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.

DCIS Resource List

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:

Safe2Tell 1-877-542-7233 safe2tellco.org
Colorado Crisis Services 1-844-493-TALK (8255) or TEXT “TALK” to 38255 coloradocrisisservices.org
National Suicide Prevention Lifeline 1-800-273-TALK (8255) suicidepreventionlifeline.org

Contact	Role	Possible 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 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
Kyle Murray Kyle_Murray@dpsk12.net	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. William Tallmadge (Troy) william_tallmadge@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
Mr. Michael Hansen Michael_Hansen@dpsk12.net	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. Ethan Langsdorf Ethan_Langsdorf@dpsk12.net	School Social Worker
Ms. Tami Handley tamara_schmidt@dpsk12.org	School Counselor for Students 11th-12th Grade	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 6th-8th Grade	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 9th-10th Grade	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
Carter Quinn carter_quinn@dpsk12.org	School Nurse	Remote support Phone office hours with families and students Consult for health needs
Lori Donovan lori_donovan@dpsk12.org	Speech Therapist	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 Supervisor	Building maintenance Building use Building access Facilities team manager Sanitation and health protocols for building
Ms. Dee Horsburgh diane_horsburgh@dpsk12.org	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.)

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.
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.)
Use screen time as a reward for completing school work and chores.
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.
Spend time together as a family looking at old photo albums or old family videos. Talk about the memories from those events.
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.)
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.
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.
Monitor what your child is doing on social media.
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:

Mr. Ellsworth: josiah_ellsworth@dpsk12.org
Ms. Handley: tamara_schmidt@dpsk12.org
Ms. Padilla: maureen_padilla@dpsk12.org
Mr. Quinn:
carter_quinn@dpsk12.org

Ms. Ocon: angelique_ocon@dpsk12.org
Ms. Deguire: julie_deguire@dpsk12.org
Ms. Lindsay: annette_lindsay@dpsk12.org
Mr. Urdiales: miguel_urdiales@dpsk12.org

Consejos para padres / tutores:

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.
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).
Use el tiempo frente a la pantalla como recompensa por completar el trabajo escolar y las tareas.
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.
Pasen tiempo juntos en familia mirando viejos álbumes de fotos o viejos videos familiares. Hablar sobre los recuerdos de esos eventos.
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.
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.
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.
Controle lo que hace su hijo en las redes sociales.
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