Staff Resources

DCIS Leadership and Support Staff Directory

Denver Center for International Studies leadership and operations staff  (administrators, site assessment leader, office support, registrar, facilities team and school technology partner) continue to be here to support our students during this unusual time.  We encourage students and families to reach out to us as needed. We are committed to responding within 24 hours of receiving your email.

Denver Center for International Studies Support Staff  (School Counselors, Restorative Coordinators, Psychologists, Social Worker, Family Liaison, and School Nurse) want to remind you all that we are here for any social/emotional support, just like a normal school day. If you are feeling anxious or need to talk about anything please feel free to reach out to any of us below so we can connect. 

For imminent student safety concerns, please utilize the resources below rather than emailing:

ContactRolePossible Question Topics
Ms. Marisa Vasquez
marisa_vasquez@dpsk12.org
303-522-2460
Principal
School policies and communication
School safety information
Mission and vision of school
Student and staff needs
Building use and operations
School performance
Community partnerships (PTSA, CSC)
Prospective students
Dr. Dan Lutz
daniel_lutz@dpsk12.org
dlutz@lutzglobe.org
Founding Principal and
School Design Lead

Design of DCIS
Mission and vision of school
Community partnerships
Prospective students
DCIS Foundation
Ms. Courtney Wickham
courtney_wickham@dpsk12.org
Assistant Principal –
Student Services & Middle School Lead
Master schedule
Admin lead for SRR/TA
Student services topics 
SPED/504 coordinator
ALP
Counseling Team and Schedules
Staff schedule
Special Service Providers
Middle School-specific instruction
English Language Acquisition
Middle School lead
Advisement
Dr. Jenna Martin
jenna_martin@dpsk12.org
Assistant Principal –
Instructional Systems and High School Lead
Instructional systems
Advanced  Placement Coordinator
Data systems
Schoology and virtual learning
High School Lead
Seal of Biliteracy
Essentials Support
Assessment support
Professional Development
Data-driven Instruction Teams
Mr. Josiah Ellsworth
josiah_ellsworth@dpsk12.org
Culture Team Lead –
Restorative Practices Coordinator
Discipline response and support
Attendance and engagement coordination
Restorative Practices Leadership
Positive student and community culture support
Multi-Tiered Systems of Support (MTSS) team lead
Ms. Angelique Ocon
angelique_ocon@dpsk12.org
Restorative Practice Coordinator
Community building and socioemotional support
Positive classroom environment 
Spanish-language support
Student voice and connection with Restorative Practices
Support for families through home visits
MTSS Team
DCIS Alum
Mr. Miguel Urdiales
miguel_urdiales@dpsk12.org
Family Community Liaison
Family partnership connection to resources
Participate in Collaborative School Committee
Outreach and grant writing
Fundraising
Support for families through home visits
MTSS Team
Ms. Ally Smith
allyson_smith@dpsk12.org
Site Assessment Leader –
SmartLab Coordinator – Library Tech

Assessment coordination (P/SAT, CMAS, ACCESS)
Attendance and student engagement support
Smart Lab Training
Library support services
MTSS Team
Ms. Annette Lindsay
annette_lindsay@dpsk12.org
School Psychologist
504 coordinator
Socioemotional support
Crisis management
Special Education minutes
Socioemotional Learning staff PD
MTSS Team
Mr. Vincent Scudella
vincent_scudella@dpsk12.org
School Social Worker
Ms. Tami Handley
tamara_schmidt@dpsk12.org
School Counselor for Students
Last Name A – G
First contact point for socioemotional needs of students in caseload
First contact for scheduling needs of students in caseload
First contact for post-secondary planning needs for students in caseload
MTSS Team Member
Socioemotional Learning Professional Development Leader
Ms. Julie DeGuire
julie_deguire@dpsk12.org
School Counselor for Students
Last Name H – Pe
First contact point for socioemotional needs of students in caseload
First contact for scheduling needs of students in caseload
First contact for post-secondary planning needs for students in caseload
MTSS Team Member
Socioemotional Learning Professional Development Leader
Ms. Maureen Padilla
maureen_padilla@dpsk12.org
School Counselor for Students
Last Name Ph – Z
Spanish-language support
First contact point for socioemotional needs of students in caseload
First contact for scheduling needs of students in caseload
First contact for post-secondary planning needs for students in caseload
MTSS Team Member
Socioemotional Learning Professional Development Leader
DCIS Alum
Dayana Quintana
dayana_quintana@dpsk12.org
Office Support Lead
Spanish-speaking translation support
Communication through Flyer App and IC
Transcripts
Payroll
Purchasing
Registration
Abigail Rodriguez
abigail_rodriguez@dpsk12.org
Office Support
Spanish-speaking
Attendance
Communication through Flyer App
Transcripts
Registration
Amparo Larue
amparo_larue@dpsk12.org
School NurseRemote support 
Phone office hours with families and students
Consult for health needs
Lori Donovan
lori_donovan@dpsk12.org
Speech Language Pathologist
Speech services
MTSS Team
SPED minutes coordination
Zach Blechman
zachariah_blechman@dpsk12.org
School Technology Partner
Student technology needs
Staff technology needs
Hardware support in-building
District technology coordination
Britany Ortega
brittany_ortega@dpsk12.org
Facility Manager
Building maintenance
Building use
Building access
Facilities team manager
Sanitation and health protocols for building
Vanessa Zimmermann
vanessa_zimmermann18@dpsk12.net
Gifted and Talented Itinerant
Gifted and Talented Services
ALP (advanced learning plans)
Differentiated learning supports

Tips for Parents/Guardians:

Set up a structure for how and when school work should be done. (It is ideal for this to
be a place that is non-cluttered with few distractions.)

  1. Establish a routine. Children and Adolescents thrive on structure even though they sometimes resist it. Set a schedule for when things are to happen.  When doing school work, allow for brain breaks. 
  2. Set up a structure for how and when school work should be done. (It is ideal for this to be a place that is non-cluttered with few distractions.)
  3. Use screen time as a reward for completing school work and chores.
  4. Monitor leisure screen time. 45 minutes at a time should be the limit, 2-3 times a day. Dopamine levels increase with screen time, making it more difficult to disengage from the technology.
  5. Spend time together as a family looking at old photo albums or old family videos. Talk about the memories from those events.
  6. Set up systems in which kids have independent leisure time not directed by you. Togetherness is wonderful but everyone (including you) needs time away from one another, especially in circumstances in which we are required to stay home. (This is where a daily schedule can be really helpful.  It may not happen if it isn’t intentionally built in.)
  7. Engage family members in discussions involving feelings about what is happening.We need to model for our kids how to talk about things, especially the hard things. Young people have lots of questions during times like this.  You may not have the answers, and it’s okay to admit that, but it is important for family members to have open discussions.
  8. Encourage your child to engage in empathic activities through actions such as making greeting cards/messages for elderly neighbors, offering to do chores or tasks that don’t require close physical contact, shoveling snow, sweeping the sidewalk, raking the yard, running to the store to get something for someone who is shut in, even a phone call to say hello, Chalk art on sidewalks has become a popular activity to send positive messages.
  9. Monitor what your child is doing on social media.
  10. Remember to give yourself and your family grace during this time as this is new to all of us! Let’s model resiliency for our children and work together to get through this crisis.

El personal de apoyo de DCIS (consejeros, coordinadores restauradores, psicólogos y trabajadores sociales y pasantes) sigue estando aquí para apoyar a nuestros estudiantes durante este tiempo inusual.

Queremos recordarles a todos que estamos aquí para cualquier apoyo social / emocional, como un día escolar normal. Si se siente ansioso o necesita hablar sobre algo, no dude en comunicarse con cualquiera de nosotros a continuación para que podamos conectarnos:

Consejos para padres / tutores:

  1. Establecer una rutina. Los niños y adolescentes prosperan en la estructura a pesar de que a veces lo resisto. Establezca un horario para cuándo sucederán las cosas. Al hacer el trabajo escolar, permita los descansos cerebrales.
  2. Establezca una estructura sobre cómo y cuándo se debe hacer el trabajo escolar. (Es ideal para esto ser un lugar que no esté abarrotado con pocas distracciones).
  3. Use el tiempo frente a la pantalla como recompensa por completar el trabajo escolar y las tareas.
  4. Monitoree el tiempo libre de la pantalla. 45 minutos a la vez deben ser el límite, 2-3 veces al día. Los niveles de dopamina aumentan con el tiempo de pantalla, lo que hace que sea más difícil desconectarse de la tecnología.
  5. Pasen tiempo juntos en familia mirando viejos álbumes de fotos o viejos videos familiares. Hablar sobre los recuerdos de esos eventos.
  6. Establezca sistemas en los que los niños tengan un tiempo de ocio independiente no dirigido por usted. La unión es maravillosa, pero todos (incluido usted) necesita tiempo lejos el uno del otro, especialmente en circunstancias en las que debemos permanecer en casa.
  7. Involucre a los miembros de la familia en discusiones que involucren sentimientos sobre lo que está sucediendo. Necesitamos modelar para nuestros hijos cómo hablar sobre las cosas, especialmente las cosas difíciles. Los jóvenes tienen muchas preguntas en momentos como este. Puede que no tengas el Respuestas, y está bien admitirlo, pero es importante que los miembros de la familia tengan discusiones abiertas.
  8. Anime a su hijo a participar en actividades empáticas a través de acciones cómo hacer tarjetas de felicitación / mensajes para vecinos de edad avanzada, que ofrecen hacer tareas o tareas que no requieren contacto físico cercano, palear nieve, barrer la acera, rastrillar el patio, corriendo a la tienda para conseguir algo para alguien que está encerrado, incluso una llamada telefónica para di hola.
  9. Controle lo que hace su hijo en las redes sociales.
  10. Recuerda darte gracia a ti y a tu familia durante este tiempo, ya que esto es nuevo para todos ¡nosotros! Modelemos la resiliencia para nuestros hijos y trabajemos juntos para superar esta crisis.

Los correos electrónicos de los maestros están en el sitio web de DCIS: https://dcis.dpsk12.org/

Para obtener la información más reciente para estudiantes, personal y familias, consulte a continuación:

Recursos del Virus Corona https://www.dpsk12.org/coronavirus/

Respuesta del Virus Corona https://www.dpsk12.org/coronavirus/faq-covid-19/

Recursos familiares https://www.dpsk12.org/coronavirus/#familyresources