FRISK™ Model focuses on each FRISK™ communication component and identifies basic guidelines and procedures necessary for their proper application in communicating, documenting, and correcting employee performance problems.  It is a critical component in a progressive discipline model.

There are three elements that must be considered:

  1. The process will be positive. Emphasis is placed on the potential of employees to change/improve their behavior/performance rather than punitive measures.
  2. The process will be corrective. Supervisors have a responsibility to assist employees in modifying their conduct.
  3. The process will be progressive. By progressively increasing the severity of the communication and discipline imposed for persistent misconduct or failure to meet the established standard it is expected that employees will be given the necessary incentive to take corrective action.

For more information on using the FRISK Documentation Model, contact your Area HR Director and access your book as a reference:

Andelson, S. J.  (1998).  FRISK™ Documentation Model, Practical Guidelines for Evaluators in Documenting Unsatisfactory Employee Performance, 15th Edition.  Atkinson, Andelson, Loya, Ruud & Romo publishers.

FRISK Quick Reference Guide

F – Facts: 

What did the employee do?

Pinpoint the specific conduct and describe the conduct in complete and explicit terms.  If necessary, supplement general statements with specific examples to provide a proper factual foundation.
R – Rule: 

What should the employee have done?

Include the rule, policy, authority or expectation relating to the deficient performance or misconduct, such as board policies or administrative regulations, collective bargaining agreement provisions, administrative directives, board policy sections, recognized professional standards. Be sure to include prior same rule violations.
I – Impact: 

What was the impact of the employee’s conduct on the discipline, department, college, and/or district?

Include facts which describe the negative or adverse effect of the employee’s conduct on the discipline, department, school, and/or district, most notably on other employees and students.
S – Suggestions: 

When and what do you want the employee to do?  What will happen if there is no improvement?  How can you help the employee to improve?

Include clear and unequivocal directions on the proper conduct you expect the employee to follow, the effective timelines and the consequences if the employee fails to comply (these are also referred to as “directives”), AND include suggestions for improvement as well as notifying the employee of resources available or that could be made available to support them in complying with the directives.
K – Knowledge: 

Does the employee have knowledge of the disciplinary document?

Include language notifying the employee of the right to file a response to a derogatory document prior to the document’s placement in the personnel file.

For more information about using the FRISK Documentation Model, connect with your area director in Human Resources as well as your direct supervisor:


Ella Padilla
Assistant Superintendent of Human Resources


Dina Perfetti-Deany

Executive Director of Human Resources



Damon Brown

Director of Human Resources and Risk Management



Mary Miner

Director of Human Resources




Sep 12

Communications in SVVSD

“Our goal is to have the most informed conversation related to education,” explained John Poynton, Executive Director of Organizational Development & Communications, “and for that to happen we need to create strong advocates and develop the capacity of our community.” During our Sept 12 seminar, Poynton explained how SVVSD has shifted from traditional public relations to public engagement.  As a district, we strive to create opportunities to engage the diverse perspectives and value the differences among us in order to work through challenging problems and concerns. This way, our community is feels informed, activated and able to access the information they need.

Some of the strategies our communications department engages in to develop the capacity of our community is through Leadership St. Vrain, a dynamic group of 45 community stakeholders who learn deeply about our education system at the local, state and national level. I

In addition to building community capacity is the intentional attention to our district mission, Academic Excellence by Design.  Everything from the conscious branding of school logos and mascots to our new district logo has been consciously aligned to promote academics as our collective purpose for being.

In times of critical need due to crisis support, administrators should extend the first call to their area superintendent or direct supervisor. Questions related to e-Newsletters, school websites, multimedia templates, direct mail and marketing questions can be directed to

Theresa Jennings (Area 1 & Skyline)
Marketing and Communications Coordinator
(303) 682-7213

Matthew Wiggins (Area 2 & Silver Creek)
Marketing and Communications Coordinator
(303) 682-7321

Got an idea for a story? Submit it to St. Vrain Story Pitch

Sep 02

September 10 Evaluation Deadline

This is a reminder that the first evaluation deadline is approaching:  by September 10, the evaluation process meeting must be held.   Attached are resources to assist you.  The SIGNATURE PAGE is REQUIRED and must be turned into your Area HR administrator by September 15.  Please note: It is the evaluator’s responsibility to ensure that every licensed staff person you are evaluating has been trained and signed the signature page by September 10.
BloomBoard is not yet ready to launch.  We are working closely with our BloomBoard representative on this.  They are having difficulty uploading the district list of evaluators.  You will receive an email as soon as that upload is complete. 
1) Sign-in Sheet (REQUIRED) for the Evaluation Process meeting:   This Sign-in Sheet also has a bulleted list of required information that you need to review, per the Master Agreement.  
2)  Every licensed employee, even those licensed staff NOT being evaluated using BloomBoard, must be evaluated every year and meet this deadline. (See attached list of who is evaluated using a SB10-191 rubric and who will use the old evaluation system / narrative.) See attached: “SB10-191 Rubric OR Narrative?”
2) PowerPoint Notes Page “SVVSD Licensed Staff Evaluation Model 14-15”:  The updated PowerPoint notes from David Burnison were sent via Ella Padilla sent this information and the actual powerpoint on August 24.  This PowerPoint has most of the information you are required to review in the Evaluation Process meeting (Overview of BloomBoard, electronic access to rubrics, guidance on developing MSLs). 
3)  Supervision and Evaluation Timeline:  Required per the Master Agreement (review of required evaluation steps and timeline).  Please review with licensed staff as part of the Evaluation Process meeting.
4)  Data Sources:  Required per the Master Agreement.  This attachment is adapted from our dated Supervision and Evaluation Guidebook and can be used to review the data sources you may use for evaluation.  
Additional Resources:
  1. Link to additional video clip sent out last year on how to enter MSLs.  Last school year Paul Stecina, Dean of Students at Erie HS, created a video for teachers about how to enter the MSLs into BloomBoard. This video is OPTIONAL to use, but was very helpful to many people and so is included as a resource for you.  This video might better serve you later in the evaluation process.  LINK:   Select this video which demonstrates the step by step process for entering your MSLs.
  2. “Creating MSLs Guide”  This is the same supporting document sent out last school year to assist with entering MSLs into BloomBoard.

Jul 21

August 8, 2014 – New Administrator/Dean Orientation 2014-2015

August 8, 2014
Silver Creek High School
7:30 AM -1:45 PM

7:30-7:55 — Continental Breakfast and time to mingle with colleagues

8:00-8:40 — Welcome

8:40-9:10 — Session #1 Teaching-Learning Cycle: Kahle Charles

9:40-11:40 — Orientation – New Administrators and Deans

11:50-12:10 — Dr. Don Haddad Closure

12:10-1:00 — Lunch in Commons Area

1:00-1:45 — Safety & Mandatory Reporting – Stacy Davis (45 minutes)

1:45-3:00 — New Admin report back to buildings to work with new teachers