The Strategic Plan at Work: How Highline Community Elementary Makes Every Student Feel Seen

This year, Highline Community Elementary reached a remarkable milestone, with 100% of students in grades 3–5 reporting that they have a trusted adult in the building, something Social-Emotional Learning specialist Molly Fryer had never experienced before. 

These findings come from the district wide Social-Emotional Learning (SEL) screener given to CCSD students in third through twelfth grade each Fall and Spring. The screener includes questions about “soft skills” providing staff with holistic, actionable data that's used to better support the whole wellbeing of all learners. Parents and caregivers can access their student’s individual results via their PowerSchool parent portal.

Highline is one of twelve schools in our district with over 95% of students reporting they have a trusted adult in the building. This is one indicator that strategies used by staff to manage student behaviors and build relationships have been successful, and Highline serves as a model to show how this type of work engages equity to better serve students.

Rather than taking a one-size-fits-all approach, Highline uses a variety of discipline strategies designed to meet students where they are. For example, students might be rewarded for positive behaviors with a surprise referral from the office, earning a coveted invite to one of the school’s monthly glow parties. Another way staff connect with students is with Check-In, Check-Out mentors “It’s our mentorship program for kids who just need a trusted adult,” Fryer shared, noting that students are intentionally paired with staff members they share common interests with that are not their classroom teacher. 

“Right now we have about 42 students with Check-in, Check-Out mentors,” says Fryer “Every morning and afternoon they check in: ‘How are you feeling?’ ‘What’s your goal today?’ It takes three to five minutes, but it makes a huge difference.” These kinds of systems allow staff to respond to the real and changing needs students bring with them each day.

Fryer recalled a kindergartener who started new this year and struggled at first. After being paired with a Check-In, Check-Out mentor, “he formed really positive relationships, especially with our Gifted and Talented teacher, Wendy. They read social stories every day and he’s really blossomed.” By connecting with a trusted adult before settling into the classroom routine, staff are often able to mitigate challenges before they escalate.

Parents have responded positively to the new behavior strategies as well and are often included in the process, which is something staff hope to expand upon going forward. “We’re trying to bring more people into the building,” Fryer explains, “so we started Super Saturdays.”  These Saturday events have become a meaningful expression of Highline’s commitment to equity and family engagement, welcoming as many as 150 community members at once.

Designed to be welcoming, dignified, and responsive to family needs, Super Saturdays center literacy in an intentional space for families to connect while also providing access to the school's Boutique, a resource pantry where food and clothing are available in a stigma-free, respectful environment.

This work is one example of how Cherry Creek Schools is enacting our Strategic Plan. Not all students receive the same kinds of care, but all students are able to meet the same high expectations thanks to the variety of support being given. 

While strategies may vary by school, the goal remains the same: to create environments where students feel supported through every stage of their learning. Through shared commitment, teamwork, and intentional, individualized practices, CCSD schools continue to ensure that our dedication to excellence is reflected in both our daily actions and long-term systems of care.