Daybreak Elementary’s mission is to: Daybreak Dolphins are committed to working together as a community to help every student grow.

Our prevention plan supports our mission by fostering a safe, positive community where all stakeholders work together to remove barriers, promote well-being, and ensure every student can grow.

Student Wellness & Prevention Plan 2026-2027

Prevention Overview:

Research shows that addressing behavior and wellness concerns before they occur is much more effective than trying to stop them after they start. These proactive efforts are our primary prevention strategies. These strategies focus on the root causes, like enhancing protective factors and decreasing risk factors, strengthen well-being and help students build resilience to thrive. They act as buffers against risk and promote resilience, healthy development, and positive outcomes. Risk factors are conditions that increase the likelihood of academic, behavioral, or mental health difficulties. Our school supports student development of Utah State Board of Education’s five protective factors represented by the graphic below; more information about these protective factors can be found using this link.

Our school supports student wellness by prioritizing primary prevention practices that are centered on building protective factors and promoting positive, intentional social, emotional, academic, and behavioral development for all students. This prevention plan includes universal strategies (for all students) as well as targeted strategies (for small groups or a few students) for each section below.

Student Engagement & Attendance:

Our school believes that attendance directly impacts academic achievement, social development, and future success. Attendance also reflects a student’s sense of belonging. Some of the efforts our school prioritizes to encourage student engagement and promote attendance are listed below:

Our school uses Panorama early warning system to identify students who may be at risk of disengagement or absenteeism, which allows us to proactively support students in feeling connected and engaged at school.
Our school staff cares about our students and is committed to getting to know them to help them feel a sense of belonging.
Our school creates frequent opportunities for students to connect with each other, build friendships, and feel a sense of belonging with their peers during class, at recess and lunch, and throughout their day.
Our school staff monitors attendance using the District dashboard and notifies parents of absences.
Daybreak Elementary’s professional development will focus on strengthening Tier One instruction, with an emphasis on increasing classroom engagement. By making learning more engaging and motivating, we aim to improve student attendance and foster a greater desire to be at school.
Daybreak Elementary will continue to offer four-week STEAM Explore rounds three times a year. STEAM Explore gives students and teachers the opportunity to choose their learning experiences. Data shows that on Fridays with STEAM Explore, student attendance increases and behavioral incidents decrease. Students are more engaged when they learn through choice-driven activities.
Each grade level will select two to three chronically absent students to participate in a daily check-in program. The MTSS BEST team, student council and TAT team will facilitate these check-ins to support improved attendance.
Daybreak Elementary will promote positive attendance awareness through our newsletters and Instagram posts.

Social, Emotional, and Behavioral Well-Being:

Our school prioritizes prevention by offering support and services to our students and their families. Some of our everyday efforts, including the systems and strategies for supporting our students, are listed below:

Our school staff supports students’ skill development by clearly defining behavioral expectations for all areas of our school, proactively teaching these behaviors, addressing the root causes of behavioral concerns, supporting student wellness, and consistently modeling and reinforcing appropriate conduct. Our core expectations—be safe, be engaged, and be kind—are explicitly taught multiple times each year and in every area of the school.

Wellness Room available and open during school hours.
SEL curriculum will be taught in classrooms by guidance staff and supported by teachers.
A wellness representative in the school checks in on teachers and provides incentives for teacher wellness.
MVP teachers are chosen each month and celebrated in faculty meetings as well as with their class.
Our school uses Panorama data management to identify students in need of additional support.
Our school provides access to District mental health and support resources through Student Services which includes the Jordan Family Education Center and Mental Health Access Program.
Our school provides access to academic support with District departments to support the success of every student.
Our school’s mental health providers (school counselors, school psychologists, or clinical support) are trained and supported by District administration to follow current best practices in prevention and intervention efforts.
Our school intervenes with early warning, content monitoring, and anonymous reporting tools with support from District specialists to identify and support students who may be at risk.
Our school provides access to parent and family resources including a District partnership with the Cook Center for Human Connection’s Parent Mental Health Series platform which is shared with parents monthly through Parent Square and District web content.
Each week, students are recognized as AllStars of the Week. Teachers select one student from their class who demonstrates the qualities of Daybreak Elementary’s Big Three which are Be Kind, Be Engaged, Be Safe or demonstrates the qualities outlined in Jordan School District’s Portrait of a Graduate. . On Monday mornings, administrators and the school counselor visit each classroom to present a certificate to the AllStar of the Week.
Students earn Dolphin Cards as a class when they demonstrate the Big Three qualities. Dolphin Cards are awarded by staff members other than the class’s own teacher. When a class earns 30 Dolphin Cards, they spin the prize wheel with administration for rewards. After each reward, the number of Dolphin Cards needed increases by five.
Each year, we invite parents and families to our STEAM Night, partnering with the PTA to offer hands-on STEAM activities featured in our STEAM Explore rounds. Families participate alongside students, strengthening our school community through shared learning experiences.

Suicide Prevention

Our school’s mental health providers and administrators are trained on and review District suicide risk intervention guidelines annually with support from Jordan District’s Student Services Team.
All of our District’s staff participate in an annual crucial concerns training to maintain employment in the District, which covers topics such as suicide, bullying, and violence prevention.
Students identified who may be at risk of suicide receive interventions and support in partnership with their parents and guardians, appropriate to their individual needs. This may include a screening interview, parent/guardian collaboration, a safety plan, mental health recommendations/referrals (Jordan Family Education Center, Mental Health Access Program, etc.), a re-entry meeting, and regular follow-ups.
Our school prioritizes early intervention and utilizes several District supported tools to support student wellness when needed. These tools include content monitoring on student’s school accounts to respond to concerning content, SafeUT anonymous reporting for students to express concerns, and early warning data system through Panorama.
Weekly meetings with guidance staff and administrators to go over data and concerns.
Wellness Room available and open during school hours.
SEL curriculum will be taught in classrooms by guidance staff and supported by teachers. Ride The Wave Curriculum taught to 6th grade students by our counselor.

Bullying Prevention

Students and staff are trained in the Stop, Walk, Talk protocol by our school counselor and administration. Staff consistently use the protocol’s language to reinforce positive behavior.
Our school team proactively reviews relevant data on school climate, safety, and bullying by identifying vulnerable populations (e.g., racial and ethnic groups, LGBTQ youth, students with disabilities) and specific spaces where bullying may be likely to plan support accordingly.
Our school’s staff is trained on school procedures for recognizing, reporting (SafeUT, content monitoring, etc.), and responding to bullying incidents. This is done through professional development in our monthly faculty meetings.
All of our District’s staff participate in an annual crucial concerns training to maintain employment in the District which covers topics such as suicide, bullying, and violence prevention.
Students involved in incidents of bullying as targets, aggressors, or witnesses receive support for their individual needs which may include suicide risk assessments, counseling and mental health services, Functional Behavior Assessment (FBA), Behavior Intervention Plan (BIP), a student wellness plan and/or parent/guardian contact—recognizing that targets, aggressors, and witnesses of bullying are more susceptible to school issues.
Our school’s administrators have been trained on Bullying Action Planning through the District Wellness Team and continue to implement best practices in bullying intervention, with the overall goal of prevention.
Our school prioritizes early intervention and utilizes several District supported tools to support student wellness when needed such as content monitoring on student’s school accounts to respond to concerning content, SafeUT anonymous reporting for students to express concerns, and early warning data system through Panorama.
Our school staff documents incidents in Educator’s Handbook and administration documents in Educator’s Handbook and Skyward according to State requirements.
Restorative practices are used to address incidents of bullying or related conflicts.

Violence Prevention Plan

Our school’s administrators are trained on the Comprehensive School Threat Assessment Guidelines (C-STAG), along with other members of our school’s threat assessment team which includes our school counselor.
Our school has a process for timely response to school threats using Comprehensive School Threat Assessment Guidelines (C-STAG) and its decision tree. This includes warning potential victims and their parents/guardians.
Our school’s staff and students are aware of school procedures for recognizing and reporting (SafeUT, content monitoring etc.) threats of violence.Students who are affected by or who make threats of violence receive interventions that proactively support students by building skills, meeting needs, and problem solving that aligns with the school’s universal strategies. Students receive support appropriate to their individual needs which may include problem-solving, interviews, suicide risk assessments, Functional Behavior Assessment (FBA), Restorative Conferencing, Mediation, a Behavior Intervention Plan (BIP), counseling and mental health services, a student wellness plan and/or parent/guardian contact.
Our school prioritizes early intervention and utilizes several District supported tools to support student wellness when needed: content monitoring on student’s school accounts to respond to concerning content, SafeUT anonymous reporting for students to express concerns, and early warning data system through Panorama.
All of our District’s staff participate in an annual crucial concerns training to maintain employment in the District which covers topics such as suicide, bullying, and violence prevention.
SEL curriculum will be taught in classrooms by guidance staff and supported by teachers.
Restorative practices are used to address incidents of bullying or related conflicts.

Additional Strategies

Explicitly teach our school expectations throughout the year and post our expectations throughout the school and on our school website.
The student council sponsors a school wide kindness initiative each year. They also work to increase school spirit through Spirit Days and service opportunities.
Grades 4-6 buddy with a class in Kindergarten, first grade, and self-contained classrooms to mentor and promote positive relationships.
PTA sponsored events including but not limited to Field Days, Skate Nights, and other events for the community. PTA also sponsors a Spirit week that focuses on understanding and including all students.
DARE program in fifth grade.
Guidance push-in lessons to enhance social emotional content.
100 positive phone call initiatives for teachers to build relationships with parents and students.
Positive Office referrals.
A postcard sent home to students from administration recognizing something positive about them.
Monthly Huddle as a whole school to make connections, teach students about teamwork, recognize students and address any Code of Conduct reminders. This will be on a monthly basis.

Please contact our administration for questions regarding our plan.