WCHC Agenda 2020 Community Engagement and Development Process Report, Final

DPS Whole Child, Healthy Child Agenda 2020:
Community Engagement and Development Process Report
Student, Parent, Staff and Community Perspectives
October 2015

2 DPS Whole Child, Healthy Child Agenda 2020 Community Engagement and Development Process Report
This report provides an overview of the community engagement process that informed the
development of the Denver Public Schools Whole Child, Healthy Child Agenda 2020
objectives. It presents key results from surveys, focused discussion groups and meetings that
were essential to developing Whole Child, Healthy Child Agenda 2020 objectives.
The authors of this report wish to thank the thousands of students, parents, community
members, staff and partners who provided their time, input and valuable perspective to
develop the DPS Whole Child, Healthy Child Agenda 2020.
Authors
Theresa Mickiewicz, MSPH, Denver Public Health
Abigail Isaacson, MPH, Denver Public Health
Amber Leytem, MNM, Denver Public Schools
For more information or questions on this report, please contact:
Theresa Mickiewicz, MSPH
Denver Public Health
605 Bannock St.
Denver, CO 80204
303-692-3686 (office)
theresa.mickiewicz@dhha.org
For more information or questions on the Whole Child, Healthy Child Agenda 2020, please
contact:
Amber Leytem, MNM
Denver Public Schools
1860 Lincoln Street
720-423-2196 (office)
Amber_Leytem@dpsk12.org

DPS Whole Child, Healthy Child Agenda 2020 Community Engagement and Development Process Report 3
Contents
Background ................................................................................................................................... 4
Executive Summary ....................................................................................................................... 5
Key Findings ............................................................................................................................................................6
Whole Child, Healthy Child Agenda 2020 Goals and Objectives ............................................................................6
Community Engagement and Development Process....................................................................... 7
Community Survey and Focused Discussion Groups..............................................................................................8
What we did .......................................................................................................................................................8
What we learned................................................................................................................................................9
Topic Committees.................................................................................................................................................12
What we did .....................................................................................................................................................12
What we accomplished ....................................................................................................................................12
Organizing into the Whole School, Whole Community, Whole Child Model.......................................................12
What we did .....................................................................................................................................................12
Health Advisory Council........................................................................................................................................13
What we did .....................................................................................................................................................13
Principal Survey.....................................................................................................................................................15
What we did .....................................................................................................................................................15
What we learned..............................................................................................................................................15
Process Limitations...............................................................................................................................................17
Where We Are Headed................................................................................................................ 18
Conclusion.............................................................................................................................................................18
Next Steps.............................................................................................................................................................19
Appendix A: The Community Survey ............................................................................................ 20
Appendix B: Focused Group Discussion Guide.............................................................................. 26
Appendix C: Topic Committee Reports......................................................................................... 31
Appendix D: Principal Survey ....................................................................................................... 48

Background
Denver Public Schools (DPS) is committed to creating an equitable and inclusive environment that
fosters the growth of the Whole Child. We believe our school environments should encourage
students to pursue their passions and interests, support their physical health and strengthen the
social/emotional skills they need to succeed, including managing emotions, establishing and
maintaining positive relationships, and making responsible decisions.
The whole child focus of the Denver Plan 2020 is evidence of our belief that all students deserve and
benefit from safe and supportive learning environments that nurture and cultivate their talents and
abilities across many domains. DPS defines Whole Child as (Figure 1):
To foster and support the growth of the whole child, DPS has developed the Whole Child, Healthy
Child Agenda 2020, a targeted set of health objectives to be accomplished over the next five years.
The objectives will address the health-related topics that most impact academic achievement
through student attendance, behavior at school and course performance. These health topics include
physical activity, nutrition, social emotional health, school culture, substance use prevention, oral
health, vision, asthma, and teen pregnancy.
Organized through the Whole School, Whole Community, Whole Child model developed by ASCD
(formerly the Association for Supervision and Curriculum Development) and the US Centers for
Disease Control (CDC), the Whole Child, Healthy Child Agenda 2020 will provide five-year
performance targets and strategies for how we will reach these targets (Figure 2). This plan is
intended to facilitate strong partnerships and resource allocation to achieve transformational change
to make certain that every student succeeds.
Figure 1. DPS Whole Child Definition

To ensure the Whole Child, Healthy Child Agenda 2020 development process was anchored in
community priorities and informed by key stakeholder input, the Denver Public Schools worked with
an external evaluation team from Denver Public Health to engage the community and collect
thoughts and opinions on how DPS could improve students’ health. This report summarizes the
results of the community engagement process and how it informed the development of the Whole
Child, Healthy Child Agenda 2020.
Executive Summary
To understand how the Denver Public Schools (DPS) community prioritizes the health topics and align
the Whole Child, Healthy Child Agenda 2020 with these priorities, Denver Public Health (DPH)
engaged the community by asking:
– What health topics are viewed as most impactful for student health and learning?
– Within each health topic, what strategies should DPS consider for implementation, both at
the school and district level?
With this information and other considerations, objectives were drafted to guide how change is
achieved over the next five years. The objectives were prioritized and refined. DPH then asked the
principal community:
– What objectives can schools reasonably address in order to achieve community desires
relating to student health and successful academic performance?
Figure 2. Whole Child, Healthy Child Agenda 2020 organization cascade

The results of this community engagement process represent the voices of approximately 4,000
community members who participated in surveys, focus groups, and meetings to inform and
support the development of the Whole Child, Healthy Child Agenda 2020 objectives.
Key Findings
Overall, participants agreed that among all important health topics, social and emotional health,
physical activity, nutrition and school culture were most impactful for student learning.
When asked what DPS should do to address these topics, participants agreed that educating
students, staff and family, as well as providing in-school support services, were among the most
effective strategies to consider.
The majority of principals surveyed felt they could reasonably address activities to achieve the
objectives, especially those centered on counseling, psychological and social support services, health
services and physical activity.
Whole Child, Healthy Child Agenda 2020 Goals and Objectives
Goals
DPS students are healthy, supported, engaged, challenged, safe and socially and emotionally
intelligent.
– DPS students have the knowledge and skills necessary to make healthy choices.
– DPS students have the information and services necessary for maintaining their physical,
social, emotional, and behavioral health.
– DPS students have a healthy, safe and engaging learning environment within all schools.
– DPS students are physically active before, during and after school.
– DPS students eat nutritious foods before, during and after school.
– DPS families have the knowledge and skills necessary to support the well-being of students.
– DPS employees have the support and resources necessary for managing their health and well-
being.
Objectives
» Health Education: Increase the number of schools implementing evidence-based health education
on oral health, nutrition, sexual health, substance use prevention, and social emotional health.
» Health Services: Increase the number of students who receive a universal health screening and
referral for follow up services, when applicable. Universal screening will include asthma, height,
weight, oral health, vision, social emotional health and immunizations.
» Family Engagement: Increase the number of health education sessions offered to parents and
families. Session topics include: physical health, nutrition, oral health, sexual health, social emotional
health, substance use prevention, physical activity, and school culture.
» Counseling, Psychological, and Social Support Services:

• Increase the social emotional support at the universal, targeted and intensive levels for all
students.
• Increase evidence-based substance use prevention and intervention strategies for schools
serving grades 6-12.
• Develop and implement an early substance use warning system of offer identified youth a
brief, evidence-based, targeted intervention is schools serving students in grades 6-12.
» Social and Emotional School Climate:
• Increase the number of culturally responsive approaches, skills, and practices.
• Increase strategies that promote mutual value and respect in all schools.
» Physical Environment: Implement strategies to promote healthy physical environments in all
school buildings.
» Physical Education and Physical Activity: Increase the amount of time students are active before
during and after school through culturally-responsive best practices.
» Nutrition Environment & Services:
• Increase student participation in school meal programs.
• Increase student access to nutritious foods within schools.
» Employee Wellness: Increase the number of strategies and resources to promote employee well-
being in all schools and departments.
» Community Involvement: Increase stakeholder participation in the planning and implementation
of the Whole Child, Healthy Child Agenda 2020 including parents, students, staff and community
partners.
Community Engagement and Development Process
To engage the community and collect input in the development of the Whole Child, Healthy Child
Agenda 2020, Denver Public Health collected information through:
1. A community survey and focused group discussions among parents and students
2. Guided discussions among topic committees that included DPS staff and community content
experts on each of the nine health topics
3. Internal planning among DPS staff to integrate the Whole School, Whole Community, Whole
Child model
4. A guided discussion among members of the DPS Health Advisory Council
5. A survey among DPS principals
Through these engagement efforts, over 4,000 members of the DPS community provided input
including approximately 2,400 parents, 280 students, 360 teachers and 530 administrative staff
(including at least 70 principals/assistant principals). Collectively, these individuals participated in an

iterative process through which the input collected at each phase of the process was used to frame
the discussion for subsequent phases.
Community Survey and Focused Discussion Groups
What we did
Through research, DPS identified nine health topics that most impact student academic achievement:
asthma, nutrition, oral health, physical activity, school culture, social/emotional health, substance
use, teen pregnancy and vision. Denver Public Health surveyed a broad cross-section of the DPS
community about these nine topics and held focused discussion groups with community stakeholders
to answer the questions:
– What health topics are viewed as most impactful for student health and learning?
– Within each health topic, what strategies should DPS consider for implementation, both
at the school and district level?
The survey was administered electronically through Survey Monkey or in paper form from January
28-Feburary 27, 2015.1
It was available in English or Spanish. It included multiple-choice questions
and open-ended response options for comments and suggestions. Survey participants were offered a
chance to win a $50 gift card, and four winners were selected randomly.
Focused discussion groups were held with stakeholders who were not adequately reached through
the survey, specifically students and Spanish-speaking parents.2
The groups lasted two hours and
were held in Northwest, Southwest, Northeast, far Northeast and Southeast Denver in March 2015.
Participants were offered a meal and $20 gift card. Student focus group participants under age 18
were required to return a signed parental consent.
DPS and community partner organizations recruited participants using the following communication
channels:
– DPS and community partner webpages
– DPS email communications
– Public communication channels including radio and newspapers
– Emails to personal and professional networks (snowball recruitment)
– Social media channels
– In-person promotion
Who we learned from through the survey
– Of 3,689 respondents, 3,245 (88%) completed the survey in English, and 444 (12%) completed
the survey in Spanish.
– Survey respondents were asked to identify their primary relationship with DPS. Most
respondents identified as parents or family members (63%). A total of 22% identified as DPS
staff, comprised primarily of teachers and support staff, 8% identified as community members
1
The community survey instrument is available in Appendix A.
2
The focused discussion group guidance manual is available in Appendix B.

and 6% as students.
– Eighty-four percent of respondents identified as female and 16% identified as male. Less than
1% identified as a gender other than male or female.
– Most respondents identified as white (59%), followed by Hispanic/Latino (28%), Black or
African American (4%) and Asian, Hawaiian/ Pacific Islander, Native American/ Alaskan or
multi-racial (9%).
– Most respondents (69%) were between the ages of 30 and 49; 13% were less than 30 and 18%
were over 49 years old (Figure 4).
– Most respondents reported that the primary language at spoken at home was English (84%)
followed by Spanish (15%). The remaining 1% reported a wide array of languages including
French, Arabic, German, Karen, Japanese and Vietnamese.
Who we learned from through the focused group discussions
– A total of 57 DPS students, representing 10 high schools, participated in five focused discussion
groups. Participant age ranged from 15-18 years; average age was 15.6 years old. Students
identified as Hispanic/Latino (51%), Black or African American (21%), multi-racial (16%) and
white (7%).
– A total of 27 parents, representing 63 students from 26 schools, participated in two groups. The
majority of participants represented students in elementary school (59%). All participants
identified Hispanic/Latino and 96% identified as female.
What we learned
Topics that most impact DPS students
Overall, participants felt that the health topics that were most impactful for student learning were
Social/Emotional Health, Nutrition, Physical Activity and School Culture (Figure 3). In general,
priorities and suggestions among focus group participants were similar to those of survey
respondents.
Perspectives on the most impactful health topics differed by relationship (Figure 4).
81%
73% 70%
63%
36%
17% 16%
10% 10%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Social/
Emotional
Health
Nutrition Physical
Activity
School
Culture
Substance
Use
Teen
Pregnancy
Vision Oral
Health
Asthma
Figure 3. Health Topics That Most Impact DPS Students*:
Reported by Total Survey Respondents
*Respondent asked to choose four strategies

– The greatest proportion of English-speaking parents, staff and community members considered
Social/Emotional Health impactful. The greatest proportion of Spanish-speaking parents
thought Nutrition was impactful. An equal proportion of students considered these and Physical
Activity impactful.
– School Culture was considered impactful by a greater proportion of English-speaking parents,
staff and community partners compared to Spanish-speaking parents and students.
– Substance Use and Teen Pregnancy were considered impactful by a greater proportion of
Spanish- speaking parents and students (including all student focus groups) compared to other
groups.
– A greater proportion of Spanish-speaking parents considered Oral Health impactful compared
to overall respondents.
Strategies DPS should consider
The community provided a wide array of strategies that DPS should consider to improve health and
academic performance. To date, input on specific strategies was used to inform the development of
high-level objectives. This valuable information will inform future discussions on the strategies DPS
will ultimately implement to achieve these objectives.
Overall, the top strategy identified across topics was education for students, parents and staff. For
clinical services, respondents predominantly supported in-school screening and referral to services in
the community. For social and emotional services, participants suggested systems to identify at-risk
students and provision of in-school supports.
Specific strategies prioritized by survey respondents and focused discussion group participants by
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Social/
Emotional
Health
Nutrition Physical
Activity
School
Culture
Substance
Use
Teen
Pregnancy
Vision Oral Health Asthma
Figure 4. Health Topics That Most Impact DPS Students' Health and
Academic Performance, by Type of Relationship to DPS*
% of English-speaking parents
% of Spanish-speaking parents
% of Students
% of Staff
% of Community
*Respondent asked to choose four strategies

topic included:
– Asthma: Education for parents, student and staff; coordinating asthma support services for
students and families in school and community; and a screening program to identify students
with asthma. Suggestions included symptom recognition and understanding treatment
options.
– Nutrition: Student and parent education; providing free/low cost healthy foods in school;
practices that promote healthy eating habits in school. Suggestions included opportunities for
school gardens, family cooking classes and policies that limit sugar across campuses.
– Oral Health: Student and parent education; providing exams and cleanings for students and
families in school. Suggestions included practices that promote a healthy mouth.
– Physical Activity: Student education; practices that increase movement in the classroom;
practices that increase/improve exercise through physical education classes. Suggestions
included increasing total daily minutes before, during and after school, cultural relevance and
safe/updated spaces.
– School Culture: Practices that promote good/respectful behaviors among all students;
student education; and practices that support students at risk of behavioral problems.
Suggestions included bullying prevention, restorative discipline and life skills training.
– Social/Emotional Health: Provision of more social/emotional health supports in school;
practices that identify and support students at-risk of social/emotional health challenges;
practices that promote safe and caring relationships between staff/teachers and students;
and student education. Suggestions included more full-time mental health staff in buildings,
school retreats, bullying education and small learning environments
– Substance Use: Student education; practices that help students resist pressure to use
substances; helping students and families get substance use treatment and support services
in community; and school practices that support students at risk of substance use.
Suggestions included compassionate conversations at younger ages especially about
marijuana, peer mentoring, after-school activities and random testing.
– Teen Pregnancy: Student, parent and staff education; provision of pregnancy prevention and
support services for students and families in school; education and in-school supports for
teen parents and their children. Suggestions included confidential and easy access to
contraception, programs to keep teen parents in school, expansion of school-based health
clinics, and peer counseling and empowerment programs.
– Vision: Provision of vision screenings and exams in school; helping students and families get
vision support services in community; and student education. Suggestions included free
eyeglass drives, school nurse exams for younger students, and education on how to keep and
care for glasses or contacts.
Denver Public Health summarized community and local health data into nine health topic-specific
reports that were used by topic committees to guide discussion and creation of potential objectives.3
3
Local data and community engagement reports are available in Appendix C.

Topic Committees
What we did
Denver Public Schools convened and facilitated nine topic committee meetings – one for each health
topic – with district and community content experts in each health area. Committee participants
received the appropriate health topic report in advance for review. At the start of each meeting,
committee members were asked to consider the data, community input, their knowledge of
evidence-based strategies and on-the-ground realities within schools to brainstorm and prioritize
feasible objectives using the SMART framework (Specific, Measurable, Achievable, Realistic and
Timely).
What we accomplished
Approximately 3 - 14 participants attended each committee meeting which were facilitated by DPS
staff. Each committee met for three hours and drafted one to three objectives to be considered for
inclusion in the Whole Child, Healthy Child Agenda 2020.
Organizing into the Whole School, Whole Community, Whole Child Model
What we did
Organized by health topic, DPS staff compared the objectives drafted by the topic committees to the
Whole School, Whole Community, Whole Child (WSCC) model developed by ASCD (formerly the
Association for Supervision and Curriculum Development) and the US Centers for Disease Control
(CDC). The WSCC model is structured around education, service and program delivery (Figure 5). This
model provides an action-oriented frame for the objectives to maximize the impact of change efforts.
Figure 5. Whole School, Whole Community, Whole Child:
A collaborative approach to learning and health

DPS staff held internal discussions about how to incorporate objectives set by the topic committees
into the Whole Child model. Staff modified objectives to reflect overlapping priorities across topics
such as an objective focused on student health education that focused on multiple topics areas. They
also created objectives to fill gaps within the model’s components such as community involvement.
A total of 26 objectives were drafted through this organization process.
Health Advisory Council
What we did
The 26 draft objectives were shared with the Denver Public Schools Health Advisory Council (the
Council) for review and prioritization. The Council is comprised of DPS staff and community partners
and was formed to support a comprehensive, coordinated school health program throughout Denver
Public Schools. The Council’s primary function is to monitor progress and ensure achievement of
Health Agenda objectives.
On May 28, 2015, the objectives were presented to the Council for questions, comments and
prioritization. Approximately 35 participants attended the meeting and interpretation services were
provided for Spanish-speaking guests. Following a question and answer period, each participant was
given 10 prioritization votes. Participants could apply any number of votes to a single objective.
Objectives receiving 10 or more votes were prioritized for inclusion within the Whole Child, Healthy
Child Agenda 2020.
The Council prioritized objectives in the following categories (listed in order of most votes): Social
and Emotional School Climate; Family Engagement; Health Education; Physical Education and
Physical Activity; Counseling, Psychological and Social Support Services; Health Services; and
Community Involvement. The Council recommended that staff convene supplemental committees
focused on the components of Physical Environment and Employee Wellness to amend the objective
language. The Council also acknowledged that fortifying the data infrastructure to better understand
prevalence, severity and student needs across all health topics is important.
Following the convening of committees focused on Employee Wellness and Physical Environment, 13
priority objectives reflecting all 10 components of the WSCC model were drafted:
1. Health Education: Increase the number of schools offering evidence-based health education
in oral health, nutrition, sexual health, substance use prevention, and social emotional health.
2. Physical Education and Physical Activity: Increase physical activity among students by
providing culturally-responsive best practices for expanding physical activity before, during
and after school.

3. Nutrition Environment and Services: Increase student participation in school meal programs
and access to healthy foods within schools
4. Health Services: Create and implement a sustainable, time-bound universal health screening
program that includes asthma, height, weight, oral health, vision, social emotional health and
immunization screening.
5. Counseling, Psychological, and Social Support Services: Develop and implement an
intervention plan for social emotional support at the universal, targeted and intensive level
for all students.
6. Counseling, Psychological, and Social Support Services: Develop and offer evidence-based
substance use prevention strategies in schools serving 6th
, 7th
, and 8th
grade students.
7. Counseling, Psychological, and Social Support Services: Develop and implement an early
substance use warning system to offer identified youth a brief, evidence-based, targeted
intervention in schools serving 6th
– 12th
grade students.
8. Social and Emotional School Climate: Provide annual staff training on culturally-responsive
approaches, skills, and practices to promote engaging and safe learning environments in all
schools
9. Social and Emotional School Climate: Implement strategies that promote mutual value and
respect in all schools
10. Physical Environment: Implement strategies to promote healthy physical environments in
sites serving DPS students.
11. Employee Wellness: Implement strategies to promote employee well-being in all schools and
departments.
12. Family Engagement: Increase parent and family education on physical health, nutrition, oral
health, sexual health, social emotional health, substance use prevention, physical activity, and
school culture.
13. Community Involvement: Increase student, parent, staff and community partner participation
in the planning and implementation of the Whole Child, Healthy Child Agenda 2020.

Principal Survey
What we did
Following the identification of 13 priority objectives, Denver Public Schools wanted to understand
how principals felt about the objectives. Denver Public Health surveyed principals to answer the
questions:
– Do you feel this objective is important to address at your school?
– Is it realistic/feasible?
– How much resistance do you feel or anticipate around this objective?
– Do you view this objective as beneficial to your school and/or other schools?
– Additional Comments
Denver Public Schools Health Advisory Council members reached out to 44 principals through
professional networks and requested that they complete an electronic survey or in-person
discussion.4
Twenty-eight principals and administrators (64%) responded during a two-week period
in August. Five principals’ data were removed as they provided input on the first two objectives only
and left the remaining 11 objectives blank. This report presents summary results of the 23 remaining
principals. Data were analyzed and summarized by Denver Public Health.
What we learned
Who we learned from
– Respondents had been employed with DPS for an average of 17 years (range 3 to 29 years).
– Half of principals had been in their role for five years or less, with an average duration of eight
years (range 1 to 18).
– The majority of principals represented elementary schools (43%), followed by high schools
and 6-12 schools (17% each), middle and K-8 schools (9% each). One K-12 principal responded
(4%) to the survey.
4
The principal survey instrument is available in Appendix D.

Perceptions of importance, feasibility, resistance and benefit
In general, principals were more likely to consider the objectives important and beneficial for their
students and least likely to anticipate resistance and moderately likely to consider them feasible
(Figure 6). At least 60% of principals surveyed viewed all objectives as important. Overall greatest
support was expressed for objectives related to Counseling, Psychological and Social Support
Services, Health Services and Physical Education and Physical Activity.
Importance of objectives
– Access to evidenced-based substance abuse interventions to middle school students
(Objective #6) was unanimously important to all principals to whom it applies.
– The development of an intervention plan for social emotional support at the universal,
targeted and intensive level for all students (Objective #5) was considered important to
most (96%) principals.
– Health Education (61%) and Community Engagement (65%) were not viewed with as
much importance when compared to the other objectives.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Important Feasible Anticipate Resistance Beneficial
Figure 6. Support Among DPS Principals for Proposed Health Agenda Objectives 1. Health Education
2. Physical Education and
Physical Activity
3. Nutrition Education and
Services
4. Health Services
5. Counseling, Psychological and
Social Support Services (1)
Social Support Services (2):
Grades 6-8
Social Support Services (3):
Grades 6-12
8. Social and Emotional
School Climate (1)
9. Social and Emotional
School Climate (2)
10. Physical Environment
11. Employee Wellness
12. Family Engagement
13. Community Engagement
on Health Agenda

Feasibility of objectives
– The most feasible objectives were related to Health Education (Objective #1),
Counseling, Psychological and Social Support Services (Objectives #5, 6 and 7), Social
and Emotional School Climate (Objectives 8 and 9) and Physical Environment
(Objective #10) with feasibility ranging from 57%-67%.
– All other objectives were considered feasible by less than half of principals, with
Community Engagement receiving the least feasibility support (39%).
Resistance to objectives
– Principals anticipated the least resistance around most Counseling, Psychological and
Social Support Services objectives, Health Services, and Physical Activity and Physical
Education.
– They anticipated the greatest amount of resistance with Health Education (64%).
Benefits of objectives
– Principals’ thoughts about how beneficial each objective is to their students were
very similar to how important they felt the objectives were.
– Eighty-five percent or more of principals felt that all objectives related to Counseling,
Psychological, and Social Support Services and Health Services would benefit their
students.
– Physical Activity and Physical Education was considered beneficial to 78% of
principals.
– Community Engagement was considered beneficial by the least amount of principals
(57%).
Final comments from principals indicate that the success of these objectives will depend on
resources, community stakeholder support, family incentives, and how objectives are
merged with current practices.
Process Limitations
The greatest representation and largest sample for this engagement and development
process comes from the community survey. Although nearly 4,000 survey responses were
collected, this represents a fraction of parent, student, community partner, DPS staff and
other stakeholder voices.The remaining sources of input for this process are even smaller
and therefore may not be representative of their entire groups (students, parents, principals,
and content and leadership experts).

Where We Are Headed
Conclusion
The development of the Denver Public School Whole Child, Healthy Child Agenda 2020
objectives was an iterative process through which information was collected, distilled,
refined and reorganized. Through these engagement efforts, over 4,000 members of the DPS
community provided input, which was used at each phase of the process to frame the
discussion for subsequent phases.
The following goals and objectives were drafted:
DPS students are healthy, supported, engaged, challenged, safe and socially and emotionally
intelligent.
– DPS students have the knowledge and skills necessary to make healthy choices.
– DPS students have the information and services necessary for maintaining their
physical, social, emotional, and behavioral health.
– DPS students have a healthy, safe and engaging learning environment within all
schools.
– DPS students are physically active before, during and after school.
– DPS students eat nutritious foods before, during and after school.
– DPS families have the knowledge and skills necessary to support the well-being of
students.
– DPS employees have the support and resources necessary for managing their health
and well-being.
» Health Education: Increase the number of schools implementing evidence-based health
education on oral health, nutrition, sexual health, substance use prevention, and social
emotional health.
» Health Services: Increase the number of students who receive a universal health screening
and referral for follow up services, when applicable. Universal screening will include asthma,
height, weight, oral health, vision, social emotional health and immunizations.
» Family Engagement: Increase the number of health education sessions offered to parents
and families. Session topics include: physical health, nutrition, oral health, sexual health,
social emotional health, substance use prevention, physical activity, and school culture.
» Counseling, Psychological, and Social Support Services:
• Increase the social emotional support at the universal, targeted and intensive levels
for all students.
• Increase evidence-based substance use prevention and intervention strategies for
schools serving grades 6-12.
• Develop and implement an early substance use warning system of offer identified
youth a brief, evidence-based, targeted intervention is schools serving students in
grades 6-12.
» Social and Emotional School Climate:

• Increase the number of culturally responsive approaches, skills, and practices.
• Increase strategies that promote mutual value and respect in all schools.
» Physical Environment: Implement strategies to promote healthy physical environments in
all school buildings.
» Physical Education and Physical Activity: Increase the amount of time students are active
before during and after school through culturally-responsive best practices.
» Nutrition Environment & Services:
• Increase student participation in school meal programs.
• Increase student access to nutritious foods within schools.
» Employee Wellness: Increase the number of strategies and resources to promote
employee well-being in all schools and departments.
» Community Involvement: Increase stakeholder participation in the planning and
implementation of the Whole Child, Healthy Child Agenda 2020 including parents, students,
staff and community partners.
Gathering input from many valuable voices throughout the DPS community has
strengthened our collective understanding of needs, established and strengthened critical
relationships and helped to identify solutions to meet these needs. As a result of this work,
the DPS Whole Child, Healthy Child Agenda 2020 will certainly prompt meaningful change to
ensure every student succeeds.
Next Steps
DPS staff will continue to gather perspectives and input from the DPS community as the
Whole Child, Healthy Child Agenda 2020 is finalized. In Fall 2015, subcommittees organized
through the Whole School, Whole Community, Whole Child model will convene to set
achievement targets for each objective and prioritize strategies necessary to achieve each
objective. Community perspectives will be gathered on the draft Whole Child, Healthy Child
Agenda 2020 in Spring 2016.
Upon completion, the Whole Child, Healthy Child Agenda 2020 will be codified through a
regulation to Denver Public Schools’ School Wellness Policy ADF. The complete Whole Child,
Healthy Child Agenda 2020 will be available at http://healthyschools.dpsk12.org/.

Appendix A: The Community Survey
Whole Child, Healthy Child Agenda 2020 Survey
Make your voice heard and enter to win a $50 gift card!
Denver Public Health is conducting a survey on behalf of Denver Public Schools (DPS). The
information you provide will be kept confidential and will only be shared in group form.
DPS understands the importance of health on students’ success in school. To increase the
success of all students, DPS is developing the Whole Child, Healthy Child Agenda 2020 that
will focus efforts on a targeted set of health goals. DPS is asking for your input as they
create the Whole Child, Healthy Child Agenda 2020. Your opinions will help DPS decide
where to focus efforts over the next 5 years. This survey will take about 10-15 minutes to
complete.
After completing the survey, please provide your name and phone number or email
address to be entered into a raffle for a $50 gift card. Your name will not be connected to
the survey results shared with DPS. We appreciate your time and look forward to hearing
from you.
The following questions ask about you and your relationship to Denver Public Schools.
1. Please choose the option that best describes your current relationship with Denver
Public Schools. If you have more than one relationship with DPS (for example if you are
a teacher and a parent), please choose one and complete the survey from that point of
view.
• DPS Student
• Parent/Family member
• Teacher
• Principal/Assistant Principal/Other school Administrator
• DPS Central Manager, Coordinator or Administrator
• DPS Support Services (counselors, psychologists, nursing, related services, etc.)
• Other DPS employee (facilities management, operations, enterprise management,
etc.)
• Community member
• Community partner/other-please explain _______________________
2. Race/Ethnicity
Please check all that apply:
• American Indian or Alaska Native
• Asian American
• Black or African American
• Hispanic /Latino
• White

• Native Hawaiian or Other Pacific Islander
• Other_____________________________
3. Home zip code______________________
4. Age
a. 19 years or younger
b. 20-29
c. 30-39
d. 40-49
e. 50-59
f. 60+
5. Gender
a. Female
b. Male
c. Other
6. Primary Language Spoken at Home
a. English
b. Spanish
c. Vietnamese
d. Arabic
e. Somali
f. Amharic
g. Nepali
h. Russian
i. Other, please describe:
Through research, DPS has identified nine health topics that affect learning. There is a
need to create specific and shared goals within each health topic. The following questions
will help us determine which topics are most important to you and the best ways to
address each topic.
The nine health topics selected for inclusion in the next DPS Health Agenda include
asthma, nutrition, oral health, physical activity, school culture, social/emotional health,
substance use, teen pregnancy and vision.
7. Among these health topics, which impact the DPS students the most (choose 4)?
• Asthma – how well students breathe
• Nutrition – how well students eat
• Oral Health – how healthy students’ teeth and mouths are
• Physical Activity - how much exercise and movement students get
• School Culture – how safe and connected students feel at school

• Social/Emotional Health – how students feel about themselves and their relationships
with others
• Substance Use – use of alcohol and drugs
• Teen Pregnancy – preventing pregnancy and supporting teen parents
• Vision – how well students see
The following questions ask you to identify the best ways to improve students’ health
in each of these 9 health topics. Please provide your opinion for all nine topics.
8. Please select 3 ways that DPS should address the health topic of Asthma:
• Educate students on asthma
• Educate parents on asthma
• Educate staff on asthma
• Help with getting medical insurance
• Help with getting medical care
• Screening program to identify students with asthma
• Coordinate asthma support services for students and families in school and
community
• I have no opinion on the focus areas for this topic
Do you have any ideas of how DPS should address asthma? If so, please write it below.
9. Please select 3 ways that DPS should address the health topic of Nutrition:
• Educate students on healthy eating habits
• Educate parents on healthy eating habits
• Educate staff on healthy eating habits
• Free/low cost healthy foods at school
• Free/low cost healthy foods at home and in community
• Practices that promote healthy eating habits in school
Do you have any ideas of how DPS should address nutrition? If so, please write it below.
10. Please select 3 ways that DPS should address the health topic of Oral Health:
• Educate students on habits for healthy teeth and mouth
• Educate parents on habits for healthy teeth and mouth
• Educate staff on habits for healthy teeth and mouth
• Help with getting dental insurance
• Provide exams and cleanings for students and families in school
• Provide fillings, caps and other treatment for students and families in school
• Practices at school that promote a healthy mouth, such as brushing teeth after lunch

• Coordinate oral health support services for students and families in school and
community
Do you have any ideas of how DPS should address oral health? If so, please write it below.
11. Please select 3 ways that DPS should address the health topic of Physical Activity:
• Educate students on movement and exercise
• Educate parents on movement and exercise
• Educate staff on movement and exercise
• Practices that increase movement in the classroom
• Practices that improve exercise at recess
• Practices that increase/improve exercise through physical education classes
• Practices that increase exercise in the community
Do you have any ideas of how DPS should address physical activity? If so, please write it
below.
12. Please select 3 ways that DPS should address the health topic of School Culture:
• Educate students on how to create a safe and supportive school
• Educate parents on how to create a safe and supportive school
• Educate staff on how to create a safe and supportive school
• Practices that support students at risk of behavioral problems
• Practices that promote good/respectful behaviors among all students
• Practices that promote safe classrooms and school buildings
• School discipline practices that keep students in school versus suspension/expulsion
• I have no opinion on the focus areas for this topic consequences
Do you have any ideas of how DPS should address school culture? If so, please write it
below.
13. Please select 3 ways that DPS should address the health topic of Social/Emotional
Health:
• Educate students on social/emotional health
• Educate parents on social/emotional health
• Educate staff on social/emotional health
• Provide more social/emotional health supports in school
• Help with getting social/emotional health supports in community

• Practices that promote safe and caring relationships between staff/teachers and
students
• Practices that identify and support students at-risk of social/emotional health
challenges
Do you have any ideas of how DPS should address social/emotional health? If so, please
write it below.
14. Please select 3 ways that DPS should address the health topic of Substance Use:
• Educate students on substance use
• Educate parents on substance use
• Educate staff on substance use
• Practices that support students at risk of substance use
• Practices that help students resist pressure to use substances
• Provide substance use treatment and support services for students in school
• Help students and families get substance use treatment and support services in
community
• School discipline practices that keep students in school versus suspension/expulsion
Do you have any ideas of how DPS should address substance abuse? If so, please write it
below.
15. Please select 3 ways that DPS should address the health topic of Teen Pregnancy:
• Educate students on sexual health
• Educate parents on sexual health
• Educate staff on sexual health
• Provide pregnancy prevention and support services for students and families in
school
• Education and in-school supports for teen parents and their children
• Help students and families get pregnancy prevention and support services in
community
Do you have any ideas of how DPS should address teen pregnancy? If so, please write it
below.
16. Please select 3 ways that DPS should address the health topic of Vision:
• Educate students on maintaining good vision
• Educate parents on maintaining good vision
• Educate staff on the maintaining good vision

• Provide vision screenings and exams in school
• Provide glasses or contact lenses in school
• Help students and families get vision support services in community
Do you have any ideas of how DPS should address vision? If so, please write it below.
17. Are there additional comments you would like to share?
18. If you would like to become more involved with the DPS Whole Child, Healthy Child
Agenda 2020, please provide your contact information here:
Name
Phone
Email
19. If you would like to be entered into drawing for the raffle prize, please enter your
phone or email information:
Name:
Phone
Email
Thank you for completing our survey! If you have problems with this survey please
contact: Theresa.Mickiewicz@dhha.org.

Appendix B: Focused Group Discussion Guide
Whole Child, Healthy Child Agenda 2020 Survey
Focus Group Guide – Student version
(providing an alternative venue for engaging the community)
2/26/15
When participants come into the room, welcome them, have them complete the demographic form
and hand them the list of topic areas (need to develop - take from quantitative interview). Ask them
to get some food and review the health topics and circle the top 4 that they feel impact DPS students’
academic performance the most and to hand it back in when they are done. Before the group the
moderator will tally the responses and identify the top 4 topics chosen by the group.
I. Welcome
Good Morning/Afternoon. My name is __________ and I work at DH. Denver Health is working with
DPS to lead these groups. My role is to guide our discussion and to support everyone in sharing their
thoughts and ideas, I’d also like to introduce (rest of team) they will also help guide the conversation
and will take notes so that we keep track of everything that is said.
First off, thank you so much for coming and agreeing to help us. DPS understands the importance of
health on students’ success in school. To increase the success of all students, DPS is developing the
Whole Child, Healthy Child Agenda 2020, a plan that will focus efforts on a targeted set of health
goals. The purpose of this discussion group is to get your input in the creation of the Whole Child,
Healthy Child Agenda 2020. This is your opportunity to express your opinions to help DPS decide
where to focus their efforts over the next 5 years. We are hoping to conduct a number of groups
throughout Denver just like this AND DPS is also conducting an online survey to gather input from
community.
II. Focus Group Procedures and Logistics
Before we begin, let me mention a few things about how we usually conduct these groups:
 I will be the facilitator for the group. My role is to ask the questions we have for the group
and to support everyone in participating. I won’t be doing much talking, but may ask you to
explain more or to give an example. Also, it’s my job to see that everyone has a chance to
talk, as well as to keep us moving along so that we have time to discuss all of the questions.
So if at times it seems as though I am cutting you off, this is NOT meant to be rude. I will just
be trying to make sure that we have enough time to have a complete discussion of each
question. This group should last about an hour.
 It’s really important that everyone hear this: THERE ARE NO RIGHT OR WRONG ANSWERS!!!
Each person’s experiences and opinions are important, and we want to hear a wide range of
opinions on the questions we’ll be asking. So, please speak up, whether you agree or disagree
with what’s being said, and let us know what you think. On the form you received when you
arrived there is also a place to add any additional comments you would like to share.
 Let me tell you about our recording process. As you can see, we are using a digital recorder to
record our discussion. We need to record these groups because we want to capture
everything that all of you say, and we simply can’t write fast enough to get it all down. When
we share the results of the group with DPS, we will not use your name.

 It is very important that we speak one at a time, so that the recorder picks up everything that
is said.
 Also to thank you for your time, at the end of the group we will give you a $20 gift card.
Does anyone have any questions at this point on the group or what is expected of you?
[MODERATOR PAUSES TO ANSWER ANY QUESTIONS]
As a final reminder, please set any phone or other ringing devices to vibrate. If you need to take
a call, please step out to do so and join us once you are done. The bathrooms are located
(XXX).
Okay, just let me turn this on, and we’ll begin.
[Activate recorder; check for red indicator light; place in center of table.]
Start of Group:
Lets start with going around the room and everyone telling us your current grade and where you go
to school. (go around the room to get a sense of the age range the people in the group represent).
When you arrived we gave a list of 9 health topics that impact student’s learning and educational
success. The nine health topics include: asthma, nutrition, oral health, physical activity, school
culture, social/emotional health, substance use, teen pregnancy and vision. (put these areas on a
white board or flip chart – with results on which the group would like to focus on).
20. Here are the results of what participants in this group felt were the top 4 topics they think are
most important. (review the results) Therefore we would like to take the time during this group
to talk about these 4 health areas and how you think they are important to DPS students.
21. Does anyone have any questions about any of these four topics?
(on the flip chart – summarize results and which 4 we will work on in the group)
• Asthma – how well students breathe
• Nutrition – how well students eat
• Oral Health – how healthy students’ teeth and mouths are
• Physical Activity - how much exercise and movement students get
• School Culture – how safe and connected students feel at school
• Social/Emotional Health – how students feel about themselves and their relationships with
others
• Substance Use – use of alcohol and drugs
• Teen Pregnancy – preventing pregnancy and supporting teen parents
• Vision – how well students see
• Other (if there was another topic identified)
Use questions below to guide conversation by topic area:

Note that you may have to clarify if problems should be addressed by the child’s school or the
entire district.
• Asthma:
a. Tell me what you know about asthma – what have been your experiences with
asthma or your classmates’ experiences with asthma? (Asthma is a specific medical
condition that results in a person not being able to breathe well).
b. Thinking of yourself or students that you know who have asthma, what keeps
students from controlling their asthma?
c. What could your school or the school district do to support asthma control among
students?
Probe into: what about asthma education, helping students get access to a doctor,
identifying students with asthma, or other support services?
d. Have we missed anything here that you feel is important?
• Nutrition:
a. Tell me what nutrition means to you? What about healthy eating?
b. Thinking of yourself or students you know, what keeps students from eating healthy
(good nutrition)?
c. What could your school or the school district do to improve healthy eating among
students?
Probe into: what about education about healthy foods versus unhealthy food, the
types of food students have access to at school, home or in community, how food is
offered to students at school (e.g. lunch period, vending machines, cafeteria
choices)?
• Oral Health:
a. Tell me about what you think helps people maintain healthy teeth and gums.
b. What keeps students from having healthy teeth and mouths?
c. What could your school or the school district do to improve oral health among
students?
Probe into: what about education, help with getting dental care, practices at school
such as brushing teeth after lunch?
• Physical Activity:
a. Tell us what physical activity/exercise students do – are interested in?
b. Where do you/students get physical activity? (in school? )
c. How much exercise/physical activity do you/students get in a day or a week? (do you
think it is enough?)
d. Thinking of yourself or students you know, what keeps students from being physically
active each day (at school, outside of school)?
e. What could your school or the school district do to improve physical activity among
students?
Probe into: what about education, access to more movement and exercise in the
classroom, at recess, through physical education classes and outside of school?
f. Have we missed anything here that you feel is important?

• School Culture
a. Tell me about the culture at your school - do you/students feel safe and connected,
why or why not. (School culture refers to how safe and connected students feel at
school).
b. Thinking of yourself or students you know, what keeps students from feeling safe and
connected at school (physically and emotionally)?
c. What could your school or the school district do to promote students feeling safe and
connected at school?
Probe into: what about education, practices that support students who are having
trouble in the classroom or at school, practices that support a safe environment,
ways to prevent students from getting suspended or expelled from school.
• Social Emotional Health:
a. Tell me what social/emotional health means to you. Social/emotional health refers to
how students feel about themselves and their relationships with others.
b. Thinking of yourself or students you know, what are the particular issues that affect
social and emotional health?
c. What could your school or the school district do to promote students feeling good
about themselves and their relationship with others? Probe into: what about
education, providing support for students who are having troubles at school or
outside of school, helping students make connections with trusted adults.
• Substance Use:
a. Tell me about substance use at your school or among your peers. What kind of
substances do they use? How are students getting alcohol/drugs?
b. What could your school or the school district do to help students avoid substance
use?
Probe into: what about education, connecting students who use substances to
treatment programs, helping students build skills to resist pressure to use, ways to
prevent students from getting suspended or expelled because of substance use.
c. Have we missed anything here that you feel is important?
• Teen Pregnancy
a. Tell me about teen pregnancy at your school: What are some of the reasons teens
get pregnant or get someone pregnant when they don’t mean to or want to?
b. Thinking of students that you know, both girls and boys,what do they need to
prevent pregnancy?
c. What could your school or the school district do to help students avoid getting
pregnant or getting someone else pregnant?
Probe: what about education, connecting students to birth control or other support
at school and outside of school.
d. What about students that are pregnant or have children, what could the school do to
support them?

Probe: Education and in-school supports for teen parents and their children.
e. Have we missed anything here that you feel is important?
• Vision
a. Tell me about how you think vision problems can affect success at school. Have you
experienced this or watched a friend deal with this?
b. What could your school or the school district do to support students who have vision
problems?
Probe into: what about vision education, helping students get access to a doctor,
providing glasses or contacts at school, or other support services?
c. Have we missed anything here that you feel is important?
Closing:
Thank you so much for sharing your thoughts about how to improve the health of students. Are
there any additional comments you would like to share?
This ends our session – before you leave please complete the form that XX has and get your $20
giftcard.
Also if you would like to become more involved with the DPS Whole Child, Healthy Child Agenda
2020, please provide your contact information here on the paper at the back (create sheet to record
name, phone and email – to give to DPS)
If you would like more information about the Healthy Schools program at Denver Public Schools,
please go to http://healthyschools.dpsk12.org/

Asthma Among Denver Students: What the Available Data Show
Healthcare utilization for asthma among
Denver youth: where do they live?
 Emergency visits for asthma in 2011 and
2012 were greater in the areas of Denver
that have higher poverty rates. Children in
these areas may not have access to
preventative health care2
.
 Higher rates of asthma may also be caused
by air pollution in urban areas where
people live, such as neighborhoods close
to highways or neighborhoods close to
industrial areas.
How does Denver compare to Colorado and the US?
 Among middle school students, 16% of Denver youth reported having been told they had asthma, similar to their
peers state-wide at 18%1
.
 Among high school students, 20% of Denver youth reported having been told they had asthma, consistent with their
peers state-wide (21%) and nation-wide (21%)1
.
15%
19%
23%
38%
0%
10%
20%
30%
40%
50%
White Hispanic Black Other
Percent ofDenver High SchoolYouth who
Were Ever Told They had Asthma, by
Race/Ethnicity: 2013
Self-reported rates of asthma among DPS students: 2013
DPS middle school students were less likely to report ever having
been diagnosed with asthma (16%) than high school students
(20%)1
. Rates vary by race and ethnicity. Among Denver high school
students (chart at right):
 Youth that make up the ‘other’ racial category reported the
highest rates of asthma (38%). This group represents a wide
array of racial backgrounds including Asian, Native American
and mixed races1
.
 Black high school students report the next highest rate of
asthma (23%), followed by Hispanic (19%) and white (15%)
students1
.
Healthy Kids Colorado Survey
1
2
Colorado Hospital Association
Appendix C: Topic Committee Reports

Comments from Survey and Focus Groups
Theme Comment Source
Educate Students
“All students should be taught what asthma is, how it effects the body, and how a person with
asthma feels when breathing. Too many students blame asthma when doing physical activity
because they do not know the difference between having good cardiovascular endurance and
having a health issue.”
Teacher
Educate Staff
“Teachers should get comprehensives education so they will recognize students presenting with
asthma symptoms…”
Community Member
Coordinate Services/Screen
“I would contact NJH to see if they would partner with DPS to provide/support screening and/or
educational services as part of their community outreach program.”
Parent
Summary of findings about asthma
 Education for parents, student and staff were the
top priorities identified by all groups. Education of
parents was the most important strategy among
staff and education of students was the most im-
portant strategy among students. Suggestions in-
cluded classes about how asthma affects the whole
family, how weather and nutrition play a role, and
tools for nurses and teachers to better recognize
symptoms.
 Coordinating asthma support services for students
and families in school and community was
considered an important strategy among all groups
but especially among Spanish-speaking parents and
community members. Respondents suggested
practices that would reduce parent anxiety about
their child not being well cared for during an attack
and formal trainings from respiratory experts about
treatment options.
 Screening program to identify students with
asthma was identified as an important strategy
among a moderate number of survey respondents
and focus group participants.
Asthma: What DPS Should Do
Asthma was defined as how well students breathe.
39% 38%
37% 36% 36%
23%
20%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Educate parents Educate
students
Educate staff Coordinate
services: School
& community
In-school
screening
Help families
access medical
care
Help families
access
insurance
% of Total Survey Respondents who Support Each Strategy*
*Respondent asked to choosethree strategies
0%
10%
20%
30%
40%
50%
60%
Educate parents Educate
students
Educate staff Coordinate
services: School
& community
In-school
screening
Help families
access medical
care
Help families
access
insurance
% of Survey Respondents who Support Each
Strategy*: By Relationship
% of English-speaking parents
% of Spanish-speaking parents
% of Students
% of Staff
% of Community
*Respondent asked to choosefourstrategies

Nutrition Among Denver Students: What the Available Data Show
How high school students in Denver eat, by race and ethnicity: 2013
 20% of high school students reported going hungry
sometimes or always in the last 30 days because of a
lack of food at home (chart at right). This varied by
race and ethnicity1
: black (27%) and Hispanic (20%)
students were more likely to report going hungry
than white students (14%)1
.
 34% of high school students reported eating break-
fast every day in the past week. White students
were more likely to report eating breakfast every day
(48%) compared to black (35%) and Hispanic (29%)
students1
.
 23% of high school students reported drinking one
or more sodas per day on all days of the previous
week. Hispanic students (26%) and black students
(24%) and were more likely to drink soda daily than white students (15%)1
.
Poverty and obesity
Many Denver communities that have high poverty rates also
have high rates of obesity among children (map at right).
Poverty and obesity are closely related because:
 Impoverished areas often lack supermarkets and thus,
access to fresh and healthy foods.
 For those living in poverty, it is often cheaper and more
convenient to eat fast foods that are low in nutritional
value and high in fat.
Denver and Colorado: how do they compare?
 In 2013, 26% of Denver middle school students report having consumed one or more sodas per day in the past
week, higher than their peers throughout Colorado (20%). Similarly, 23% of Denver high school students report
drinking one or more sodas per day in the past week, more than their peers throughout Colorado (18%)1
.
 In 2013, 23% of Denver middle school students report having eaten two or more vegetables per day in the past
week, less than the 31% reported by their peers throughout the state. Among high school students, 26% of Denver
and 29% of Colorado youth report eating 2 or more vegetables per day in the past week1
.
Childhood Obesity and Poverty in
Denver:
Source: Colorado BMI Registry Project
1
Healthy Kids Colorado Survey, 2013
2
Colorado BMI Registry Project

Nutrition: What DPS Should Do
Student Education “Being unaware of what’s in food is why people eat unhealthy food.” Student
Student Education
“Nutrition needs to be in the curriculum at schools...My third graders are reading labels and could tell you why added
sugar is not healthy for you.”
Teacher
Low Cost “Make ‘healthy food plan’ at cafeterias significantly less expensive than junk food options.” Community Member
Quality/Low Cost
“Don't just give free healthy foods to students, but give them ownership of their own health- volunteering in community
gardens earns them produce. … GET RID of junk food in vending machines. ”
DPS Support Staff
Summary of findings about nutrition
 Student education was the top priority identified
by most respondents, especially students.
Suggestions included incorporating nutrition
education into existing curricula and hands-on
learning through participation in school gardens,
menu planning and food preparation at schools.
 Free/low cost healthy foods in school was another
popular strategy. Respondents suggested greater
availability of fresh, healthy foods, including
vegetarian options, that taste good and are
affordable. This was especially important for
students whose families do not have access to
healthy food options at home.
 Practices that promote healthy eating habits in
school was as identified as an important strategy,
especially among parents and community
members. Suggestions included increasing the
amount of time students get to eat, hiring staff to
reduce lunch lines, training cafeteria staff to pre-
pare fresh foods, eliminating processed foods and
prohibiting sugary foods at celebrations and
through vending machines.
 Parent education was identified as top priority,
especially among staff. Suggestions included
healthy cooking classes that students and parents
could take together.
Nutrition was defined as how well students eat.

Oral Health Among Denver Students: What the Available Data Show
Dental care among DPS high school students
In 2013, 72% of DPS high school students report having seen a dentist in the past year with
little difference by grade. Disparities by race and ethnicity exist (chart at right) as a greater
percentage of white high school students reported having seen a dentist in the past year
(85%) than Hispanics students (63%), black students (58%) and those who identify as
something other than white, black or Hispanic (74%)1
.
 78% of Colorado high school students reported seeing a dentist in the past year,
slightly higher than the 72% of DPS high school students1
.
Results of the Denver Health Sealant Program 2012-2013 (chart below):
 70 out of 103 (70%) elementary schools and 30 out of 133 (23%) of middle schools offered dental screenings3
.
 1,572 out of 3,995 (39%) students screened needed one or more sealants3
.
 4,978 sealants were given, approximately 3 per student needing sealants3
.
 553 out of 3,995 students (14%) screened needed an immediate referral for further care3
.
Grade
# Students
(October
Count)*
# Students
Screened
% Students
Screened
# Sealants
Given
# Urgent
Referrals
# Students
who Received
Sealants
2nd and 3rd 13,884 2,949 21% 3,149 318976
6th and 7th 11,673 1,049 9% 1,829 235596
Total 25,557 3,995 16% 4,978 5531,572
*Includes charters
85%
74%
63%
58%
0%
20%
40%
60%
80%
100%
White Other Hispanic Black
Percentof DPSHighSchool StudentswhoSaw a
Denistinthe PastYear, byRace/Ethnicity:2013
Source:HealthyKidsColorado Survey
Children at risk of dental caries in Colorado: 2012
The Colorado Basic Screening Survey provides information about dental caries and sealants among kindergartners and 3rd
graders in public elementary schools and can be used to identify children at risk for poor oral health. Some risk factors include:
 Age: 39% of kindergartens screened had caries experience (fillings or untreated tooth decay), compared to 55% of 3rd
graders2
.
 Poverty: In schools where 75% or greater of students was eligible for free or reduced lunch (FRL), 19% of kindergartners
and 18% of 3rd graders who were screened had untreated tooth decay. In schools where less than 25% of children was
eligible for the FRL program, 7% of kindergartners and 9% of 3rd graders who were screened had untreated tooth decay2
.
1 Healthy Kids Colorado Survey
2 Prevention Services Division. Chew on This: 2012 Report on the Oral Disease Burden in Colorado (Denver: Colorado Department of Public Health and Environment, 2012.)
3 Denver Public Schools

Oral Health: What DPS Should Do
Educate students
“Most parents and students have no idea how connected their oral health is to health of their whole
body. This should be taught in regular curricula and discussions about oral health and good practice
should take place at school.”
Parent
In-school exams
“ ‘Dentist day’ at the school, used to be that a dentist would come to my school at least once a year to
give a quick oral exam and educate students in proper oral care.”
Parent
Parent Education “Sealant programs are great. Parents need education to reinforce these things at home.” Support Services
Healthy practices “They could have, like, drives *to collect donations or distribute toothbrushes+.” Student
Summary of Findings about Oral Health
 Education for students was the most
important strategy identified by all
participants. Suggestions included
incorporating oral health education into
existing curricula with a focus on brushing
and flossing techniques, especially among
elementary school students.
 Providing exams and cleanings for students
and families in school was identified as an
important strategy, especially among Spanish
-speaking parents, staff and community
members. Comments included offering free
cleanings and exams through community
partnerships when possible. Many
commented that these services help low-
income and single parents access dental care
for their children.
 Parent education was important to all
respondents, especially staff, and comments
often included student education as well.
Suggestions included holding assemblies with
dental experts or classes for families to
ensure healthy habits around oral health are
modeled at home.
Oral Health was defined as how healthy students’ teeth and mouths are.

Physical Activity Among Denver Students: What the Available Data Show
Self-reported behaviors among Denver youth: 2013
 About 20% of high school and middle school students
reported being physically active for 60 minutes per day on
every day of the last week1
.
 42% of middle school students reported 3 or more hours
per day of non-academic screen time and these rates were
consistent across gender and age1
.
 35% of high school students reported 3 or more hours per
day of non-academic screen time and these rates were
consistent across gender, age, race and ethnicity1
.
Young populations at risk in Denver
Physical activity helps reduce the likelihood of obesity.
 Although childhood obesity in Denver has remained
level over the past decade, screening data collected by
DPS nursing services indicate that Hispanic boys and
Black girls are especially at risk 1,2
.
 Self-reported height and weight data from Healthy Kids
Colorado Survey indicate that there is little variation by
grade but confirm the racial and ethnic disparities. In
2013, 20% of black high school students were
overweight or obese, followed by Hispanic students
(17%), white students (6%) and Asian students (3%)1
.
 Obesity increases with age: An obese child is more
likely to become an obese adult.
How does Denver compare to Colorado?
 In 2013, Denver middle school students were less likely to report being physically active on all days of the last week
(22%) than their Colorado peers (34%)1
.
 Similarly, Denver high school students were less likely to report being physically active on all days of the last week
(20%) than their Colorado peers (26%)1
.
1
2

PE class
“Have a longer school day to accommodate PE! It is important and completely effects student's
behavior in the classroom.”
Parent
Student education “It's particularly important for students to learn activities they can sustain through life.”
Community
partner
In-class movement
“Daily in classroom physical activity breaks (5 minutes of yoga for transitions), options for standing
desks or workout ball chairs, step counting contests.”
Parent
School Culture “I think here we don’t promote *active+ events here…so a lot of people rarely show up.” Student
Summary of findings about physical activity
 Student education about physical activity was the most
important strategy identified by all respondents,
especially students and Spanish-speaking parents. Many
respondents expressed a desire for increased
opportunities for physical education ranging from
increased programming offered to policies requiring all
students to take physical education.
 Practices that increase movement in the classroom was a
popular strategy among all respondents, especially English
-speaking parents, staff and community members.
Suggestions included providing physical activity breaks
mid-class, incorporating physical activities into existing
curricula to enhance understanding of academic concepts
and providing credits for completing physically active
accomplishments (such as working out or challenges).
 Practices that increase/improve exercise through
physical education classes was identified as an important
strategy among all groups, especially English-speaking
parents. Respondents suggested more diverse types of
physical activities (i.e. yoga, skate-boarding, etc.),
increased amount of time that students are active in
physical education class and the ability to participate in
organized sports at low or no cost. Parent focus group
participants suggested that schools offer culturally-
relevant activities and allow students to participate
despite poor academic performance.
Physical Activity: What DPS Should Do
Physical Activity was defined as how much movement and exercise students get.

School Culture in Denver Schools: What the Available Data Show
How Denver high school students feel about school: 2013
 Almost 75% of Denver high school students reported that they often or almost always tried to do their best in
school1
.
 38% reported that they often or almost always enjoyed being in school1
.
 Overall, 60% of high school students felt that their teachers truly care about them. This varied by race and
ethnicity: 72% of White, 58% of Hispanic and 52% of Black students felt their teachers care about them1
.
Discipline within DPS
 Suspensions and expulsions
have been steadily decreasing
even though the student
population has been
increasing.
 In 2008-2009 the district
revised the discipline policy,
and in 2011-2012 the district
revised discipline processes2
.
Bullying and fighting at school among Denver middle school students: differences by gender
 In 2013, 54% of Denver middle school students reported ever being bullied on school property. This was more
commonly reported by girls (59%) than boys (36%)1
.
 In 2013, 55% of DPS middle school students reported ever being in a physical fight. This was more common among
boys (62%) than girls (48%)1
.
1
Source: Healthy Kids Colorado Survey, 2013
2
Source: Denver Public Schools
Safety, bullying and weapons at school among high school students: Denver and Colorado
 In 2013, 6% of Denver high school students had been threatened with a weapon on school property, about the
same as Colorado high school students (5%)1
.
 Slightly less Denver students had been bullied on school property (16%) than Colorado high school students
(20%)1
.

School Culture: What DPS Should Do
Bullying Prevention
“We have a bullying problem at our school ... the school staff may want to teach
parents how to communicate ... because the moms are almost as bad as the kids.”
Parent
Student Education “...more time for students to learn and practice conflict resolution skills.” Parent
Respectful
Behavior
“I think one of the things they could do is hold a challenge day *a day where
students talk to each other and teachers about their issues+ for all grades...”
Student
Support
for teachers
“They (students) don’t have that connection with the teacher…you know how we
have so much going on. The teacher has just as much *work+ to do.”
Student
Summary of Findings about School Culture
 Practices that promote good/respectful behaviors
among all students were identified as most important
by total survey respondents and student focus group
participants. Suggestions included training in conflict
resolution, time for teachers and students to connect
outside the classroom, learning about/celebrating
cultural diversity and prevention programs, especially
for bullying.
 Student education was considered important among
all respondents, especially students. Suggestions
included instruction in social psychology, character
building curricula and building life skills. Suggestions
were commonly linked to education for staff and
parents and stressed the importance of positive
role-modeling among adults.
 Practices that support students at risk of behavioral
problems were considered important by all
respondents, especially staff. Suggestions included
smaller learning communities and out-of-class
alternatives (i.e. on-line high school) for disruptive
students who are repeat offenders.
School culture was defined as how safe and connected students feel at school.

Social/Emotional Health Among Denver Students: What the Available Data Show
Bullying and vulnerable DPS students: 2013
 47% of middle school students reported ever
being bullied on school property. 20% of high
school students reported being bullied on school
property in the last year1
.
 More middle school girls reported ever being
bullied on school property (52%) than middle
school boys (42%)1
.
Mental health and gender among Denver youth
 In 2013 among DPS students, girls were more likely than boys to report
feeling sad for two weeks or more in the past year (chart right)1
.
 Girls are more likely to report depression and suicide attempts1
, but
boys are more likely to complete a suicide. Over the last decade, among
Colorado youth aged 10 to 17, 212 boys committed suicide (rate = 7.8
deaths per 100,000 youth) and 89 girls committed suicide (rate = 3.4
deaths per 100,000 youth)2
.
 Purposefully hurting oneself is two to four times more common among girls than boys. In 2013, 29% of 9th grade girls re-
ported having intentionally hurt themselves in the past year compared to 8% of 9th grade boys1
.
How Denver compares to Colorado and the US : 2013
 47% of middle school students in Denver and Colorado reported ever having been bullied on school property1
.
 29% of Denver high school students reported feeling sad for two weeks or more in the past year, approximately the
same as their peers nation-wide (30%) but more than their peers in Colorado (24%)1
.
Resources are available:
disparities exist by race and ethnicity: 2013
 More white high school students reported that they feel their
teachers care about them and encourage them to succeed
(72%), compared to 58% of Hispanic students and 52% of Black
students1
.
 34% of Hispanic and black students reported that at their last
check-up with a health care provider, the doctor discussed
ways to cope with depression, slightly more than white
students at 26%1
.
1
2
Vital Statistics, Colorado Department of Health and Environment
32%
45%
18%
29%
38%
20%
0%
10%
20%
30%
40%
50%
Total Girls Boys
Percent of DPS Students who Report
Feeling Sad for 2 Weeks or More in the
Last Year: 2013
Middle School
High School
Source: HJealthy Kids Colorado Survey
Depression and thoughts of suicide among DPS youth: 2013
 Overall, approximately 30% of DPS middle and high school students
reported feeling sad for 2 weeks or more in the last year1
(chart right).
 Less high school girls reported feeling sad (38%) than middle school
girls (45%). Middle school and high school boys report approximately
the same rates (18% and 20% respectively)1
.

Social/Emotional Health: What DPS Should Do
In-School Supports “We should have the older classmen help the younger classmen get through high school, ... sometimes it can be hard.” Student
Student Education “Give examples of people who have been bullied, and how they are now…to show that it doesn’t matter.” Student
Teacher Workload “I'm wondering if our teachers are not already too over-loaded and stressed to be able to give this any focus.” Staff
Summary of findings about Social/emotional health
 Provision of more social/emotional health supports in
school was identified as the most important strategy among
total respondents, especially staff and parents. Suggestions
included providing full-time mental health professionals in
all schools and improved support systems for teachers.
 Practices that identify and support students at-risk of
social/emotional health challenges were identified as
important strategies, primarily among English-speaking
parents and staff. Respondents commented on the concept
that all students are “at-risk”. Suggestions included small
learning environments and community partnerships to
support students at-risk of social/emotional health
challenges.
 Practices that promote safe and caring relationships
between staff/teachers and students were identified as
important strategies by all groups, especially parents and
community members. Student focus group participants
expressed a desire for more connection with school staff.
Suggestions included school retreats, staff presence at
sports events and time to connect with teachers outside of
the classroom.
 Student education was identified as an important strategy,
especially among students and parents. Suggestions
included education at younger ages, health classes with a focus on recognition of warning signs and coping skills,
bullying prevention programs and peer-mentoring programs to provide support for younger students.
 While educating staff was less likely to be identified as an important strategy by most groups, many respondents
provided comments about supporting staff with tools and training to deal with student mental health needs.
Social/Emotional Health was defined as how students feel about themselves and their relationships with others.

Substance Use Among Denver Students: What the Available Data Show
Substance use among DPS students: 2013
 Alcohol is the most commonly used substance (chart at right):
37% of middle schools and 61% of high school students
reported ever drinking alcohol1
.
 28% of middle school and 49% of high school students reported
ever having smoked marijuana1
.
 7% of middle school students and 11% of high school students
reported ever having used Illegal prescription drugs illegally1
.
DPS Students: at home, at school and in the car: 2013
 45% of high school students and 37% of middle school students
reported that their parents spoke to them about the dangers of drugs in the past year1
.
 18% of high school students reported being offered drugs at school1
.
 20% of high school students reported having driven in a car whose driver had been drinking or using marijuana1
.
Substance use and mental illness among Denver youth
Those who suffer from substance use disorders are twice as
likely to suffer from mental illness such as mood and anxiety
disorders and depression2
.
 Substance use and mental disorders are often
established during young people’s developmental years.
Many Denver youth (ages 14-18 years-old) enrolled in
mental health treatment programs also have substance
use disorders (chart at right), especially alcohol and
marijauana3
. 0%
20%
40%
60%
80%
Depression Anxiety ADHD Oppositional
%withComorbidSubstanceUseDisorder
Mental Health Disorders
Comorbidity of Substance Use Disorders and Mental Health
Disorders Among 14 to 18 year Olds Enrolled in Denver
Alcohol
Cannabis
Ampheta
mine
Cocaine
Opioid
Data source: Center for Antisocial Drug Dependence Study, funded by the National Institute on Drug Abuse
37%
28%
7%
61%
49%
11%
0%
20%
40%
60%
80%
drank
alcohol
smoked
marijuana
used prescription
drugs illegally
In 2013, % of Denveryouth who have ever..1
Middle School
High School
How Denver compares to Colorado and the United States: 2013
 Denver high school students were more likely to have used marijuana in the last 30 days (27%) than their peers in
nation-wide (23%) and in Colorado (20%)1
.
 Denver middle school students were more likely to have used marijuana in the past 30 days (19%) than their peers in
Colorado (5%)1
.
1
2
National Institute on Drug Abuse
3
Antisocial Drug Dependence Study

Educate
students
“Kids need more factual information on marijuana because of mixed messages they receive at
home. There is a wide range of opinions on marijuana use among parents. Kids need facts.”
Parent
Support risky
students
“We need to support not only our students who are at risk of substance abuse, but also their
families...support our kids who are victims of their circumstance.”
Teacher
Resist
pressure
“Lots of practice in classrooms, starting as early as kindergarten…... talking and teaching
positive ways to redirect peer pressure and use it to help avoid it!”
Parent
Summary of findings about substance use
 Education of students was the top strategy identi-
fied by total respondents, especially Spanish-
speaking parents and students. Comments
emphasized more honest conversations from a
younger age (especially about marijuana) that
highlight prevention, consequences and how to get
tested or treated.
 Practices that help students resist pressure to use
substances were identified as important strategies
among all respondents. Suggestions included
training students in refusal skills, creating buddy
systems, increased after-school activities and
random testing.
 Helping students and families get substance use
treatment and support services in community was
considered an important strategy by staff and
English-speaking parents but less so by all other
groups. However, respondents did not offer
suggestions on how DPS might do this.
 Practices that support students at risk of
substance use were identified as important strate-
gies by all groups especially Spanish-speaking
parents.
Substance Use: What DPS Should Do
Substance use was defined as the use of drugs and alcohol.

Teen Pregnancy and Sexual Health Among Denver Students:
What the Available Data Show
Birth rates among Denver teens: 2004-2013
 Birth rates among teens have fallen 59% over
the past decade, with biggest declines among
Hispanic teenagers1
. Some of the reasons:
 Increase in sexual health services for
youth, including school-based health
centers.
 Low-cost access to birth control.
Gay, Lesbian, Bisexual and Transgender: 2013
 7% of Denver high school students consider themselves
gay, lesbian or bisexual2
.
 GLBT youth in Denver are three times more likely to
report being bullied than heterosexual youth2
.
 GLBT youth are three times more likely to use tobacco
and two times more likely drink alcohol regularly2
.
0
20
40
60
80
100
120
140
160
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
BirthRateper1,000teens
Birth Rate for Teens(Ages15-19) by Race and Ethnicity,
Denver,2004-2013
White Black HispanicDenver teenagers are sexually active,
some use protection: 2013
 14% of 9th graders reported being sexually
active (sex at least once in the past 3 months),
increasing to 46% among 12th graders2
.
 High school students of all racial and ethnic
backgrounds are as likely to be sexually active,
with the exception of Asian youth, who are two
times less likely2
.
 Approximately 65% of Denver high school
students reported using a condom at last sex2
.
 Use of birth control increased with grade: twice
as many 12th graders used birth control pills
(20%) than 9th graders (10%)2
.
67%
65%
60%
62%
10%
15% 17%
20%
12% 13% 14%
8%
0%
20%
40%
60%
80%
9 10 11 12
Grade
Among Denver High School students who had sexual intercourse during
the past three months, birth control method used at last sex: 2013
Used a Condom
Used Birth Control Pills
to Prevent Pregnancy
Used No Method of
Birth Control to
Prevent Pregnancy
Source: HealthyKids Colorado Survey
How does Denver compare to Colorado and the US?
In 2013, Denver’s teen birth rate was 33 births per
1,000 teens. This rate was higher than the US at 27
births per 1,000 teens and Colorado at 22 births per
1,000 teens1
.
1
National Vital Statistics
2
Source: National Vital Statistics

Teen Pregnancy: What DPS Should Do
Education “Why did they stop sex ed? Cause I’ve never had a sex ed class.” Student
In-school prevention “Students must have access to support services and birth control within the building.” Parent
Teen parents
“There should also be a education/support for teen parents and their children, because without
education they will have a hard time finding a good job to support their children and their selves.”
Parent
Education/Access
“If we want to prevent pregnancies then we need scientifically based sexual education and
anonymous access to birth control.”
Parent
Summary of findings about teen pregnancy
 Student education was identified as most the most
important strategy among all respondents, especially
among Spanish-speaking parents. Respondents
commented on the need for comprehensive sex
education that includes both science-based and
abstinence content. Students participating in focus
groups expressed the need for accurate information
on general anatomy, how pregnancy happens, healthy
relationships and planning for the future.
 Provision of pregnancy prevention and support
services for students and families in school was
identified as an important strategy by all respondents.
Specific suggestions included confidential services,
easy access to birth control, expansion of school-
based health clinics, promotion of long-acting
reversible contraception (e.g. hormonal implants,
intra-uterine devices) and access to condoms through
nursing services and bathroom vending. Students ex-
pressed the need for an ‘askable’ adult and also sug-
gested student-led programs including peer counsel-
ing and empowerment programs.
 Education and in-school supports for teen parents
and their children was identified as important by all
respondents with a focus on teen parenting classes
and keeping the teen parents in school.
 Education for parents and staff were identified as an important strategies by students.
Teen pregnancy was defined as preventing pregnancy and supporting teen parents.

Vision Among Denver Students: What the Available Data Show
Vision in Denver Public Schools
17,140 students, or 19.6% of the student population, do not have perfect vision and require eyeglasses or
contact lenses (includes parent report and/or confirmed diagnosis).
Per Colorado mandate, students receive a yearly vision screening if they:
 Are in Early Childhood Education (ECE), K-3 or grades 5,7 or 9
 Have an Individualized Education Plan (IEP)
 Are new student within DPS
Vision Screening in DPS: 2012-2013
# of
Schools
# Students
Screened
# Students
Referred
# Completed re-
ferrals
% Completed
Referrals
189 59,714 5,185 1,850 36%
9% of students screened received a referral in 2012-2013.

Vision: What DPS Should Do
Summary of findings about vision
 Provision of vision screenings and exams
in school was identified as the most
important strategy among all respondents.
Suggestions included utilizing the nurse
and community agencies to do annual
screenings, especially for young students.
 Helping students and families get vision
support services in community was
identified as an important strategy,
especially among staff and community
members. Suggestions included providing
referrals to care and insurance and holding
eyeglass donation drives on school
campuses, since many families cannot
afford glasses even when they know their
child needs them.
 Education of students was identified as an
important strategy, especially among
students and Spanish-speaking parents.
Comments focused primarily on students
being aware of their need for glasses or
contacts, and being responsible for them
once they have received them.
Educate/screen
“Younger kids often do not even recognize that their vision is impaired, they think what they see
is normal. In school screenings with referrals for community services.”
Parent
Help families access
“A lot of my kids and their families cannot afford glasses. We need to make that easier and
more available for them.”
Teacher
Educate students
“Lots of kids are embarrassed by glasses. Have a ‘glasses are cool’ campaign. Also a lot of kids
lose glasses. Provide organization skills to kids new to wearing glasses.”
Parent
Vision was defined as how well students see.

WCHC Agenda 2020 Community Engagement and Development Process Report, Final

WCHC Agenda 2020 Community Engagement and Development Process Report, Final

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (18)

Similar to WCHC Agenda 2020 Community Engagement and Development Process Report, Final

Similar to WCHC Agenda 2020 Community Engagement and Development Process Report, Final (20)

WCHC Agenda 2020 Community Engagement and Development Process Report, Final