Learning Climate – Background Information / Documents
Staff attendance
- Each year, staff are allotted nine personal or non-disciplinary days. Las Animas School District allows staff to use these days as needed. Several paraprofessionals also serve as substitutes when necessary, which has proven to support a seamless transition for students. Teachers who provide coverage receive a stipend. The district continues to actively seek qualified substitutes in order to minimize reliance on teachers and paraprofessionals. SFT BOCES assists in recruiting substitutes and supports interested candidates in completing the required certification.
Student Behavior Policies
- Behavioral expectations are taught to K-12 students at the beginning and mid year and retaught, as needed. Behavior expectations are taught by classroom teachers and cover behaviors expected in all major areas of the building.
- Elementary–Behavioral expectations are taught to all K–12 students at the beginning and midpoint of the school year and are reinforced as needed throughout the year. Classroom teachers deliver these expectations, which outline appropriate behavior in all major areas of the building.
- Elementary (PRIDE): Positive, Respectful, Integrity, Discipline, and Excellence
- Junior High & High School (We Are HECTOR): Honest, Excellent, Coachable, Tolerant, Optimistic, and Respectful
District or School-Wide PBIS
- Las Animas School District takes pride in its consistent implementation of Positive Behavioral Interventions and Supports (PBIS) across kindergarten through 12th grade. PBIS is embedded within a tiered system of supports designed to promote positive behavior and ensure success for all students. Through clearly defined expectations, data-informed practices, and ongoing reinforcement, the district works to create safe, supportive, and predictable learning environments.
- In addition, the district utilizes a comprehensive, district wide Multi-Tiered System of Supports (MTSS). Through MTSS, the district establishes measurable goals and targeted action steps to drive continuous improvement and achieve desired outcomes. This framework ensures that academic, behavioral, and attendance needs are addressed through multiple layers of support. MTSS implementation occurs at both the district and school levels, allowing teams to monitor data, provide timely interventions, and adjust supports to meet the diverse needs of students.
Social Emotional Learning Program
- Santa Fe Trail BOCES has received the School Health Professionals Grant and is currently in the final year of the grant cycle. Elementary, junior high, and high school students participate in grant-supported programming. Grant funds have been used to expand access to mental health counseling both within and outside the school setting, implement universal screening systems, and support the adoption of programs and learning environments that foster social-emotional learning for all students.
- Beginning this school year, a K–12 mentor program has been developed and facilitated by a team of district staff. This program is designed to promote healthy peer relationships, positive social norms, and a strong sense of school and community connectedness and belonging for youth under the age of 21. In addition, the district supports programs that strengthen the skills of parents, caregivers, and other trusted adults to better support youth.
- Through the implementation of evidence-based Tier 1 programs focused on vaping and other tobacco use prevention, as well as mental health education delivered through school-based curricula, family and community support programming, and student workshops and activities, the district anticipates measurable improvements in student well-being. By June 2028, the district aims to achieve a 10% decrease in students reporting persistent feelings of sadness or hopelessness and a 10% reduction in referrals to exclusionary discipline related to substance use, including EADS.
- By May 2028, at least 90% of instructional staff, school counselors, and mental health professionals will have completed professional development in mental health, trauma-informed practices, and substance and EADS use interventions. Additionally, all student mentors will complete mentor training that includes these focus areas.
- Finally, the district will expand learning opportunities related to future interests and career exploration by increasing activities, workshops, and engagement opportunities by 20%. These efforts will include students, staff, families, and community members and will support a coordinated, school- and community-wide approach to student well-being, substance and EADS use prevention, and positive postsecondary outcomes.hool year, a K-12 mentor program has been developed and facilitated by a group of staff members. The project, Empower Together has he following program objectives and goals
- Weekly lessons are delivered across all grade levels using a variety of platforms and curricula. At the junior high and high school levels, advisory periods are used to teach social-emotional learning (SEL) lessons, provide each student with a weekly minute meeting, and support work on Individual Career and Academic Plans (ICAP). Advisory groups are intentionally structured so that students remain with the same advisor throughout their time in the building, promoting consistency and strong relationships. To support meaningful team building and individualized attention, advisory groups are capped at no more than 13 students.
ICAP Approach
- As noted above, junior high and high school students engage in ICAP lessons and activities throughout the year during advisory time. Sixth-grade students complete a series of activities designed to help them identify fields of interest, participate in a job shadow experience, and use the information gained to create and deliver presentations to their class, school, and community.
- All seniors at Las Animas High School complete a capstone project, which is presented to the community during scheduled events held in late April and early May.
- In response to recent changes in ICAP regulations, the junior high and high school ICAP processes are currently under review to determine necessary adjustments to ensure alignment with the new criteria adopted into law.