You are a helpful assistant generating synthetic data that captures *System 1* and *System 2* thinking, *creativity*, and *metacognitive reflection*. Follow these steps in sequence, using tags [sys1] and [end sys1] for *System 1* sections and [sys2] and [end sys2] for *System 2* sections.

1. *Identify System 1 and System 2 Thinking Requirements:*
   - Carefully read the text.
   - Identify parts of the text that require quick, straightforward responses (*System 1*). Mark these sections with [sys1] and [end sys1].
   - Identify parts that require in-depth, reflective thinking (*System 2*), marked with [sys2] and [end sys2].

2. *Apply Step-by-Step Problem Solving with Creativity and Metacognitive Reflection for System 2 Sections:*

   *2.1 Understand the Problem:*
   - Objective: Fully comprehend the issue, constraints, and relevant context.
   - Reflection: "What do I understand about this issue? What might I be overlooking?"
   - Creative Perspective: Seek hidden patterns or possibilities that could reveal deeper insights or innovative connections.

   *2.2 Analyze the Information:*
   - Objective: Break down the problem logically.
   - Reflection: "Am I considering all factors? Are there any assumptions that need challenging?"
   - Creative Perspective: Explore unique patterns or overlooked relationships in the data that could add depth to the analysis.

   *2.3 Generate Hypotheses:*
   - Objective: Propose at least 10 hypotheses, each with a Confidence Score (0.0 to 1.0) and Creative Score (0.0 to 1.0), reflecting originality, surprise, and utility.
   - Reflection: "Have I explored all possible explanations or approaches, both conventional and unconventional?"
   - Creative Perspective: Consider novel angles that might provide unexpected insights.

   *2.4 Anticipate Future Steps and Obstacles:*
   - Objective: Make predictions, accounting for potential outcomes and obstacles.
   - Reflection: "What challenges might I face? Is my plan flexible for different scenarios?"
   - Creative Perspective: Visualize unforeseen outcomes and adapt plans to make use of them effectively.

   *2.5 Evaluate Hypotheses:*
   - Objective: Assess hypotheses based on feasibility, risk, and potential impact.
   - Evaluation: Refine Confidence and Creative Scores as needed.
   - Reflection: "Am I unbiased in my assessment? Which options fit best with the overall objectives?"
   - Creative Perspective: Identify hidden opportunities or overlooked details in each hypothesis.

   *2.6 Select the Best Hypothesis:*
   - Objective: Choose the most promising, strategic hypothesis.
   - Reflection: "Why does this hypothesis stand out? How does it uniquely address the issue?"
   - Creative Perspective: Consider any underutilized potential in the selected approach.

   *2.7 Implement the Hypothesis:*
   - Objective: Outline actionable steps for testing the hypothesis.
   - Reflection: "Is this plan practical? What resources or preparation are required?"
   - Creative Perspective: Refine steps to maximize effectiveness and yield unexpected benefits.

   *2.8 Monitor and Review Progress:*
   - Objective: Review progress, noting areas for improvement.
   - Reflection: "What’s working well? What could be improved?"
   - Creative Perspective: Look for emerging patterns that could refine future approaches.

   *2.9 Reflect and Capture Insights:*
   - Objective: Summarize lessons learned and insights gained for future reference.
   - Reflection: "What new understanding has emerged from this process?"
   - Creative Perspective: Identify innovative insights or patterns that could be applied to similar challenges.

3. *Generate Text Output with Interleaved System 1 and System 2 Responses:*
   - Use the tags [sys1] and [sys2] throughout.
   - Aim for a lengthier, detailed response. Combine both direct, straightforward *System 1* insights and reflective, deeply analytical *System 2* segments to capture a blend of quick observations and thoughtful analysis.

---

### *Example Input Text:*

You are tasked with analyzing a sudden shift in customer preferences in a tech market. There has been a noticeable decline in demand for physical devices, with customers increasingly interested in digital-only options. The challenge is to understand this shift, generate hypotheses for why it might be occurring, and explore potential strategies for adapting to this new trend.

---

### *Processed Output with System 1 and System 2 Thinking:*

The tech market is experiencing a shift in customer demand, moving away from physical devices toward digital-only options.

[sys1]
Customer demand has shifted from physical devices to digital-only options.
We need to understand why this change is happening and find strategies to address it.
Key factors may include cost, convenience, and technological trends.
[end sys1]

[sys2]
**2.1 Understand the Problem:**
The goal is to understand the underlying reasons for the shift in demand from physical devices to digital-only options, then develop a strategy to adapt.

*Reflection:* 
"I understand that preferences are changing, but what might be driving this? Is it primarily cost, or are there other factors such as convenience or sustainability?"

*Creative Perspective:* 
"Could there be a larger trend in digital minimalism or a preference for eco-friendly solutions that we’re missing? What unseen motivations might explain this shift?"

**2.2 Analyze the Information:**
There are multiple possible factors driving this shift, from economic influences to cultural shifts. It’s essential to isolate each factor and understand its impact.

*Reflection:* 
"Am I fully considering the various economic and social influences? Could there be a technological factor, like better internet speeds, that makes digital-only products more accessible?"

*Creative Perspective:* 
"Are there patterns or trends in other markets that could shed light on this shift? Could this be part of a larger trend toward virtual experiences?"

**2.3 Generate Hypotheses:**
1. Customers prefer digital options due to lower costs. (Confidence: 0.8, Creative: 0.4)
2. There’s a growing trend toward minimalism and reduced physical clutter. (Confidence: 0.7, Creative: 0.7)
3. Digital products offer greater flexibility and ease of use. (Confidence: 0.6, Creative: 0.6)
4. Environmental concerns are pushing consumers away from physical goods. (Confidence: 0.6, Creative: 0.8)
5. Advances in tech make digital-only options more functional. (Confidence: 0.8, Creative: 0.5)
6. Pandemic-era remote work increased demand for digital solutions. (Confidence: 0.7, Creative: 0.6)
7. Media coverage of the environmental impact of physical devices affects preferences. (Confidence: 0.5, Creative: 0.7)
8. There’s an increase in global digital literacy, expanding market access. (Confidence: 0.6, Creative: 0.6)
9. Customers view digital as more convenient and scalable for future needs. (Confidence: 0.7, Creative: 0.5)
10. Younger consumers prefer the aesthetics and convenience of digital products. (Confidence: 0.6, Creative: 0.6)

*Reflection:* 
"Have I considered all possible influences? Are there any surprising factors that could explain this shift?"

*Creative Perspective:* 
"Could specific social trends, like the rise of influencer culture or digital-first lifestyles, be influencing customer choices?"

**2.4 Anticipate Future Steps and Obstacles:**
*Objective:* Anticipate possible challenges, such as resistance from segments still preferring physical products.

*Reflection:* 
"What market obstacles might we face if we shift our focus to digital-only? Are there sub-segments that still prioritize physical products?"

*Creative Perspective:* 
"Could expanding digital options help us reach a more global audience? Are there emerging trends that we could leverage in our strategy?"

[end sys2]

[sys1]
To address this shift, consider a strategy that incorporates both digital-only offerings and educational campaigns about the benefits of digital solutions.
Use insights from customer feedback and current trends to guide product development.
Focus on flexibility and adaptation to cater to different customer segments.
[end sys1]


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About Wilder

Wilder Policies

Wilder Policies

Wilder Policies

Reporting Attendance (303-734-5910): If your child will be absent, please call the attendance line or email wilderattendance[at]gmail[dot]com each day. If you know your child will be absent for several days, one call notifying us of those dates is sufficient. Our attendance line is a 24-hour voice message. Any absence unreported on the attendance line will prompt a call/email home. In the event your child is tardy they must check in and get a late pass from the office. If you need to pick up your child early from school, please do not leave this information on the attendance line. You may call the office (303-347-4750) when you are 5 minutes away and we will have your child in the office ready for sign out.

Attendance Expectations: There is a direct relationship between consistent attendance and academic progress. Attendance builds positive habits needed for success in the classroom and life. Wilder Elementary determines if an absence and/or tardy is excused. The decision is made in accordance with state laws and district policy. Attendance records become a part of a student’s official school transcript. The school may request a physician’s verification of illness for excessive absences (excessive is defined as more than 5). Colorado State Law requires that a student with excessive absences or tardies be referred to a district attendance review board or truancy court.

Bad Weather (Recess with cold and or snowy conditions):We will go out if temperature/wind chill is above 20 degrees. We use "weather bug" to determine the outside temperature and monitor it throughout the day. Other factors are taken into consideration for our decision such as snow, rain, and sun. Remember to bundle up your children with hats, gloves, boots, and coats.

Medications and Immunization Records (303-347-4759): All medications to be administered during the school day or immunization records should be given to our health office. The health office is staffed by paraprofessionals with a nurse delegation to provide care and guidance. Health office hours are 10:00-3:00 daily. For more information on medications and our health clinic policies visit the LPS health page.

Visitors/Volunteers: With security guidelines in place, ALL visitors and ALL volunteers must enter the building through the main entrance. For identification and the safety of our students, when visiting or volunteering anywhere in the school or on school grounds, you must sign in at the main office and wear an identification badge at all times.

Parking/Drop off/Pick up: Parking is available at the west parking lot, church lot (behind school), or play pad during non-student times. Drop off is available in front of school between 9:15-3:15. Drop off guidelines to the east of school include a pull thru lane next to the fence. This is a “kiss and go” lane (no parking) for continuous flow. Students need to exit from the right side of the car for safety precautions. Drop off in the church lot also has a continuous lane. Again, students need to exit from the right side of the car. Pick up is available on the play pad with a continuous lane on the perimeter of the area. The inside area is a parking lot.

Animals on Campus: The Littleton Public Schools approved district policy states that animals may be on campus only in connection with an organized school activity, approved by the principal. Students and/or parents may not bring animals into the school premises unless authorized by the principal. The policy is based on the unpredictability of an animal’s behavior with regard to student safety as well as concerns for student allergies.

Bikes/Scooters/Skateboard Rules: Students may ride bicycles, scooters, skateboards, and rollerblades to school. It is a parent’s responsibility to make sure their children are wearing the appropriate safety gear (helmets, pads, etc). Safety rules must be observed at all times. Once on school property, bikes scooters, and skateboards should be pushed or carried; they may not be ridden on campus. Bikes should be stored in the bike racks by the portables, south of the school. Bikes should be locked during the day. Scooters and skateboards may be stored in the classroom. Names should be clearly marked on student’s property as Wilder Elementary or LPS will not be responsible for any lost, stolen, or damaged items.

Electronic Devices: While some electronic devices, such as a tablet, have educational purposes, Wilder will not be responsible for lost, stolen, or damaged devices. Please mark items clearly with first and last name.

Cell Phones/Smart-Watches/Electronic Communication Devices: One of the areas listed in the Student Code of Conduct handbook speaks to the use of cell phones. You may refer to these rules on our LPS website under Board Policy JICDA. While we appreciate the importance of communication between a parent and child and the assurance a cell phone provides, especially to students walking to/from school, cell phones/smart-watches should be regarded as emergency phones. If a child brings a cell phone to school, please understand that they bring it at their own risk for potential damage, loss or theft. Also, the cell phone/smart watches is to be kept in their backpack at all times only for use off school property.Students have the ability to use school phones if the need arises, (and cell phones/smart-watches are not to be the means by which a student contacts a parent of others during the school day.) This policy also applies to school buses which are also considered school property during the transportation of students. The use of a cell phone to take pictures on school property is strictly forbidden.

Dress Code: Please make sure your child dresses appropriately for Colorado weather. Student grooming and apparel must adhere to LPS standards of decency, must not pose a threat to public or personal safety, and must not be disruptive or distracting to the learning environment, classroom activity, or student behavior. Because of these reasons, we ask students to only wear hats on designated “hat spirit” days.

Student Behavior: Wilder Is a PBIS School. PBIS stands for Positive Behavior Interventions and Supports. PBIS creates a positive school environment. The Wilder expectations (PAWS) are visible throughout the building indicating appropriate behavior expectations for all settings including the hallways, bathrooms, cafeteria, and playground. In order to support student learning and implementation of PAWS, skill words, definitions, and examples of appropriate behavior are embedded throughout the school year. Students learn with adult guidance and student videos how to follow the Wilder expectations and more importantly, put those skills in action! PAWS expectations include;

P - Practice Respect

A - Always Be Kind

W - Work Responsibly

S - Stay Safe

If you feel your child is experiencing peer conflict/unkind behavior, please report the incident immediately to the child’s teacher. Our protocol includes investigating the incident, consequences if necessary, and follow-up communication to parents. We honor confidentiality for all students but following district guidelines for reporting inappropriate behavior.

Littleton Public Schools does not discriminate on the basis of race, color, sex (which includes marital status), sexual orientation, religion, national origin, ancestry, creed, age, disability, or need for special education services. The following individuals have been designated to handle inquiries regarding the non-discrimination policies: Mike Jones, Assistant Superintendent of Human Resources or Melissa Cooper, Director of Special Education and Student Support Services.