Turlock Unified School District
Educational Services Department
Winter Newsletter| 2018-2019
Heidi Lawler, Assistant Superintendent

Gil Ogden, Director of Student Services
Jay Brem, Director of Technology and Innovation
Shellie Santos, Director of Curriculum and Instruction
Alice Solis, Director of English Learners, Assessment, and Special Programs
Dr. Laura Fong, Director of Special Education
Bret Theodozio, Director CTE and Program Equity
Heidi Lawler, Assistant Superintendent of Educational Services
As TUSD reconvenes after a hopefully restful and enjoyable winter break, the Educational Services department continues to work collaboratively with stakeholders striving to increase learning for all students. Additionally, it is crucial that we focus on the goal of ensuring that each student is prepared for the subsequent course or grade level and our high school seniors graduate college and career ready. Examples of attaining these goals include

  • Every TUSD first grade student has the necessary skills to transition successfully to second grade.
  • Every TUSD Integrated Math I student has mastered concepts and skills in preparation for Integrated Math II.
  • Every TUSD high school senior is on track to graduate and has a viable plan for the transition to college/post-secondary training, military, or the workforce.

These are rigorous goals for all of us as educators; however, they are essential and reflect our efforts through District initiatives, including Student Achievement , Best Practices , College & Career Readiness , and Technology . Most importantly, it becomes increasingly evident that we must work together to serve students and families effectively and improve outcomes. Such collaborative efforts are increasingly the norm in our District and have become the foundation of numerous projects, programs, and initiatives through our grade level/content collaborative teams, curriculum adoption committees, the Equity Task Force, and the Tech Planning Committee, to name a few. In addressing increasing needs related to social emotional learning as well as a number of suicidal behaviors, we’ve had an amazing response from teachers, site administrators, and mental health/behavioral professionals who have gathered on numerous occasions to offer experiences and insights and to develop plans and actions to keep students emotionally healthy and safe. We truly are at our best when working together to share ideas and offer support to create and maintain a culture of innovation and shared leadership.

Contributions to these efforts are greatly valued and appreciated. As we work together collaboratively, each TUSD student in every classroom and at every school benefits. Thank you for your daily dedication to students and best wishes for a great 2019!
Shellie Santos, Director of Curriculum and Instruction
TUSD Instructional Norms
If students are going to be prepared for college and career, they must be able to effectively read, write, and verbally exchange subject-specific information at every grade level. Students must be engaged in daily activities that integrate all four domains of language. The committee that developed the Educational Rounds form put the language domains front and center.

Academic discourse is a research proven instructional strategy that if implemented TK-12, regardless of content area, will promote academic gains in the area of literacy. Once students have had the benefit of close reading, annotating, and sharing notes with partners, they are eager to discuss and debate issues they find in their textbooks, historical documents, and online publications. But to get the most out of discussion, clear criteria for productive participation must be explicitly taught and reinforced. If we want students to become good listeners and articulate speakers, then listening and speaking must be demonstrated, modeled, and reinforced by the teacher.

The instructional coaches can provide assistance with teaching students specifically how to interact with their classmates using prompts such as:

  • “I agree/disagree with ___ because…”
  • “I have something to add”
  •  “I’ve come to a different conclusion…”

Academic discourse is more than a think pair share activity. It pushes students to listen to each other, think more carefully, and speak more precisely. To promote the success of our district-wide focus on academic discourse, PLC teams should develop, test, and refine effective questions and prompts.
Alice Solis,
Director of English Learners, Assessment, and Special Programs
“Ringing” in Strategies for the New Year for English Learners: Academic Discourse and Accountable Talk Reminders
Academic discourse can happen at the partner, group, whole class, student-to-teacher level. It needs to be taught, modeled, and recognized by both teacher and student. Below are some strategies to use in your classroom with your English Learners and the rest of your class:
  • WAIT TIME – allow students time to think before providing answers and after a response is given.
  • SENTENCE STEMS –oral and posted for students to refer to and practice with.
  • RANDOM PARTICIPATION –popsicle sticks or index cards. Posing a question and calling on a random student. If a student says, “I don’t know”, you can say, “What do you know related to the question.”
  • EXPECTATIONS TO SPEAK IN COMPLETE SENTENCES – students need to know that you expect them to answer/respond in a complete sentence. 
  • POST ACADEMIC VOCABULARY – students can refer to and practice with.
  • EXPLICITLY TEACH STRATEGIES – model, first and then gradually release to students.
  • PROVIDE OPPORTUNITIES FOR STUDENTS TO LEAD DISCOURSE – a powerful way to let students take ownership of their own learning.
  • EMBED THE SPIRIT OF COLLABORATION – supports students using language in their own words amongst their peers.
  • HELP STUDENTS APPRECIATE THE PROCESS TO GET THERE VERSUS SIMPLY THE PRODUCTION OF RIGHT ANSWERS – this supports students strategically thinking about, discussing, clarifying, and elaborating on ideas.
Jay Brem, Director of Technology and Innovation
1:1 Device Roll-Out
TUSD’s 2019-20 1:1 device roll-out is on schedule with the Tech Planning Committee reviewing pilots, analyzing feedback data, and collaborating on decision-making in consideration of the many facets of this project. During the fall, committee members determined that students in grades 7-12 would be designated as those who would be issued the devices for “take home” in 2019-20 to increase tech access and usage. At the December meeting, the team reviewed additional survey data which provided feedback on touch screen devices that were piloted with a limited number of students and teachers at each grade span as well as in various special education classes. The Tech Planning Committee participated in a consensus-building activity to thoroughly consider the final round of purchasing to reach the 1:1 ratio and how best to distribute the new devices. Based on overwhelmingly positive feedback on touch devices, the team recommended to move forward with those purchases. In order to manage the distribution efficiently and effectively, team members discussed the “pros and cons” of three options: distribution of the new touch screen devices at grades K-6, 5-8, or 9-12. After a very thorough review of these options, the Tech Planning Committee reached consensus, recommending that the new touch screen devices would be distributed to students in grades 9-12. Additionally, those teachers whose students will be issued touch screen devices will be issued that device, as well. Looking ahead, the committee, Ed Services, and Tech Services Department will be finalizing logistical details of the 1:1 roll-out and developing plans for the August 8 th District PD Day. As with the January 8 PD Day, teacher input will be solicited via survey to develop a menu of workshop options. 
Gil Ogden, Director of Student Services
Supporting Foster Students
Foster youth are students who live with foster parents or in group homes. Many foster youth present significant behavioral and emotional challenges in the schools. Foster youth may have experienced emotional trauma and may not dare to get excited about school events or activities because they know they can be moved without warning. Those who have suffered parental neglect often lack self-control and social skills. In fact, many foster youth become disruptive, defiant, self-destructive, or antisocial.

Foster youth who have been physically or emotionally abused may suffer lingering effects, such as depression, anxiety, denial, sleeplessness, excessive sleeping, self-harm, substance abuse, and post-traumatic stress disorder. They may be overwhelmed and disorganized by stress. In a threatening situation, they may withdraw from adults or become unresponsive, which can be misinterpreted as defiance or oppositional behavior. Thus, it is important to identify when they are becoming stressed and to provide behavioral interventions to students to help them regain control of their emotions.

It is important to be patient and consistent with foster youth who have experienced a great deal of trauma and turmoil prior to placement in a new school. Patience is the key to working with foster youth. They need time to process all of the new information that is happening in their lives.

Here are a few suggestions to help foster youth integrate into the classroom:
  • Correct them privately instead of in front of the whole class to avoid embarrassment.
  • Don’t force reading aloud or calling on them randomly, this will help them not feel so far behind peers and reduce classroom anxiety.
  • Give them time and space to adjust to all the changes in their lives while simultaneously being consistent and providing academics they need.

It is important to focus on the positive with foster youth. Being negative and hypercritical with a foster youth is likely to increase problematic behavior as it causes them to re-experience trauma. Thus, it is important to always remain calm and positive with foster youth. And if you are consistent, you will see tremendous change in academics and behavior. 
Bret Theodozio, Director of CTE and Program Equity
What Makes a Student Truly Career Ready?
A truly career ready student is one that is proficient in both core academic subjects as well as technical topics. A career ready student should have a well-rounded education and be competent in the Common Core State Standards in English language arts and Math. In addition they should have a proficient level of technical skills and experience aligned to a chosen industry sector or pathway. It is the role of Career Technical Education to provide industry specific technical skills, experience and knowledge of opportunities within the industry. It should be noted that many highly technical careers will require a deeper mastery of specific academic and technical subjects and skills obtained through post-secondary training and education.

A truly career ready student will have also mastered a level of employability knowledge, skills and dispositions. Through CTE instruction students should develop a good understanding of their interests, strengths and weaknesses. They should have a grasp of the personality traits and skills necessary for success in industry today and in the future. Some of these skills and personality traits are as follows: the ability to set goals and plan, have clear and effective communication skills, think critically and problem solve, work productively in teams and independently, know how to effectively use technology, have the ability to make ethical decisions, to understand social responsibility, and to be lifelong learners.

Through Career Technical Education we can provide the technical and soft skills needed by students in areas of career interest and industry need. However we should remember that all educators, regardless of grade level or subject area, are ultimately preparing and educating students for careers regardless of a student’s direct path after high school.  
Dr. Laura Fong, Director of Special Education
What is Adapted Physical Education?
Adapted Physical Education (A.P.E.) is a Special Education service provided to students who, through the use of assessments, are found to have a significant gross motor deficit. These deficits must be significant enough that they will not allow the student to be safe and successful in the General Physical Education (P.E.) setting. The educational goal of an Adapted P.E. program is to remediate skills so that students can be successfully included in the General P.E. setting. The ultimate goal is to provide students with the ability and knowledge to be active for a lifetime. 

Adapted P.E. placement is based on the process of referral, assessment, and individual program planning that other special education services follow. An assessment and evaluation of motor skills performance is considered by the IEP team in determining how specialized physical education is to be delivered within the continuum of service options. Keeping in mind that federal law guarantees the opportunity for students to participate in physical education regardless of physical, cognitive, or emotional abilities.   

General Responsibilities of the Adapted Physical Education Specialist include:
  • Completing comprehensive motor assessments of individuals with disabilities and making specific program recommendations to the IEP team members
  • Providing direct services to students who are eligible and in need of Adapted Physical Education
  • Consult with the physical education staff providing physical education instruction for individuals with disabilities
  • Consult with other IEP team members about student need in the area of Adapted P.E.
  • Serve as an IEP member at IEP meetings
  • Monitor student progress in general and progress on gross motor goals and objectives
  • Advocate for the student and parent

Turlock Unified School District has three dedicated Adapted Physical Education Specialist: Perry Creamer, Corine Meyer, and Karen Koenig. These Specialists are great at finding a way for all our students to be included and play!
Turlock Unified School District
Educational Services Department
209.667.0632 Ext 2282 (Office)
209.656.1674 (Fax)