TROY A. BROWN, Ed.D. San Joaquin County Superintendent of Schools
TERRELL MARTINEZ
Deputy Superintendent Business Services
JANINE KAESLIN
Deputy Superintendent Student Programs and Services
JANE CHAMBERLAIN
Deputy Superintendent Professional Learning and Support
ANNIE CUNIAL
Assistant Superintendent Educational Services
MELANIE GREENE
Assistant Superintendent County Operated Schools and Programs
PETER FOGGIATO
Assistant Superintendent Business Services
CHRISTINA TORRES-PETERS Chief Human Resources Officer
The San Joaquin County Office of Education is a regional agency that provides educational leadership, resources, and customized services to assist school districts. The SJCOE promotes student achievement and accountability, serves San Joaquin County’s most vulnerable students, and strives to create an environment in which every student, regardless of circumstances, has an opportunity for a quality education.
San Joaquin County is home to more than 154,000 students — each one with a unique personality, background, and ability.
The schools and districts in our county understand the importance of knowing the stories of their students. From the teachers in the classroom to leadership teams to district superintendents — districts are not just doing the work to get to know the whole student, they are building the programs, lessons, and relationships to serve their students and help them find success in school and in life. Part of that is finding the right path for each individual pupil.
That is why we chose "Education for All" to be the theme of the inaugural San Joaquin County State of Education. At the May 7 event and in this special edition of the Outlook magazine, we are celebrating the innovation, passion, and dedication found across all 14 school districts and San Joaquin County Office of Education (SJCOE) programs every day to meet that goal.
There is much to celebrate, but we can only highlight so much in one event and one publication. So, we chose four focus themes: Mental Health Supports, Early Literacy, Career Technical Education (CTE), and Every Student Has a Story.
For all students, the story of their academic success will be defined by their ability to read. That is why learning how to read is so critical to success, and why schools in our county have put a renewed emphasis on teaching students to become readers by the time they leave third grade. The focus on Early Literacy takes many forms across the county, as schools add new programs and educators add new tools to their teaching toolboxes — all based on the Science of Reading.
As students returned to the classroom after the distance-learning period of the pandemic, educators knew that many students struggled with anxiety, depression, and other issues. It galvanized
both coordinated and individual efforts to step up Mental Health Supports in schools, ranging from everyday attention to wellness for students to new resources for students in crisis. The story is different for each student, but the options have grown to assist students to grow secure with themselves, succeed in school, and know there is always help waiting for them.
Not every student has the same career-path story. The CTE programs found across county districts and SJCOE CTE programs provide numerous ways for students to explore career ideas and — if they choose — start down a well-defined path to reach their destination. District CTE programs do not stand still. They continually evolve, investing in the future of the programs and their students.
Understanding that Every Student Has a Story means listening, understanding, and recognizing many different stories found on each and every campus. Students have a voice. And San Joaquin County
schools are listening because that maintains welcoming school environments focused on supporting students so they can succeed.
There is much to celebrate in this first State of Education, but we have barely scratched the surface of all the amazing things happening in San Joaquin County education.
I hope you enjoy learning the stories of our districts, schools, SJCOE programs, and students. They are truly inspiring.
Troy A. Brown, Ed.D. San Joaquin County Superintendent of Schools
14 SCHOOL DISTRICTS WE SERVE
San Joaquin County is home to 14 public school districts with 255 schools, including charter schools, and a total of 154,523 students. Each independent school district is governed by an elected board of trustees. The San Joaquin County Office of Education (SJCOE) provides a variety of services to support students and educators. Collaborative efforts between the SJCOE and school districts ensure ALL STUDENTS have access to a high-quality education.
Tracy
Jefferson
Banta
New Jerusalem
Lodi
Stockton
Manteca
New Hope
Lincoln
Lammersville
OUTLOOK | EARLY LITERACY
SINGING, SIGHT WORDS, AND THE SCIENCE OF READING
Every day starts with literacy in Brookelyn Murphy's transitional kindergarten classroom at Banta Elementary School (Banta Unified School District). She'll start with the letter of the week and a sight word. Sometimes she'll get the students up and moving with the lessons. And of course, there's singing, too.
It is fun in Murphy's classroom, but there is a lot more going on than fun and games.
Her teaching know-how and curriculum are grounded in scientific research into the way student brains work and learn how to read. It underpins the instruction that follows the students as they rise through the early grades at their school and become readers. Murphy understands the important role she plays at the start of this journey, and she has seen how her students gain knowledge and confidence through the year. "It makes me feel very happy to see them getting it, because I'm ground zero."
The school has selected a range of curricula – all based on the Science of Reading.
"The Science of Reading isn't a program. It's a structure. It's an outline," said Linda Duchnick, reading interventionist. "We find programs that will fulfill those needs that the Science of Reading outlines for us." Together, they ensure students have the phonemic and phonological steps and everything else they need to become excellent readers, she said. It backs everything, from the core instruction of all students to the curriculum used when students need more support building foundational skills. "Because you have to have the foundation before you can build the house."
The science of learning to read is on the minds of teachers in the classroom, too.
“YOU HAVE TO USE DIFFERENT TYPES OF STRATEGIES BECAUSE ALL STUDENTS LEARN IN DIFFERENT TYPES OF WAYS.”
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JOSEPH FLORES BANTA ELEMENTARY SCHOOL TEACHER
Joseph Flores, first grade teacher, said it makes him more aware of how each student is learning. He responds with a variety of tactics to help students sound out words and blend them together,” he said. "You have to use different types of strategies because all students learn in different types of ways." The students do the work, themselves, so they are the ones sounding out the words, he said. He also makes sure they do it more than once, since repetition helps with their success.
D-I-N-OMITE LITERACY EFFORTS
“Do you go on vacation? Do you play PlayStation? Do you like your occupation?” Orlando Molina sang to eager preschool students at Mable Barron Elementary School. “Do you know what that means? An occupation is a job!”
Students were gathered around the reading rug, hanging onto every word as the Rhymosaurs author and creator Orlando Molina engaged students in word rhyming and association techniques.
This playful interaction, on the surface, seemed like a game to rhyme words like “dog” to “frog,” but the power of play had a profound impact on preschool students’ word association, phonemic awareness, and foundation for reading. Play fuels curiosity, and Rhymosaurs weaves foundational skills with hip-hop based instruction to boost literacy rates in our community. Understanding these positive outcomes,
WORKING TOGETHER FOR EARLY LITERACY
Superintendents of all 14 county school districts, the President of Teachers College of San Joaquin, and the Superintendent-President of San Joaquin Delta College joined County Superintendent of Schools Dr. Troy Brown in 2023 in signing a declaration of support for a new countywide initiative to lift up students and the community by working to advance early literacy. It was followed by the creation of the countywide Early Literacy Community of Practice (CoP), a workgroup to foster professional development, guide countywide efforts, and collaborate on best practices.
Lincoln Unified School District contracted with Molina to perform in each of their school’s preschool classrooms.
“The content Orlando brings to our preschool students is invaluable,” said Reina Cavanagh, preschool specialist at Lincoln Unified. “Rhymosaurs engages students in a relatable and fun way so kids are learning phonological awareness, breaking down the words, and setting up the foundation for reading.”
Implementing music and movement in his instruction, Molina is able to keep preschoolers engaged. “He’s become quite the community advocate of literacy,” said Kelly Dextraze, superintendent of Lincoln Unified. “When Orlando comes to the classroom, he engages children collaboratively so they can create, color, and chant together.”
Bolstering their early literacy efforts, Lincoln Unified joined the countywide Early Literacy Community of Practice (CoP) convened by the San Joaquin County Office of Education (SJCOE) to share resources and learn best practices for instruction and engagement. The district also signed the 2023 countywide Early Declaration of Support. “Early literacy is a foundation for all other learning,” said Dextraze. “It’s an opportunity to build independence and confidence in young children, as well as build a basis for their future years of education.”
The CoP supports individual district goals for students in the TKthird grade and embraces the Science of Reading, a researchbased, interdisciplinary study of best practices to teach students to become proficient readers. At each meeting of the CoP, members exchange ideas, increase their knowledge, explore training options, and share how they are supporting teachers and changing systems to focus on achieving a goal that all students will become proficient in reading by the time they complete third grade.
and professional development for teachers, Manteca Unified recently transitioned to standards-based report cards for students, enhancing the way they measure student progress. Standards-based reporting enables more precise assessment of student progress and equips educators with better information for meaningful discussions with parents on student development. In early grades, breaking down these standards is essential, as foundational skills like letter recognition and phonemic awareness build upon each other. By pinpointing the specific skills and standards students need to master at their grade level, including those in English Language Arts, teachers can provide more targeted support to help students succeed.
INSTRUCTION THAT WORKS
To ensure New Jerusalem Elementary School District student success, the district implements Heggerty's Phonemic Awareness Curriculum in their early literacy efforts. Heggerty teaches students to identify, hear, and manipulate the individual sounds in words. This helps students understand the relationship between letters and sounds, which is essential for reading and spelling.
awareness instruction through an intentional progression. These daily lessons are fastpaced and typically are completed in 10-15 minutes. In 2021, New Jerusalem started in grades K-3 and has continued implementing with each class. As of the 2023-2024 school year, the district has added Heggerty to TK classes.
On early-dismissal Wednesdays in Linden Unified School District, teachers and paraeducators stay on campus to collaborate on literacy instruction. As part of a professional learning community (PLC), they review student literacy data to monitor progress. This includes mastery test results, which assess skills like phonemic awareness and reading fluency. These tests help educators determine if students are on track, need intervention, or require a lesson to be retaught. Using this data, they adjust instruction to better support student learning. By working together, educators ensure that
Stockton Unified School District’s commitment to literacy also means an investment in its staff. More than 500 teachers and administrators last year, alone, took part in multiple training sessions for SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words).
The research-based, structured-literacy program and training are part of the district's multi-faceted approach to literacy that includes layered curricula and assessments to meet students where they are. SIPPS implementation also expanded into special education classrooms to ensure all students achieve learning outcomes. The district is also providing opportunities for its staff to become experts in the science of reading, offering enrollment in an intensive, two-year course called LETRS (Language Essentials for Teachers of Reading and Spelling).
LIFE-SAVING SKILLS
The clock was ticking as Josue stepped into his boots, pulled on his turnout coat, strapped on a tank filled with compressed air, and equipped himself with everything else a firefighter wears to protect themselves before entering a burning building.
The Escalon High School (Escalon Unified School District) senior was competing in the "two-minute drill" event at the first CTE Fire Science Competition, hosted by his school's First Responders Program, which provides classes focused on firefighting and emergency medical care.
Josue said he felt the program prepared him to follow his career plan to the military, first, and then as a firefighter. "I've improved so much as a man and as a person. They've shown me how to become a leader," Josue said of the program. "I owe everything that I have right now, that I'm going to carry on to a military career, to them."
At the December competition, students in fire science programs from Tracy and Manteca unified school districts came to compete for the trophy axes awarded as prizes.
Current and retired officials from local and state fire agencies supported the competition by monitoring the events and offering their expertise and advice. The events ranged from tying knots to positioning ladders to battering down a door using specialized training equipment provided by Bear Training Solutions. Community support is a big part of the program at Escalon High. Students have their own gear, thanks to Escalon Fire Department and other donors. There's even a fire engine and ambulance for students to use.
CTE programs give students important hands-on experience, said Seth Davis, who teaches the Emergency Medical Technician (EMT) and fire science classes at the school. "When they can touch it, get their hands on it, it really inspires them."
Students can leave the program able to articulate into the Modesto Junior College Fire Academy. "They get all the certifications they need and all the prerequisites to go straight into the fire academy out of high school," he said. "It's to get them from high school into the workforce as soon as we can."
SERVING UP WORK EXPERIENCE
While more than 100 students and educators at the February conference at the San
“THE MOST REWARDING ASPECT OF MY JOB IS WHEN MY STUDENTS WORK IN THE FIELDS THEY DISCOVERED IN MY CLASSROOM. IT’S AMAZING TO KNOW THAT YOU HAVE BUILT THAT FOUNDATION FOR YOUR STUDENTS TO BE SUCCESSFUL IN THESE CAREERS.”
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CHERYL BEHLER MANTECA HIGH SCHOOL CTE HEALTH CAREERS INSTRUCTOR
Joaquin County Office of Education (SJCOE) finished up their morning sessions, a team of students from the one.Culinary program rolled in with pulled pork, chicken, vegetables and more. They served up lunch and kept the conference going on schedule, keeping hunger at bay so the attendees could stay focused.
It takes more than delicious food to cater events like this. It also requires planning, time management, and reliability to get the call. These are only some of the skills the CTE program that is part of the SJCOE’s one.Program teaches students to prepare them to enter the real world of food service and hospitality.
“The program is a real-life business simulation that helps the students relate to the real world and learn all aspects of the culinary field and hospitality,” said Michael Speer, both instructor and local chef.
Two students in the programs — Malissa and Legacy — took education to the next level, becoming state-registered apprentices through the SJCOE’s Apprenticeships Reaching Career Horizons (ARCH) program. The apprenticeship comes with more rigorous requirements — the students have started taking college-level CTE courses at San Joaquin Delta College on top of high school classes. They also earn a paycheck.
“I know how to work in the workplace. I know how to do a lot of things that most 16-yearolds don’t,” said Malissa.
She’s confident that she could go into a career in the culinary field, but she is learning communication and other skills that — along with the college credits — could get her closer to a career in psychiatry.
ARCH is the first program in California offering state-registered apprenticeships to high school students in the following occupations: hospitality and marketing; information technology support specialist;
teacher’s aide/paraprofessional; and assistant farm manager.
SCHOOL FARM GROWS STUDENT OPPORTUNITY
On any given day, students in the agricultural pathways at Delta Charter High School (New Jerusalem Elementary School District) can be found maintaining the school farm. Not every district can boast an orchard, industrial-sized greenhouse, and show arena for students to practice showmanship with their animals.
Emily Bogetti, agriculture CTE pathway teacher and Future Farmers of America (FFA) advisor, and her students have put in the work this last year to grow the farm. “It’s a true transformation and my students have worked hard the last year to maintain the grounds, clean the pens, and raise their animals here,” she said.
Next year, the farm will grow in size again. Additional animal pens have been ordered for students interested in showing animals at the fair. Currently, there is room for six livestock showmanship animals. This number will double when the pens are installed.
It is the students’ responsibility to feed, water, and exercise their animals. These students are on campus early each morning, late in the evening, on weekends and holidays to ensure their animals are taken care of. “It’s a responsibility they sign-up for,” said Bogetti. “These are the skills my students will take with them no matter where they go.”
FFA Chapter President Alejandra Segura has held various leadership positions since she joined the chapter at the end of her freshman year. “I want to be a doctor one day and help people,” said Segura. “The lessons I’ve learned in FFA — from public speaking to leadership — have been invaluable. I feel more prepared for my future because of it.”
Beyond the farm, students in the agriculture management and horticulture pathways
are growing their own business savvy. They maintain the school’s greenhouse, plant and sell vegetables, offer fresh eggs from their farm’s chickens, and create floral arrangements.
“These students are quite entrepreneurial,” said Delta Charter Principal Cristy Rickets. “Whether it’s farming or any other path they choose, they’re building a strong foundation for success.”
LAUNCHING HEALTH CAREERS
Of the myriad CTE pathways available in Manteca Unified School District, the Health Careers program has seen rapid expansion.
Students are given the opportunity to learn about careers in nursing, physical therapy, phlebotomy, and more. Out of the nearly 300 students in the pathway at Manteca High School, 90 are also enrolled in Health Occupations Students of America (HOSA)— a technical organization to support the leadership development of high school students entering health career industries.
Manteca High School’s HOSA team competes regionally, and can advance to state and national competitions. High school senior and current HOSA chapter president Shubham Sareen said his most memorable experience with HOSA was placing in the Top 3 in the medical terminology category at last year’s state competition. “Coming off the stage to celebrate with my mentors, classmates, and teachers was really memorable.”
And after spending a morning with veteran CTE Health Careers instructor Cheryl Behler, it’s evident why this program has gained popularity on campus. Behler’s approach is simple and effective — give students the tools they need to grow in a career field they are interested in. Her impact on students is undeniable. Senior Caitlyn Kemper has spent all four years in the Health Careers pathway. When ruminating on her next steps, she said, “I want to be a nursing teacher, just like Mrs. Behler. I want to help students in CTE pathways discover their passions.”
Behler shared that 80% of students from the Health Careers pathway go into industryrelated fields. “The most rewarding aspect of my job is when my students work in the fields they discovered in my classroom,” said Behler. “It’s amazing to know that you have built that foundation for your students to be successful in these careers.”
Manteca Unified proudly offers 24 CTE pathways for students to pursue. “Our CTE pathways are for all students,” said Amanda Peters, the director of college and career readiness. “It’s important to our community that these CTE opportunities produce students who are prepared for high-skill, highwage, and high-demand jobs.”
OUTLOOK | CAREER
MENTAL HEALTH SUPPORTS
Talking about mental health issues can be difficult. Feeling safe to talk about mental wellness makes it easier.
During a renewed statewide commitment to making mental health a priority, school districts in San Joaquin County destigmatize mental health and provide new offerings for students and families. Schools and districts have added new spaces focused on wellness and strengthening the staffing to look after the “whole student.”
With new programs and curricula, districts are adding the tools and the space for all students to better understand mental health through regular activities and discussions. And when more support is necessary, it’s there.
WELLNESS CENTER BRINGS PEACE
Angeline wasn’t having a great morning.
The Linden High School (Linden Unified School District) student was worried about a test she had just taken.
Her mind was racing. She felt overwhelmed.
So, she went to the district’s new Student and Staff Wellness Center. It’s a place where students gather to meet with each other or just relax on comfy seats while listening to chill music and the subtle splash of a water feature. It also has offices for a social worker, counselor, and a school nurse, who are there for whatever issue a student might bring them.
Angeline’s morning got a lot better.
“It gave me more time to think about it and not be overwhelmed and not be so negative about it,” she said. “I feel much more calm and clear in this space. And having my friend and the counselor here to talk about it definitely calmed me down.”
While she decluttered, she helped set up a Wellness Center lunchtime activity celebrating gratitude in advance of Thanksgiving. Doing things like this — for her fellow students’ mental health — is something good for her own mental health, too, she said.
Opened near the start of the school year, the grant-funded wellness center is housed in a refurbished administration building on campus that is centrally located to be a hub for wellness, said Dr. Jamie Hughes, Linden Unified deputy superintendent.
“The wellness center is a safe space for students to get their mentalhealth, physical-health, and any other needs met.”
There’s a school-safety element to the Wellness Center, too. It’s a place where students can go if they are being bullied or have concerns about another student that they can report anonymously, she said.
The space isn’t just for students. Parents can come there and meet with social workers to talk about issues or come for group meetings to learn parenting skills. The Wellness Center also includes a space for school staff.
“WHEN I FEEL OVERWHELMED OR GET INTO AN ARGUMENT, IT GIVES ME PEACE OF MIND KNOWING I HAVE SOMEONE TO TALK TO WHO LISTENS AND DOESN’T SCOLD ME. IT HELPED ME UNDERSTAND THAT THE SCHOOL IS HERE TO HELP YOU.”
- KIMONTE
MOUNTAIN HOUSE HIGH SCHOOL JUNIOR
DESTIGMATIZING MENTAL HEALTH
Jefferson Elementary School District has taken steps to make sure there is a regular, ongoing focus on mental wellbeing throughout the year. All TK-8 students receive weekly instruction on nurturing positive relationships, managing emotions, and meeting goals — so they can thrive in school and in life. This Tier 1 service is provided through the Second Step curriculum acquired by the district. The Strong Kids Tier 2 intervention used in Jefferson consists of 12 carefully sequenced lessons. The curriculum is designed for maximum impact on cognitive, affective, and social functioning of young students. Students develop increased social-emotional competencies by practicing and building upon skills and strategies learned throughout the curriculum. Counseling services are available on an as-needed basis, as well.
In an effort to normalize mental health supports, New Jerusalem Elementary School District has adopted a new social-emotional learning (SEL) curriculum, Moozoom. This Netflix-style, video-based curriculum for students in kindergarten through eighth grade integrates stories based on real-life scenarios and challenges students encounter in their everyday lives. In addition to the daily 10-minute video curriculum, the district is focused on increasing awareness in grades 6 -12 about suicide prevention and resources available to them should they find themselves struggling.
Lincoln Unified School District is committed to addressing the diverse needs of all students, with a particular focus on enhancing mental health support on campuses. One example of this effort is the counseling center at John R. Williams Elementary School, which provides individualized support based on each student's needs. School counselors and the school psychologist collaborate to ensure that resources are available to address any student concerns.
In addition, Lincoln High School offers a year-long peer mediation class where students develop essential counseling, wellness, and interpersonal skills. The course emphasizes social-emotional learning (SEL), fostering mindfulness, empathy, and conflict resolution. Students receive formal training to mediate conflicts nonviolently and may partner with the San Joaquin County Office of Education's Youth Mental Health Development Academy (YMHDA) for additional training and to share their insights with local schools. These students are empowered leaders in promoting mental health awareness and conflict resolution.
CULTURE OF WELLNESS
The TK-8 counseling team at Ripon Unified School District plays a vital role in creating the culture of belonging in schools in the district, empowering students to achieve and inspiring others to reach for greatness. The team has done this work in just three years. Added to provide support to the increased need among individual students returning to school after the height of the pandemic, the counselors have since increased their presence in the classroom. In doing so, they have become an essential part of their school communities, supporting the mental wellbeing of all students. Part of the district’s multi-tiered system of supports (MTSS) and positive behavioral intervention and supports (PBIS) efforts, the counselors provide a wide range of services, ranging from academic planning and monitoring to individual and group counseling to crisis counseling and much more. They are a visible presence on campus throughout the day, creating a welcoming and safe space for their students.
Banta Unified School District, located in Tracy, prioritizes student wellbeing, even without an on-site counselor. Through a vital partnership with Valley Community Counseling Services, the district bridges the gap to ensure its students receive the support they need to thrive. This year, the district expanded its counseling program with additional funding, ensuring more access to essential mental health resources. Recognizing the link between engagement and wellbeing, Banta also invested in student activities that foster connection and growth. With a commitment to every child’s success, the district continues to create a nurturing environment where students feel supported and valued.
Manteca Unified School District, in an effort to establish a culture of wellness across the district, has contracted with Valley Community Counseling Services to provide mental health support on campuses. Valley Community Counseling Services provides children’s mental health services, victim intervention programming, and in-school counseling services in order to address issues children in the district may face. Manteca Unified has narrowed the focus of the level of service to support the barriers surrounding chronic absenteeism, address truancy issues, and build social-skills groups. Manteca continues to work on developing metrics to help capture the efficacy of programming and how added mental health services and supports increase overall academic achievement across the district.
WALKING THE WALK
It was not the start of a typical walk to school last November when about 50 students, family members, and staff from Tom Hawkins Elementary School (Jefferson Elementary School District) gathered in Tracy's Veterans Park.
It echoed a benchmark moment in the Civil Rights Movement, when six-year-old Ruby Bridges was escorted by U.S. Marshals past an angry crowd to become the first African American student to integrate a whites-only school.
Hawkins students prepared by learning that history and watching a livestream of Bridges, herself, telling her story.
"Kids might feel like the Civil Rights Movement was so long ago, but Ruby Bridges is still alive," said Lea Austin, parent of two seventh graders and part of the team of parents and staff organizing the event, an effort that began when she learned about a nonprofit organization supporting Ruby Bridges Walk to School Day. "It felt really good and important that the school was recognizing the history," she said. "It felt like we were recognizing that we are a diverse community."
Having a Ruby Bridges Walk fits with principles celebrated at the school every day while also aligning with state standards for social science and history, Principal Fiona Bessette said. "What I think is really important and what we wanted students to walk away knowing is that they have a voice, and when they see something that they want changed, there's a way to take action to make those changes happen."
Students should learn the importance of fighting for what is right, said Arman, an eighth grader who took part in the walk. "You can't just let evil things happen and just wonder why it's not being changed."
During the walk, itself, Arman put himself in Ruby Bridges' shoes, wondering how it felt to walk past angry protesters just to go to school.
"Learning about Ruby Bridges shows that anyone could be an activist," he said. "She was a minority, and she was young, but she did things most adults couldn't do by changing a whole system, just by fighting back and having the courage to make a positive change."
LISTENING TO STUDENT VOICES
Tracy High School (Tracy Unified School District) began a new program this year called Raising Student Voice & Participation (R.S.V.P.) to increase student voice.
It’s a sort-of House of Representatives for students, said Cameron Chitwood, activities director and leadership and student government teacher who introduced this National Association of Student Councils program.
It consists of three student-led discussions, called summits, where students speak frankly about their lived experiences at their school, highlighting what they see as positive and identifying what they want to see change.
The 60 participating students were selected by their peers
or faculty during their “Bulldog Connect” class — a daily homeroom, named after the school’s mascot, that fosters positive campus culture.
“R.S.V.P. is important because it gives an opportunity for students to actually have a say in what we do here on campus,” said Dayson, a junior and summit facilitator.
R.S.V.P. turns discussions in Bulldog Connect classes into a school-wide conversation, Assistant Principal Steven Wichman said. “We want our students to feel connected. We want them to feel involved. We know that students perform better academically and socially, when they feel connected to school,” he said. “And we know that connectedness ties into the overall culture and how our students feel as though they belong in our school.”
R.S.V.P. first met in November. “That first summit is all about trying to break down the barriers between the group and then establish the communal space,” Chitwood said.
Students found their footing, and by the end of the second summit, compiling a list of issues they wanted to focus on that ranged from bathroom cleanliness to parking spaces to improving communication.
“For our third summit, we’re really looking to introduce and implement an action plan,” said Shereen, a sophomore summit participant and facilitator.
Jake, a junior, said R.S.V.P. has made him feel more connected to Tracy High. “It’s seeing that they care about the things that go on and that they care about how their students feel,” he said. “It makes students more proud to be at school here.”
STUDENTS TAKE CENTER STAGE
Tucked between Interstate 5 and a local wilderness preserve, the small town of Thornton is home to nearly 900 people. The tight-knit community is evident at New Hope Elementary School District. Led by Superintendent Clint Johnson, this kindergarten through eighth grade rural community school supports students — and families — with the programs they provide. One highlight is the after-school program (ASP).
With just under 200 students enrolled in New Hope Elementary, the ASP serves over half their student population. Since its inception, students have flourished and been given the opportunity to experience new things. From
field trips at escape rooms and Stockton Kings’ games to New Hope’s recent contract with Nor Cal Theatre, the goal of the ASP is clear. “It’s about inspiring confidence in our students,” Johnson said.
Students in the ASP auditioned in January to be in the school’s performance of The Lion King with Nor Cal Theatre. “We are thrilled to partner with Nor Cal Theatre,” said Johnson. “They facilitate a production with props, audio, stage set, and backdrops. They create a performance we would not have had the resources to do without them.”
Sixth grader Aurelio said he had never been to a play before, let alone auditioned to star in one. He earned the role of “Older Simba” and is excited to perform in front of his family at the end of March. When asked what he has taken away from this experience and the ASP, Aurelio shared that prior to participating in the ASP, he was not interested in the viewpoints of others. But through the program, he has come to understand that we all “have our own opinions,” and he is open to trying new experiences, even if he is initially afraid or uncomfortable.
Through Nor Cal Theatre’s partnership, New Hope students met with production teams for months of rehearsals, choreography training, costume meetings, and more in preparation for their performances in front of their fellow students and families.
“The culture of our school has changed for the better since we started the after-school program,” said Johnson. “I see the change in my students as they walk the halls. They’ll meet your eye, say hello. Our students deserve to have the confidence.” The confidence to try new things. The confidence to discover a new hobby. The confidence to star in a production.
A SEAT AT THE TABLE
José, a senior at Ripon High School (Ripon Unified School District), spent weeks preparing, but he still felt a wave of anxiety as he stepped in front of a roomful of teachers gathered for a school staff meeting.
As a multilingual learner, he has worked hard to overcome the challenges of mastering a new language, and his experiences reflect the determination of many students like him. He was just one voice on a panel of students at the meeting sharing their experiences at the school.
“I was really nervous at first,” he said. “But after realizing that everybody was actually paying
attention to me, I became more confident and started to feel free with everybody.”
Learning English often comes with a feeling of uncertainty, including fear of not being fully understood, he said. It can sometimes take more time to process lessons in the classroom.
José left the staff meeting feeling empowered and understood. He soon noticed teachers putting more effort into ensuring clear and accessible communication. He felt more connected, too. “I feel like all the school’s in my family now. They are really respectful, friendly, and they actually try to talk to us.”
The student panel was just one example of how Ripon High elevates student voice and feedback as part of its broader commitment to prioritizing the success of every student by creating an inclusive and supportive learning environment. The school has been implementing the principles of a multi-tiered system of supports (MTSS) and collaborating with the San Joaquin County Office of Education (SJCOE) and the California Coalition for Inclusive Learning to establish best practices for universal design for learning (UDL).
“WE REALLY WANT TO INCREASE THE VOICE AND THE CHOICES FOR STUDENTS. WE WANT FEEDBACK. WE WANT TO HEAR FROM THEM, SO WE’RE MAKING SURE THAT WE OFFER THE APPROPRIATE SUPPORT TO BETTER MEET EVERYBODY’S NEEDS.”
- KEITH RANGEL RIPON HIGH PRINCIPAL
The school aims to meet the behavioral, social-emotional, and academic needs of its students while striving to identify and remove barriers to success, he said.
“Having our multilingual learners come to our staff meeting and speak to our teachers was a great opportunity for us to reflect and look in the mirror.”
EDUCATION FOR ALL
Every student has a unique path to success. That’s why Lammersville Unified School District founded EPIC (Empower, Personalize, Innovate, Collaborate) Academy, a program for students in grades 11-12 who have either fallen behind in credits or who thrive in a more intimate educational setting due to various challenges. Since its launch in 2018, the program has grown to incorporate more real-world experiences, such as internships, job training, and community college courses. Recently, EPIC Academy has grown to offer an apprenticeship program, allowing students to work toward paid positions in the district after fulfilling basic requirements.
At Banta Unified School District, every student’s success matters. Despite being a small, rural district with fewer than 250 students, the district’s elementary school offers a comprehensive special education program, ensuring that every student receives the support they need. The school offers three special day classrooms for students with mild to moderate support needs, a resource classroom, and a classroom run by the San Joaquin County Office of Education for those requiring extensive support. Through collaboration between the resource teacher, student success team coordinator, and special education administration, Banta ensures that all students receive the support needed to improve their academic and social outcomes.
Parallel Resource Classrooms at the secondary level is an initiative at Escalon Unified School District that highlights the district's commitment to ensuring success for all students by providing equitable access to high-quality education. The classrooms foster an environment where students with disabilities can thrive academically and reach their full potential. Instruction aligns with the same guaranteed standards taught in general education settings, ensuring that students with disabilities have access to the same rigorous content. The pace in these classrooms is adjusted to allow students additional time to acquire and master the content being taught. This approach reflects the district's dedication to inclusivity and individualized support, ensuring that all students, regardless of their learning needs, have the opportunity to succeed.
In Lincoln Unified School District, significant changes have been implemented to improve support for Special Education and English Learner students by offering push-in services within general education classrooms. This integrated approach is vital because it allows students with diverse learning needs to be included in the general education environment, promoting equity and inclusion. By participating in these mainstream settings, Special Education and English Learner students have the opportunity to engage with their peers, fostering a sense of belonging and community. This model ensures that students receive targeted support while
simultaneously benefiting from the academic rigor and social interactions found in general education classrooms. This collaborative approach not only enhances the learning experience for students with disabilities or language barriers but also helps to break down barriers of stigma, encouraging understanding and acceptance among all students. Overall, this strategy fosters a more inclusive school culture, offering greater access to educational opportunities for every student.
REPRESENTATION MATTERS
Linden Unified School District is taking proactive approaches to address chronic absenteeism, a serious challenge that impacts student success both academically and socially. One strategy used to create a culture of attendance is their monthly attendance award program. The friendly competition tracks student attendance by school site and staff attendance across all district sites and departments, encouraging collaboration to improve attendance. The student and staff groups showing the most improvement each month receive an award. This has served as a source of motivation for both students and staff to help them prioritize attendance. The initiative has built excitement within the district, as staff and students strive for the top attendance rate. As a result, attendance in the district has steadily improved over the past two years.
Lodi Unified School District is enhancing outcomes for African American and multiracial student groups through its Compliance and Improvement Monitoring for Significant Disproportionality (CCEIS) Plan. The plan aims to boost academic success, improve attendance, foster agency, promote civic engagement, and reduce disciplinary incidents. This year, the district hosted the 25th Annual Historically Black Colleges and Universities Recruitment Fair in partnership with United College Action Network (U-CAN), Inc.. The college fair allowed students the opportunity to explore prominent Historically Black Colleges and Universities (HBCUs) and practice their soft skills. As a result, 87 students received on-thespot admissions, with an additional 97 students pending applications, and $63,494 awarded in scholarships.
History and culture are celebrated every day in Stockton Unified School District’s comprehensive high schools through a robust Ethnic Studies program. The program empowers students by exploring the rich, interconnected histories, cultures, and identities of Black, Indigenous, People of Color (BIPOC), and historically marginalized communities. Program curriculum is uniquely Stockton-based, ensuring it is relevant and responsive to the local community. As a state leader in Ethnic Studies implementation, the district continues to expand its offerings. In the 2023-2024 school year, more than 1,130 students were enrolled in Ethnic Studies courses, with numbers continuing to grow.
KNOWING STUDENTS
Building individual relationships and understanding the data helps schools get to know the story of each and every student. Knowing students helps guide instruction in the classrooms and develop strong support systems. It allows schools to monitor success, recognize challenges, and implement lasting solutions.
The rate of chronic absenteeism in San Joaquin County has shown a decline as schools and districts have taken a targeted approach to increase attendance by removing barriers and creating a sense of belonging for students and families. Schools also take a targeted approach to improving the academic success for all students and identifying areas of need for specific student groups that may be struggling. The SJCOE’s Continuous Improvement and Support department guides this work by modeling strong relationships and supporting system change.
