César Chávez Elementary School 1221 Anderson Road Davis, CA 95616 (530) 757-5490

CCE Family Handbook iSí Se Puede! 2020-2021 Office Hours Open to the Public: Mondays, Wednesdays, Fridays - 8am-3:30pm

Our Mission To develop socially responsible lifelong learners who embrace multiculturalism, Spanish and English biliteracy and bilingualism.

Our Motto iSí Se Puede!

Our Core-Values CARES: Cooperación, Adaptabilidad, Responsabilidad, Empatía, Seguridad

Dear CCE Students and Families,

Welcome to César Chávez Elementary (CCE) School and our Spanish Immersion Program! We are very excited to launch the 2020-21 school year in a Distance Learning instructional model that will focus on Spanish Language Development, academic interventions and opportunities to engage in meaningful activities that are connected to our students’ lives. We plan to teach and support your child in a seven-year journey enriched with academic Spanish language acquisition, social-emotional development lessons and 21st Century skills!

This CCE Family Handbook is designed to provide you with all the necessary information to support our school’s vision, mission and goals. Parents please take the time to read and discuss Section 1 in this Handbook with your child/children. Section 2 is provided for parents and staff that reviews district and school policies protocols, including background and information about CCE’s Spanish Immersion Program. Please keep your CCE Family Handbook in an accessible manner throughout the school year.

You can access a digital copy on our CCE website https://cesarchavez.djusd.net/, or request a hardcopy from our office staff to be delivered to you within five days. Research shows that students’ academic and socio-emotional success rates improve when there is a positive home- school connection with staff, peers and families. Creating and maintaining a positive and safe school climate is a priority and goal for our staff and administration at CCE.

We also encourage you to be an active and committed participant at our school. There are many ways to contribute by establishing positive communications with your child’s teacher, helping families in your child’s classroom or encouraging Spanish learning at home. We welcome your support, ideas and time by attending school-wide events, School Site Council, Spanish Immersion Parent And Teacher (SIPAT), English Language Advisory Committee (ELAC) or Climate Committee meetings and celebrations.

If you have any questions, feel free to contact the school on Mondays, Wednesdays and Fridays 8:00a-3:30p. Our phone number is (530) 757-5490.

We look forward to working with you this year,

César Chávez Elementary Staff

NOTE: The CCE Family Handbook is a “work in progress”, and additional material will be added, when appropriate, based on the needs of our school in the Davis Joint Unified School District.

Welcome to Phase 1: Fall Distance Learning at CCE

CCE will be starting the school year in Phase 1, 100% Distance Learning. While in Distance Learning state law requires all students to have a minimum amount of instructional minutes per day, and attendance and student participation will be monitored daily. This means, Monday through Friday, 8:30a.m. - 3:00p.m. all CCE students are expected to start their day with their classmates and teacher for their Morning Meeting. In these meetings Teachers will open the day with engaging activities that focus on relationships and social emotional learning, as well as presenting an outline of the day’s plan with student assignments using Canvas. After Morning Meeting, students will video conference with their teacher during the morning block for about 15-30 minutes in Spanish Language Arts, Math, Science and Social Studies classes with 10-15 minute “brain breaks” or movement breaks in between classes. Students may be taught in small groups and/or with the whole class depending on the day and the lesson. Every grade will have a scheduled 30-minute Lunch Break in the middle of the day.

After lunch, students will have Independent Work Time, Library time, Music and Support classes. During this block, Teachers may offer Office Hours, which are optional for students and families, to receive additional help with assignments, projects and to answer questions. While in Distance Learning this fall, our school is eager to continue and offer extracurricular activities for students between 2:00-3:00 p.m. such as Choir, Running Clubs, etc.. The schedule below has been designed to optimize live instruction so students will have meaningful interactions with their teachers and peers, but allow time to offer diverse learning experiences, while balancing screen time and independent work.

*Distance Learning School Day

*This is not a firm schedule. Times will be varying for each grade-level and will be modified during the first six weeks of school. Thank you for being flexible while teachers try new practices to enhance their Distant Learning Plan. Grades Subject Start End Kindergarten AM & PM SEL (whole class) & Core Instruction 9:00 a.m. 12:15 p.m. (Small Groups & independent work time) 1st – 6th SEL (whole class) & Core Instruction 8:30 a.m. 11:45 p.m. (Small Groups) including Breaks and Independent Work Time 1st – 6th LUNCH (30 minutes) 11:45 p.m. 1:00 p.m. 1st – 6th Academic Interventions, Special 12:30 p.m. 2:00 p.m. Education, Office Hours, Music, Student Independent Work Time 1st – 6th Extracurricular Activities (Running Club, 2:00 p.m. 3:00 p.m. etc.)

César Chávez School Office Hours Monday-Wednesday-Friday 8:00 a.m. - 3:30 p.m.

School Website https://cesarchavez.djusd.net/

Office Phone (530) 757 - 5490

Office Fax (530) 757 – 5427 Getting Started

The Digital Tools and Information website is where DJUSD students and families can find a growing library of resources to get started with their instructional technology. https://djusd.net/departments/technology/digitaltools

DJUSD Technology Office Hours Monday-Friday 8:00 a.m. – 12:00 p.m.

DJUSD Technology Office Phone (530) 757-5300 x117

DJUSD Student Accounts and Passwords User Name is email address [First Initial, Last Initial, Student ID# @ djusdstudents.org] Example: [email protected] Initial Password for K-3 is myschool 4-12 is yyyymmdd (Date of birth)

Information on how to change password is at https://djusd.net/cms/one.aspx?portalId=117173&pageId=30143650

Positive Behavior Intervention and Supports (PBIS)

At César Chávez Elementary, our goal is to create a school culture that encourages positive behaviors and discourages problematic behaviors so that our school is a safe place where students can learn and build trusting relationships with CCE students and adults alike. To accomplish this, we use a school-wide, evidence based framework called Positive Behavior Interventions and Supports (PBIS). Teachers model and teach all students the behaviors we expect, recognize students for the helpful choices they make, and provide appropriate and timely reminders and/or consequences if needed.

School-Wide Behavior Expectations

CÉSAR CARES. We Cooperate, Adapt, we are Responsible, Empathetic and Safe.

El código de conducta del colegio César Chávez

La escuela César Chávez es una comunidad escolar donde todos nos importamos. Cooperamos, nos adaptamos, somos responsables, practicamos empatía, y nos aseguramos de que nuestra escuela sea emocionalmente y físicamente segura. ¡Sí se puede!

César Chávez Elementary Code of Conduct

César Chávez Elementary is a school community where everyone CARES. We cooperate, we adapt, we are responsible, we practice empathy, and we make sure our school is emotionally and physically safe. ¡Sí se puede!

Supports This year, a team of CCE teachers, staff, administrators and parents will be developing new activities, lessons and videos to teach students expectations throughout campus and in Distance Learning. During Morning Meetings, teachers will model and teach CARES with their students to develop Distance Learning Expectations.

Consequences Our goal is for students to learn and practice positive behavior by proactively teaching them our school expectations and acknowledging them for positive contributions. If negative behaviors arise, we will provide timely and appropriate reminders or consequences with the purpose of supporting their growth and helping them learn from mistakes. We use our school expectations and discipline protocol to determine appropriate next steps.

Please visit the district website for detailed information about the DJUSD Standards of Student Behavior.

CCE Collective Commitments to Positive School Climate

The intent of this agreement is to strengthen the partnership among parents, students and teachers while on campus or while in Distance Learning. Therefore, we encourage parental, student, and staff involvement to ensure the success of our Spanish Immersion Program’s Positive Behavior Systems of Support (PBIS) framework. CCE believes that students can best reach their full potential when their family and school staff effectively work together to support the student’s education by maintaining a positive and safe school climate.

Additionally, we request that our parents help convey to their child the importance of our school’s core-values: Cooperation, Adaptability, Responsibility, Empathy and Safety; CARES. CARES describes how we intend to operate, on a day-to-day basis, as we pursue our vision...these values are best expressed in terms of behavior.

If we act as we should, what would an observer see us doing?

CCE students... CCE Parents/Guardians… CCE Staff…

...are coming to school on ...are sending children to ...are modeling good attendance time each day, ready to school on time and picking and punctual behavior by learn and entering the them up promptly after bringing students in from recess classroom with CARES in school with CARES in mind. on time and reporting for yard mind. duty promptly with CARES in mind. …are attending, …are helping monitor their engaging and child’s engagement and …are delivering engaging, participating in Distance participation in Distance culturally relevant and Learning Opportunities Learning with CARES in differentiated lessons that focus with CARES in mind. mind. on the progression of learning while in Distance Learning with CARES in mind.

...are cooperating & ...are cooperating & working ...are cooperating & working working collaboratively collaboratively with teachers collaboratively with families with other students in and and administration by helping providing additional out of the virtual your child set personal and opportunities for parents to be classroom. academic goals, and successful in helping their child regularly reviewing their by regular communication, Distance Learning progress. including conferencing formally and informally as requested while in Distance Learning.

...are adapting to ...are adapting to new or …are adapting to new or changing learning evolving protocols, systems evolving protocols, systems and opportunities by making and educational innovations educational and instructional an effort to speak by respecting the innovations by actively Spanish, explore new professional actions and participating in alignment & topics, talking to new judgments of our teachers, collaboration meetings including classmates, and helping staff and administration as professional development younger students while in they implement novel sessions while in Distance Distance Learning. curriculum or methods while Learning. in Distance Learning.

...are taking ...are taking responsibility …are taking responsibility for responsibility for their for their actions, their actions, communications, actions by following conversations, and/or social and professional knowledge of directions and respecting media posts amongst adults curriculum expectations, others (their feelings, by reacting and speaking evidence of learning, methods of rights and property); respectfully about our school instruction & assessment and taking responsibility for or staff in front of students; the criteria and standards that turning in assignments on taking responsibility for indicate success in student time and doing them well keeping up to date with learning while in Distance while in Distance school policies, events, Learning. Learning. information and due dates while in Distance Learning.

...are practicing empathy ...are practicing and …are practicing and modeling by becoming curious modeling empathy in front of empathy during morning about their feelings and a student by pointing out meetings, teaching point of view, the feelings of others to connections of events and using anti-racism/multicultural build connections and the emotions they elicit, literature to teach different friendships in every day since children can develop perspectives, teaching active interactions and empathy by primarily listening and self-awareness situations. observing adults who through social-emotional respond to enhance and learning practices. restore relationships.

...are following safety & ...are following safety rules …are following and supporting school rules regarding around the school regarding school safety protocols while on moving about campus, driving, walking and biking, campus to ensure school protecting school ensuring that children are members practice safe property and following the dressed appropriately/safely, behaviors & responding to directions of the adults checking into our Raptor emergencies while on campus, who help and supervise System during school hours, renewing CPR certifications, them during the school and providing correct phone mandated reporter & crisis and day. numbers and be available or prevention trainings throughout have someone available for the school year. emergencies. …following digital citizenship and Web …following privacy and …modeling web conferencing conferencing etiquette security policies by notifying etiquette, teaching digital with teacher and peers the school principal if you citizenship lessons, monitoring when using video, audio have concerns with your students’ social-emotional and chat functions. This child’s voice or image being development, positive includes not sharing your recorded and help monitor participation and student privacy login, password your child’s online activity with online curriculum, information or intellectual and screen time at home. assignments and digital tools. property with your peers.

What Parents Can Do at Home to Support PBIS Parents are key partners in promoting a positive social-emotional culture at CCE.  Post a CÉSAR CARES sign somewhere your child can see it. o ..\MTSS & PBIS\ribbonshorizontal.pdf o ..\MTSS & PBIS\ribbonsvertical.pdf  Review the Distance Learning: Live Class Expectations/Norms CARES matrix for your student’s assigned class/classes.  Congratulate your child for the special honors and recognition they receive from their classroom teacher or school staff.  Incorporate CARES language to acknowledge your child’s positive behaviors at home or out outside of school  One powerful question to ask your child is what they will do to make things better with the people impacted by their actions. Feel free to reach out to your child’s teacher(s) and school counselor who are available to assist you in this process.  If you think timely and meaningful consequences at home would support their growth, you might choose one of the following: loss of privilege, no screen time for the day, increased supervision/decrease in independent activities, restriction from electronic device/cell phone usage.

Support for Parents Parent engagement and involvement is vital to CCE’s continuing work of deepening and strengthening our positive school culture. Please reach out to your child’s teachers, school counselor or Principal with questions or feedback. Parents can expect a redesigned and strengthened Distance model and will transition to provide in-person teaching gradually through a Phased Return to Campus plan when health and safety conditions make that possible.

General SIPAT meetings, school Climate Committee meetings are valuable times where meaningful topics aimed at supporting parents and students are discussed. Please review the CÉSAR CHÁVEZ ELEMENTARY 2020-2021 CALENDAR OF EVENTS for dates and times. Thank you for joining us in this important work and for the opportunity to work with your wonderful student(s)!

Helpful Supports for Families During Distance Learning

We are all in this situation together and we all have very different spaces at home to work with. Below are some suggestions on how to help create a space at home to support your child in feeling safe, connected and ready to learn. Not all of these suggestions are possible, desired or needed for all of you, but use what might feel best for your student and family.  Children thrive with structures and routines and we highly encourage you to help set up a predictable structure/routine at home, just as teachers do at school.  Create a dedicated work-study space for your child to work on school tasks, attend live meetings and groups, etc.  Sharing work spaces at home can be tricky, to help, print out your child’s classroom schedule or create a “visual schedule” with the members of your household to support one another’s new routines and structures while in Distance Learning. o Set up an area (a crate, a shelf, a cardboard box, a basket, etc.) that holds all of your child’s supplies in an area within reach o Set up a space for your child to be on their computer that might be a little away from the noise of the household o If your child is prone to distraction, face them against a wall or with a wall behind them so that they aren’t fixated on who or what is happening behind them or in front of them o Think about what their video call with classmates might have in the picture behind them. If you’d like to create a space the student prefers or wants to decorate, here are some ideas: . Find a space where they can set up their computer so that a blank wall or something they love or feel proud of is behind them . Hang a tapestry or some art on the wall behind them . Hang up their favorite poster or pictures of family . Tape or tack some fabric to the ceiling and let it drape down behind them o Lower the lighting to enhance a feeling of calm  Please help monitor your child’s frequent breaks throughout the school day, such as movement, mindfulness, going outside, snack break, or giving attention to a family pet away from their Chromebook or home device.  Discuss boundaries and guidelines around use of live video and audio. For instance: o Not taking technology into the bathroom with you. o Boundaries around using a screen shot  Practice with the student on how to mute video and audio and Web conferencing functions.  Practice what to do if the tech is not operating properly.  Consider Headphones (monitor their volume), a mouse, the position of the keyboard is directly in front of them and at or slightly below their elbow height.

Land Acknowledgement

César Chávez Elementary (CCE) School pays homage to the indigenous people and land on which our campus is located. When we are re-introduced to in person instruction with social distancing (Phases 2-5), we will acknowledge the “Land Acknowledgement Statement” which can be used in oral or written form at events as deemed appropriate.

We should take a moment to acknowledge the land on which we gather for this festival. For thousands of years, this land has been the home of Patwin people, including the Yocha Dehe Wintun Nation today. The Patwin people have remained committed to the stewardship of this land over many centuries. It has been cherished and protected, as elders have instructed the young through generations. We are honored and grateful to be gathered here on their traditional lands.

Approved by Yocha Dehe Tribal Council (May 14, 2019)

Who is César Chávez?

-by, Steve Nyholm, CCE parent

Union Leader and Labor Organizer (1927–1993)

César Chávez was born on March 31, 1927, near Yuma, Arizona. He learned a powerful lesson about injustice as a child when his father was swindled out of their family home, and became migrant farmworkers. Like others, his family often went hungry, living and laboring in abysmal conditions and being paid unlivable wages. After experiencing profound discrimination at school and achieving only an eighth-grade education, he left school to work in the fields full-time to help support his family.

After working as a community and labor organizer in the 1950s, Chávez founded the National Farm Workers Association in 1962, which merged in 1966 to become the United Farm Workers (UFW). He chose the Eagle logo because it represents strength, gives pride, and the simple design was easy for union members to draw.

Chávez employed nonviolent means to bring attention to the plight of farm workers. He led marches, organized strikes, called for boycotts and went on several hunger strikes. Among his historic actions are leading a 340-mile farmworker march in 1966 from Delano to Sacramento, and a 25 day fast in 1968 (inspired by Gandhi). At the height of his union’s strength, more than 17 million Americans boycotted grapes to help California farmworkers win contracts. He also brought national awareness to the dangers of pesticides to workers' health.

At 66 years old, he died in 1993 in Arizona. In 1994, César Chavez's birthday, March 31, became a state holiday in California, Colorado, and Texas. As a major historic icon for organized labor and human rights, many schools, streets, libraries, parks, public facilities, awards and scholarships have been named after him. His motto in life-"sí se puede" (yes, it can be done)-embodies the uncommon and invaluable legacy he left for the world's benefit.

Los Lobos Mascot

Los Lobos (the wolves) are the school’s mascot. Wolves (Canis lupus) have longer legs than dogs. They naturally organize themselves in packs to maintain stability and aid with hunting. A wolf is intelligent, non-aggressive, and friendly with the ability to make strong emotional attachments. Wolves howl to communicate. Wolves are a “keystone” species, that is they are a species who plays a unique role in the way an ecosystem functions.

Welcome to Our Staff!

Kindergarten Teachers

Erica Lara: I am a Davis native. I was born and raised here, attended Pioneer & Valley Oak, Holmes Jr. High and graduated from Davis High. I am the 9th child in a family of 10. S0 if you didn’t know me already, I bet you have already met someone else from my family! I went to UC Davis where I earned my degree in Human Development. I completed my BCLAD teaching credential from CSU Sacramento as well as my Masters in Language and Literacy. I have taught K-2/3 for the past 22 years in Winters and now at CCE. Both of my children attended the Spanish Immersion program at Chavez and are currently enrolled in 9th and 12th grade. I enjoy spending time with my family, long walks on the greenbelt and traveling.

Sra. McLemore is excited to join the Kindergarten team this year. This will be her 9th year teaching and 4th year at CCE. She has taught Kindergarten, second and third grade. Sra. McLemore learned Spanish at CCE, but at the time it was called West Davis Elementary. It became CCE when she was in 5th grade. She studied International Business/Spanish at San Diego State University. As part of that program, she had the opportunity to study abroad in Costa Rica, taking classes in Spanish and living with a host family. After college, Sra. McLemore moved with her husband Steve to Oregon, where she taught for 5 years. She also has a Master’s in Education from Western Oregon University and a Masters in Special Education from Concordia University-Portland. The McLemores (including Annalise and Clayton, 13 month old twins) live in Davis. I am Sra. Velásquez and I have taught Spanish Immersion at the K-2 level for the past 18 years starting in 1st grade Spanish Immersion for 10 years (in Winters and here at CCE), a year of 2nd grade Spanish Immersion here at CCE and finally Kindergarten for a total of seven years now! I LOVE 5-6 year olds, you can say I found my niche and passion with this age group. I have a liberal studies degree with a minor in child development from California State University, Sacramento as well as her Bilingual, Multicultural K-6 teaching credential from CSUS with a BCLAD authorization. I particularly enjoy the thrill of teaching young children to read, write and speak Spanish…there’s nothing I enjoy more than to see a child discover and say “I can READ now!” I am very passionate about social-emotional learning, gardening and all things creative and artistic.

1st Grade Teachers Sra. Manzanedo

Sr. Nelson

Sra. Ramirez

2nd Grade Teachers

My name is Ava Cain and I’m celebrating my silver teaching anniversary this year. I have taught 3rd grade, 5th grade, and 2nd grades in Selma, CA; Escazú, Costa Rica; and César Chávez Elementary, Davis, CA, respectively. In my free time I love to drink strong coffee (with cream) and eat good chocolate (although Hershey’s will suffice). I also like to hike, swim, kayak, ride my bike, read and make jewelry. I have been known to drive to San Rafael just for my favorite Puerto Rican cuisine at Sol Food. My students at Chávez bring me much joy, and one of my greatest pleasures is bumping into former students who are still using their Spanish.

I am Sra. Garibay and I am so excited to start a new adventure in second grade! I loved teaching third grade in Spanish Immersion here at CCE and in a Winters Two-way Immersion program for the past 18 years. Now, I look forward to bringing a growth mindset to a new grade level. My two daughters are CCE alumni and also two of my former students. I have mentored several student teachers who have all gone on to teach in Immersion Programs throughout California. In addition to teaching in the Spanish Immersion program, I have mentored beginning teachers in grades first through sixth in the Yolo-Solano Teacher Induction program, providing the critical support needed in the initial two years of teaching and will continue to do so this year. I am a UC Davis alumni, having earned a B.A. in Spanish and Linguistics and Multiple Subject BCLAD Teaching Credential.

I am Sra. Ramos and I have been teaching at César Chávez Elementary for 15 years. I am married and have two daughters, a dog and a fish. César Chávez Elementary has been the only school that I have worked at during my teaching career. I first came to César Chávez as a student teacher for sixth grade. After that, I was hired as a long term teacher for Kinder. The following year I moved to second grade and I have been there since then except for one year that I taught a first and second grade combo class. My oldest daughter graduated from César Chávez and my youngest daughter is currently attending. I enjoy learning and I love spending time with my family. I am looking forward to a wonderful family-school connection this year!

I am Maestra Vázquez. I am happy to share that I, too, attended a dual immersion school as a child and have grown to become a passionate advocate for bilingual education. I worked for the Woodland District teaching students in 1st and 4th grade as well as being a migrant tutor for students K-12. I received my undergraduate degree from California State University, Sacramento in Child Development and a minor in Counseling. At CSUS, I also received my Teaching Certification and implemented culturally responsive teaching to meet the various needs of students. I also have experience teaching early childhood education in a Montessori School, and in after school programs in the Sacramento area. Amidst these challenging times, I am excited and motivated to create a positive learning environment for my students, and to work with their parents to make the best of this school year. I look forward to collaborating with peers to provide engaging lessons and that both parents and students feel supported during this time.

3rd Grade Teachers

Elia Chavez

Hi there! I'm Gigi Bugsch. I was born in the Philippines but grew up in San Diego. I have a Bachelor’s in Linguistics and Spanish from UC Davis, a Master’s in Curriculum and Instruction from USIU, and a Teaching Credential from Sacramento State. I’ve been a teacher at César Chávez since 1998 and all three of my children attended CCE and continued through the SI program until 9th grade. My girls are older now. Jade graduated from Arizona State and is now a firefighter for Cal Fire. Sidra is a senior at Cal Poly SLO and plays for their women’s soccer team. And Lani will be a freshman at UC Irvine this fall. I’m not excited to be an empty nester because a full house with noisy kids and dogs running around is certainly much more fun. I find comfort in the mayhem. My interests outside school include traveling to anywhere in Europe and beach destinations far, far away. I also like musical theatre, ballet, shopping, exercise, cooking, and baking. I have a very big sweet tooth and if I could, I would eat a pint of gelato and a bar of chocolate every single day!

Hello, my name is Kaitlin Post. I have taught Spanish Immersion over the past 15 years, in second grade at Montgomery, and kinder and third grade at César Chávez. After teaching kinder at CCE, she moved with her family to Nashville, where she taught Spanish at her children’s Montessori preschool. Her children will be 4th and 6th graders at CCE this year. Sra. Post learned Spanish as a child in Spanish Immersion, so she understands her students’ perseverance in learning in Spanish! One of her favorite memories is of travelling with her family in Mexico for two months as a sixth grader, riding trains and buses around to many different areas using Spanish along the way. It would be the first of Sra. Post’s many experiences abroad, studying in Barcelona, Costa Rica and Guadalajara while completing her undergrad and graduate studies at UCSB. In addition to travel, Sra. Post loves hiking and backpacking, animals, cooking, music, art and games. She hopes to take her children to visit Spanish speaking countries once it’s safe again! Hola, my name is Martha Rodriguez. I was born in Zacatecas, Mexico and I came to the United States at age 11, specifically to the charming town of Winters, where I have lived since then. I graduated from Sacramento State University in 1992 and I have been a teacher in the Davis school district and at Cesar Chavez for 28 years. For the first seven, I worked with the migrant students and the rest in the Spanish Immersion Program teaching second and third grade. I love being a teacher and working with kids fills my heart with joy! While this year is unlike any other and it will certainly be a challenge, I am willing to put my best effort forward and do everything I can to ensure the kids will have a successful year.

4th Grade Teachers

Hi! I am Kristie Dunbarr, CCE’s 4th and 5th grade Science Teacher. I have been teaching for 20+ years: four in Vacaville, two in Costa Rica and 16 of them with DJUSD, the last half as the science specialist. It is my goal to make science about discovery, inquiry and exploration, through meaningful and engaging lessons and activities. Some of my personal interests include reading, spending time at the beach (or near any water!), good cheese & bread combos, Boba tea, and time with my family and doggie.

My name is David Nieves, but my students call me Señor Nieves. I am excited to be your child’s 4th grade teacher this year. This is my 24th year at César Chávez Elementary School. I live in Davis with my wife Karin and we have two adult children. My daughter Sara is married and lives in Arizona, and my son Carlos lives in Davis. They both were students at CCE. I am from the Canary Islands, Spain and I first came to California after High School. My wife is a teacher who introduced me to bilingual education, and I liked it so much that I decided to become a teacher. I like teaching in the Spanish Immersion because it’s fun to teach my first language to children. My favorite thing to do is to travel to new places around the world and take lots of pictures. I like taking pictures because before I was a teacher, I was a photographer. I also like to drive to the mountains and to the coast, to go on walks and to ride my bike. I look forward to all the new things that we are going to learn this year and to having fun along the way.

Hi, my name is Minerva Medina. I was born and raised in Navojoa, a small town in the state of Sonora, Mexico. I have a Business Administration degree from a university in Mexico and my bilingual teaching credential from San Diego State University. I come from a family of educators from my parents and grandparents to many of my aunts and uncles. I live in Sacramento with my two children, Richard and Gema, and my wonderful husband, Oscar. My favorite hobbies are reading, watching international movies and series, knitting, cooking and working in my garden. I have been teaching in elementary school for ten years and have taught kinder, first, second and fourth grade. This is my third year teaching in Cesar Chavez, and I am very excited to start a new school year with your family.

I am Sra. Leon and I will be teaching 4th grade at Cesar Chavez elementary this upcoming school year. I was born in Lima, Perú and immigrated with my family to California during my early teen years. I graduated from UC Davis with a B.S. in Human Development and acquired my Bilingual Teaching Credential shortly after. I live in Woodland with my husband and my ‘almost 2’ daughter. I enjoy reading, dancing, and exploring new places in our family RV. This will be my 21st year teaching all together (taught 2nd grade Two Way Immersion in Winters, and 3rd grade, 1st grade, and currently 4th grade Spanish Immersion at Chavez) I am very excited to start working together to make this school year our best year yet.

5th Grade Teachers

Hi! I am Kristie Dunbarr, CCE’s 4th and 5th grade Science Teacher. I have been teaching for 20+ years: four in Vacaville, two in Costa Rica and 16 of them with DJUSD, the last half as the science specialist. It is my goal to make science about discovery, inquiry and exploration, through meaningful and engaging lessons and activities. Some of my personal interests include reading, spending time at the beach (or near any water!), good cheese & bread combos, Boba tea, and time with my family and doggie.

Hola, my name is Sra. Lokkbakk. After 30 years in education, and 10 years teaching 6th grade at Chavez, this will be my first year teaching 5th grade. I can hardly wait! I love Spanish and I love CCE. I enjoy and appreciate my students, colleagues and parents. This past school year I’ve seen the entire CCE community come together in ways that have made me especially happy and proud to work at this school. I look forward to another year with you all :)

Hi, my name is Osvaldo Rubio. I am starting my 25 year as an educator in Dual Language programs. This will be my 3rd year here at CCE. My hobbies are Gardening, Puzzles, Music, and sports. Something a lot of people don't know about me is that I used to play in a mariachi band.

Sr. Solorio-Robertson: Hello everyone! I was born in Mexico and grew up in the small mountain town of Mammoth Lakes, California (I love the nature up there!). I completed my undergraduate studies at the University of California, Davis and have been living in Davis for almost 10 years now. I completed my K-12 credential program at CSU Sacramento and am very excited to teach where I began my student teaching placement. I enjoy outdoor activities (basketball, tennis, hiking, etc.) and have been fortunate enough to be able to travel to other parts of the world and learn about different cultures. I hope to share my love of learning with my students and I look forward to getting to know all of them and their families!

6th Grade Teachers

Sra. Ewey looks forward to sharing her LOVE of science with 6th grade CCE students. With degrees in both Biology & Dietetics, she often speaks of and looks at things from a scientific perspective. She has over 20 years of experience in teaching and administration at the elementary, junior high, and high school levels, which uniquely enables her to prepare 6th grade students for their transition to junior high school. Sra. Ewey has demonstrated a unique ability to communicate effectively with parents, students, and her colleagues and has a special knack for making science FUN, as well as educational.

Hello, my name is Maestro Gutierrez and I am excited to join the 6th grade team at CCE with a lot of creativity and enthusiasm for teaching. I received my B.A. in Elementary Education with an emphasis in studio arts from Humboldt State University and I received my credential from UC Davis. The incorporation of visuals and interactive activities in my class help my students make meaningful connections across all content areas. I also strive to build a classroom culture where all students are encouraged to work collaboratively and hold each other to high expectations.

Sra. McClintock: I love foreign language and culture. I have taught Spanish and French at the secondary level for the past 20 years and am excited to be joining the staff at César Chávez after being a Chávez parent for the last nine years. I have been a lifelong advocate for international exchange, including serving as a volunteer with the American Field Service (AFS), after participating in their exchange program in high school as an exchange student (Québec, Canada) and as a host sister (Honduras). I am looking forward to the challenge of teaching a variety of subjects and connecting with her students and their families during these challenging times. Sra. McClintock has a degree in French and Political Science from Linfield College and completed her K-12 credential program at the University of North Carolina at Chapel Hill. In addition to teaching in California, she also taught English in Japan as part of the Japan Exchange and Teaching (JET) Programme.

Sra. Sureda has taught 6th grade at CCE for the past 18 years. She is a life-long learner - always wanting to know about the world around her. The students in her classroom benefit greatly from her wealth of experience in providing a challenging, but developmentally appropriate curriculum portfolio. She is happy to be teaching Language Arts next year as she works closely with Sra. Ewey to bridge writing techniques within the sciences. This will play out nicely as she has a degree in Biology and a Master’s in Wildlife Ecology.

Specialists

Rowan Foley is our new school psychologist! This is her first year at CCE but has lived in Davis her whole life. She has a passion for animals and has been fostering cats for more than 10 years. You will often see cute kittens wandering behind her in her video calls. She is always willing to share pictures of her kittens, dog, and horses if you are having a rough day. Rowan has a Bachelor’s degree in psychology from University of Massachusetts-Amherst and a Master’s degree in school psychology from CSU Sacramento. During her degree pursuit, Rowan completed internships in London, Sacramento, and Davis. In addition to her school psychology experience, Rowan also worked as a paraeducator for DJUSD. Rowan is so excited to join us and become a part of the CCE community!

Katrina Williams has taught special education for 12 years, and is starting her 8th year as Resource and Inclusion Specialist at Cesar Chavez Elementary. After studying Psychology and English at UCLA, she earned a Multiple Subject Credential from UC Santa Cruz. She began teaching middle school English, and found her best fit working with students with IEP’s. She then started her Special Education Credential at CSU Monterey Bay. She moved to Davis in 2012. She has been a Chavez parent and a North Davis parent, and is now a parent to two Holmes Patriots. She advises the CCE Robotics club.

Doro Taylor is one of our Speech Language Pathologists. This is her third year working at CCE. She studied Language Studies and Latin American Studies at UC Santa Cruz, then moved to Michigan for grad school where she earned a Master’s degree in Linguistics. She came back to the west coast and pursued her Master’s degree in Speech and Language Disorders at the University of Oregon. She completed her clinical fellowship with Peninsula Associates providing services for the Morgan Autism Center in San Jose, CA. She also worked in private practice and in the Redwood City school district. She moved to Davis with her family in 2017. She is a CCE parent as well as a DPNS parent. She enjoys spending time with her kids, hiking, camping, making art, gardening, reading and traveling to Germany to be with her extended family.

Hi! I’m Kathy Roggenbuck, the Reading Specialist at CCE providing reading intervention in Spanish and English. Spanish is my first language and I learned English in Kindergarten. After internships with the Reading Teacher and Kindergarten class at CCE (then WDE), as a UC Davis undergrad, I fell in love with the idea of Spanish Immersion. I began teaching in 1997, after earning Multiple Subject, Single Subject, and Reading Specialist BCLAD credentials as well as an MA degree in Language and Literacy. I am an alumni parent of 8 DPNS sessions and proud parent of two former CCE students. I have taught Spanish Immersion Kindergarten and 1st grade. I began teaching in Davis in 2011. My passion is helping students learn to read. I love traveling, spending time with family and friends and cheering on the Aggies.

Hello! I am Sra. Flores and I am starting my 3rd year as the School Counselor at CCE. I received both my undergraduate and graduate degrees from Sacramento State University. My parents are both immigrants from Jalisco, Mexico and migrated to Yuba City, CA in the 1980's. Yuba City is where I was born and raised and currently still reside. I previously worked for Migrant Education and the Sacramento County Office of Education. I love working with children and enjoy helping them grow and develop into kind human beings. When I'm not working with children, I enjoy traveling, reading, and spending time with my family. I look forward to supporting CCE families throughout the school year! Mariana Contreras – Speech and Language Pathologist Ann Durant-Buggy – English Learner Specialist Lydia Cooley – Strings Music Teacher Sean Muir – Band Music Teacher Veronica Tonus – Band Music Teacher Alejandra Gonzalez – Paraeducator Specialist Linda Biewer-Elstob – DJUSD Instructional Coach

SPED Paraeducators Sra. Aliaga Sra. De Francisco Sra. Kristen Sr. Servin

Reading Paraeductors Sra. Berenguer Sra. Haines Sra. Marquez Sra. Romero

Administration and Support Staff I, Veronica L Dunn, thank you for welcoming me back in my 3rd year as your Principal for the 2020-21 school year! My entire career has been dedicated to Spanish Immersion programs since 2000 teaching 4th and 5th grades in an Immersion Program in Winters JUSD. I joined the CCE staff as a 6th grade teacher in 2014, and in 2018 I was appointed Principal. I am proud of my heritage as my parents are from Jalisco and Sonora, Mexico. I was born in Long Beach, Ca. and raised in Sonoma County. Like many in our town, I am a UC Davis Aggie alum who fortunately stayed, married and started a family in Davis. My husband and I have four sons between 11th and 3rd grades. I bet you didn’t know I played on the UCD Women’s Lacrosse Team in the 90’s, played basketball in my youth, and I love attending tennis, NBA, rugby and collegiate live sporting events. Before school I run in the mornings, and play tennis in the evenings and weekends. I love to be in nature with my family camping, hiking, birding and fly- fishing. I really miss being with you all at CCE though I am grateful for the commitment and passion you bring to our Spanish Immersion Program and School each day!

Lynn Alvarez – Administrative Assistant Daniela Loyola – Office Secretary Natalie Johnson – School Nurse Silvana Cagnasia DeAlessandro – Information Technology Specialist I Petrina Jonas – School Librarian Rachel Burgess – Library Tech I Beatriz Carillo – Custodian Emma Villagomez – Custodian Rashda Malik – Kitchen Manager

Campus and Noon Supervisors Mitchell Navarro Helene Asbill Leticia Bejar De Rocha Peter Fuqua

CÉSAR CHÁVEZ ELEMENTARY 2020-2021 CALENDAR OF EVENTS

AUGUST THURSDAY, AUGUST 6 DJUSD Online Re-enrollment Parent Portal is Open to Returning and New Families to update family information. TUESDAY, AUGUST 11 First day of Círculo Rising First Graders MONDAY, AUGUST 24 Back-to-School Night Kindergarten 5:00-7:00 p.m. (Morning & Afternoon Kindergarten classes) TUESDAY, AUGUST 25 Back-to-School Night First Grade 5:00-6:30 p.m. WEDNESDAY, AUGUST 26 First Day of School - Distance Learning MON, AUG 31 - FRI, SEPT 4 César CARES: Semana de Cooperación

SEPTEMBER TUESDAY, SEPTEMBER 1 Back-to-School Night Second Grade 5:00-6:00 p.m. Third Grade 5:00-6:00 p.m. WEDNESDAY, SEPTEMBER 2 Back-to-School Night Sixth Grade 6:00-7:00 p.m. MONDAY, SEPTEMBER 7 Labor Day (No school) TUES, SEPT 8-FRI, SEPT 11 César CARES: Semana de Adaptabilidad TUESDAY, SEPTEMBER 8 SIPAT General Membership Meeting - 7:00 p.m.; virtual. SIPAT members may vote. WEDNESDAY, SEPTEMBER 9 Back-to-School Night Fourth Grade 6:00-7:00 p.m. Fifth Grade 5:00-6:00 p.m. MON SEPT 14-FRI, SEPT18 César CARES: Semana de Responsabilidad TUESDAY, SEPTEMBER 15 Climate Committee Planning for the Year Meeting - 4:00-5:30 p.m.; virtual WEDNESDAY, SEPTEMBER School Site Council Meeting - 4:30-6:00 p.m.; virtual 16 MON, SEPT 21-FRI, SEPT 25 César CARES: Semana de Empatía MON, SEPT 28-FRI, OCT 2 Safety Week: School wide César CARES: Semana de Seguridad

OCTOBER MON, OCT 5-FRI, OCT, 9 CCE Kindness Week TUESDAY, OCTOBER 6 ELAC Parent Orientation Meeting - 6:00-7:00 p.m.; virtual THURSDAY, OCTOBER 8 CCE Principal Listening Tour - 6:00-7:00 p.m.; virtual WEDNESDAY, OCTOBER 14 School Site Council Meeting - 4:30-6:00 p.m.; virtual TUESDAY, OCTOBER 20 Climate Committee Meeting - 6:00-7:30 p.m.; virtual WEDNESDAY, OCTOBER 21 Dia De Los Muertos Celebration - 1:30-4:00pm (Organized by SIPAT)

NOVEMBER TUESDAY, NOVEMBER 3 Last Day to drop off Circulo and Library Books - 8-9:00 a.m. SIPAT General Membership Meeting -7:00 p.m.; virtual. SIPAT members may vote WEDNESDAY, NOVEMBER 11 Veteran’s Day Holiday (No school) FRIDAY, NOVEMBER 13 Elementary Teacher Work Day (No school) TUESDAY, NOVEMBER 17 Climate Committee Meeting 4:00-5:30 pm; virtual WEDNESDAY, NOVEMBER 18 School Site Council Meeting - 4:30-6:00 p.m.; virtual MON-FRI, NOVEMBER 16-20 Parent-Teacher Conference Week Online Fall Scholastic Book Fair (organized by SIPAT) MON-FRI, NOVEMBER 23-27 Thanksgiving Holiday (No school) Please plan to have children in school the Friday before and the Monday after this week

DECEMBER- JANUARY DECEMBER 21 -JANUARY 1 WINTER BREAK (No school) MONDAY, JANUARY 4 School Resumes TUESDAY, JANUARY 5 ELAC Parent Orientation Meeting - 6:00-7:00 p.m.; virtual TUESDAY, JANUARY 12 SIPAT General Membership Meeting -7:00 p.m.; virtual. All CCE community is invited. SIPAT members may vote MONDAY, JANUARY 18 Martin Luther King Jr. Holiday (No school) WEDNESDAY, JANUARY 20 School Site Council Meeting - 4:30-6:00 p.m.; virtual TUESDAY, JANUARY 26 Climate Committee Meeting 4:00-5:30 pm; virtual

FEBRUARY MONDAY, FEBRUARY 15 President’s Day Holiday (No school) MONDAY, FEBRUARY 22 Washington’s Birthday (No school) WEDNESDAY, FEBRUARY 17 School Site Council Meeting - 4:30-6:00 p.m.; virtual TUESDAY, FEBRUARY 23 Climate Committee Meeting 4:00-5:30 pm; virtual

MARCH TUESDAY, MARCH 9 SIPAT General Membership Meeting - 7:00 pm;virtual. All CCE community is invited. SIPAT members may vote MONDAY-FRIDAY, Parent-Teacher Conference Week MARCH 15-19 K - 6TH grades all week Spring Scholastic Book Fair (organized by SIPAT) MON-FRI, MARCH 22-26 SPRING BREAK (No school) WEDNESDAY, MARCH 31 César Chávez Day - School wide celebration School Site Council Meeting - virtual; All CCE community is invited.

APRIL TUESDAY, APRIL 6 ELAC Parent Meeting, 6:00-7:00 pm; virtual; All CCE community is invited. Childcare available. TUESDAY, APRIL 13 SIPAT General Membership Meeting - 7:00 pm; virtual; All CCE community is invited. SIPAT members may vote. TUESDAY, APRIL 20 Climate Committee Meeting - 4:00-5:30 pm; virtual; All CCE community is invited. WEDNESDAY, APRIL 21 School Site Council Meeting - 4:30-6:00 pm; virtual; All CCE community is invited.

MAY MON-FRI, MAY 3-7 Teacher Appreciation Week (organized by SIPAT) TUESDAY, MAY 11 Climate Committee Meeting 4:00-5:30 pm; Library Rm 22; all CCE community is invited WEDNESDAY, MAY 19 School Site Council Meeting - 4:30-6:00 pm; virtual; All CCE community is invited. MONDAY, MAY 31 Memorial Day Holiday (No school)

JUNE THURSDAY, JUNE 10 Last Day of School Promotion Celebration - 6th Grade students and their families

CCE Heritage Months and Observances

September 15-October 15 National Hispanic-Latino Heritage Month November National American Indian Heritage Month December International Day of Persons with Disabilities February African American Heritage Month March 31 César Chávez Day May Asian Pacific American Heritage Month

CCE Appreciation Days

October 2 National Custodian Day October 11-17 Week of the School Administrator November 9-13 National School Psychology Week January School Board Recognition Month February 1-5 School Counseling Week April 4 School Librarian Day April 20-24 Public School Volunteer Week April 21 Administrative Professional’s Day May 1 School Principals Day May 3-7 National Teacher Appreciation Week May 3-7 School Nutrition Employee Week May 12 School Nurse Day May 16-22 Classified School Employee Week

SECTION 2 Parents and Staff

School Vision and Mission

Mission: Cesar Chavez Elementary Spanish Immersion Program will prepare students to meet the challenges of an interdependent world community by providing a bilingual and multicultural learning environment that enables students to communicate in another language, master all curricular subjects, and develop intercultural understanding and respect.

Vision: Cesar Chavez Elementary Spanish Language Immersion Program nurtures a vibrant learning community in which students from diverse backgrounds speak, read and write in Spanish and participate in multicultural studies and experiences as part of their education. The Program values diversity, cultivates respect, and thrives on collaboration among students, staff, parents, and the wider community. Committed to continual improvement, the program serves as a model for other language immersion and World Language programs.

School Profile

The DJUSD multi-site Spanish Language Immersion program nurtures a vibrant K-12 learning community in which students from diverse backgrounds speak, read and write in Spanish and participate in multicultural studies and experiences as part of their education.

Program Design The Spanish Language Immersion Program has been designed to maximize the benefits of second language learning for all student participants. An early start, combined with an uninterrupted and extended period of study, leads to high levels of language proficiency. Research shows there are many cognitive, academic, economic, and social benefits of learning a second language. Additionally, there is evidence that immersion education helps close the achievement gap. Recent DJUSD data support other research that shows English learners have a higher rate of success in immersion education than in the English mainstream classroom. The elementary program is open to students of different backgrounds and abilities from throughout the district. In the early grades, lessons are delivered primarily in Spanish, with additional English Language Development (ELD) instruction for English learners. Instruction in English gradually increases as students progress through the grades. The K-9 Spanish Language Immersion Program has proven successful. District data show that, overall, program participants perform as well, or better, than students receiving instruction only in English elsewhere in the district. This occurs despite the fact that most of the tests administered to measure achievement are given solely in English.

Guided by the new master plan, the Spanish Language Immersion Program shall be aligned to state and national standards, including the World Language Standards established by the American Council on the Teaching of Foreign Languages (ACTFL). Alignment to ACTFL learning expectations allows the program to be articulated into a world language proficiency pathway for Spanish. Students are placed in language courses based upon their demonstrated level of proficiency as they transition from elementary school to middle and high school. Since it is beneficial for everyone to have more native Spanish speakers in the classroom, the program shall strengthen its outreach and communication to Spanish-speaking families in the district and continue to provide high quality ELD services to students who need them.

DJUSD supports the attainment of the California State Seal of Biliteracy for12th grade students. At Cesar Chavez Elementary, our Spanish Immersion program aims to support students' language development toward the California State Seal of Biliteracy Pathway.

Program Goals All Students Achieve 1. Bilingualism and Biliteracy: Students develop a high level of oral and written proficiency in both Spanish and English. 2. Academic Excellence: Students achieve academic excellence in all subject areas, meeting or exceeding district and California state standards. 3. Multicultural Understanding: Students develop positive attitudes toward other languages and cultures and demonstrate their ability to appreciate the traditions and values of various cultures in our society and around the world. 4. Pathway Program for the California State Seal of Biliteracy.

History about the Davis Spanish Immersion Program And César Chávez Elementary School

The Davis Spanish Immersion (SI) Program began in 1982, starting with a cohort of students that formed a K/1st Combo at Birch Lane Elementary School. By 1984, an additional grade was added, and the program model continued on to North Davis Elementary up to 3rd grade. In 1987, the first cohort moved to West Davis Intermediate where they would continue the 4th- 6th grade Spanish Immersion program. For 10 years, West Davis Elementary provided a strand of SI, K-3 classrooms, while West Davis Intermediate supported the SI, 4th-6th classrooms.

In 1997, DJUSD Board of Trustees, Administration, Spanish Immersion Teachers, staff, families and students celebrated the emergence of one school in Davis dedicated to the K-6 Spanish Immersion program, thereby naming West Davis Elementary to César Chávez Elementary in honor of civil rights activist, César Chávez.

2020-21 Spanish Immersion Program Distance Learning Plan: Guidelines and Recommendations

Senate Bill 98 Parameters for Re-Opening (Ed. Code, § 43503(b).) [BC1]

Senate Bill 98 places a strong emphasis on teacher-student engagement in distance learning. Distance learning must include the following minimum components: (1) provision of access for all pupils to connectivity and devices adequate to participate in the educational program and complete assigned work; (2) content aligned to grade level standards that is provided at a level of quality and intellectual challenge equivalent to in-person instruction; (3) academic and other supports designed to address the needs of pupils who are performing below grade level, or need support in other areas; (4) special education, related services, and any other services required by a pupil’s individualized education program; (5) designated and integrated instruction in English language development; and (6) daily live interaction with certificated employees and peers for purposes of instruction, progress monitoring, and maintaining school connectedness. http://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=43503.&lawCode=EDC

Online Learning: Synchronous v. Asynchronous Synchronous Lessons & Tasks (daily live interaction): Synchronized online learning provides for live, real-time interaction between the student and teacher or student to student. The District’s primary digital tools for synchronous interactions are:  Zoom  WebEx  Google Voice phone calls. Asynchronous Lessons & Tasks (Pre-recorded lessons & independent student work): Asynchronous online learning provides for flexibility and opportunity for students to learn at their own pace. The District’s primary digital tools for asynchronous learning are:  Pre-recorded lessons or presentations  Canvas Studio  Imagine Español (K-2)  Imagine Language & Literacy - English (K-6)  Flipgrid  Google Suite  Padlet & discussion boards

The following four recommendations will serve as our framework to align with our Spanish Immersion Program Model and school:

1. Be Kind to Yourself and Those You Serve 2. Align All Decisions with the Spanish Immersion’s Program Model/ Language Allocation Plan with the District’s Continuity of Learning Plan. 3. Focus on Biliteracy Instruction Best Practices, Elevate Spanish Language and Target Cross-Linguistic Transfer of Learning. 4. Keep the Lessons Simplified and Connected to Students’ Lives

Guiding Principles

Principle 1: Social-Emotional Learning (SEL) Development: #1 Priority

The Collaborative for Academic, Social, and Emotional Learning (CASEL), defines SEL as “how children and adults learn to understand and manage emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions. CASEL’s framework identifies five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.”

Our Spanish Immersion program believes that SEL is foundational and is the key to establishing a safe and positive community, connections and relationships. The following practices and systems will be implemented this school year:

 Building Relationships  Morning Meetings using Responsive Classroom Curriculum/Training  Positive Behavior Interventions and Supports (PBIS)  Counselor Lessons and Student/Family Check-Ins  Digital Citizenship

Principle 2: Alignment of the Spanish Immersion’s Program Model/ Language Allocation Plan and DJUSD’s Continuity of Learning Plan

CCE Spanish Immersion Distance Learning Plan Model In our traditional immersion program, teachers present the regular curriculum nearly 100% in Spanish in the early years and gradually introduce English incrementally as students progress through the grades. For Fall re-opening, our program will need to adapt the model to support Distance Learning (DL) for the start of the school year. Therefore, our teachers will follow an adapted Spanish Immersion Model following the California State DL Requirements:

Grade(s) Spanish: English DL Daily Instructional Instruction (Minimum Minutes/Day) (%)

Kindergarten *90:10 180

1st *90:10 230

2nd 90:10 230

3rd 80:20 230

4th 75:25 240

5th/6th 70:30 240 *Kindergarten and 1st grade will adapt and deliver their social-emotional curriculum in English during the first Trimester.

Distance Learning Spanish Immersion Language Allocation Plan

Language During Synchronous Instruction (minimum min/wk)

Kinder 90% Spanish (150-225 min/wk) 10% English-SEL

1st - 3rd 90% Spanish (200-250 min/wk) 10% English-SEL 1st & 2nd

4th - 5th 100% Spanish (250 - 300 min/wk)

6th 90% Spanish (250 - 300 min/wk) 10% English Science

7th - 8th 100% Spanish (225 - 300 min/wk) - Q1/Q3, Q2/Q4

Subjects Delivered in Spanish

Kinder & 1st SLA, Math, Science, Social Studies 5th All Subjects, SEL

2nd All Subjects 6th SLA, Math, Social Studies, SEL

3rd All Subjects, SEL 7th SLA, Social Studies

4th All Subjects, SEL 8th/9th SLA

Language During Asynchronous Instruction

Kinder - 2nd Grade 75% Spanish approximation 25% English as needed

3rd - 6th Grades 50% Spanish approximation 50% English as needed

7th - 9th Grade 100% Spanish

Principle 3: Focus on Biliteracy Instruction Best Practices, Elevate Spanish Language and Target Cross-Linguistic Transfer of Learning

Language and Literacy Development: Immersion methodologies were developed based on the notion that students would learn language by being exposed to Spanish during meaningful interactions and content instruction. More current research shows that students do not develop high levels of academic proficiency from these approaches alone. It takes 5 to 7 years (or longer) for students to become academically proficient in a second language. Spanish Language Development is not linear but is more rapid at early stages and slows as students’ approach advanced levels of proficiency. These findings would suggest that a number of instructional strategies are necessary for students to become fully proficient in a second language. The following are a number of evidence-based practices for promoting higher levels of second language development.

 Language Input is made more comprehensible through use of the following:  Slower, more expanded, simplified, and repetitive speech oriented to the here and now.  Highly contextualized language and gestures.  Comprehension and confirmation checks.  Communication that provides scaffolding for the negotiation of meaning by constraining possible interpretations of sequence, role and intent. Suggested Strategies: Visual aids, modeling, making connections between course content and prior knowledge, students act as mediators and facilitators, use alternative assessments such as comprehension checks, portfolios, scaffolding, supplemental materials/manipulatives/flash cards, a wide range of presentation strategies.

 Oral Language Development and Instruction research has discovered that the fluency and grammar ability of most immersion students is not native-like, and there is a need for formal instruction in the second language. However, this does not mean traditional translation and memorization of grammar and phrases.  Use the Spanish Language Arts curriculum that specifies which linguistic structures should be mastered (e.g., conditional verb forms), and how these linguistic structures should be incorporated into the academic content (e.g., including preterit and imperfect forms of verbs in social studies instruction and conditional and future verb tenses in mathematics and science.)

High Standards for Daily Oral & Verbal Spanish Exposure and Fluency Teachers and students will be held to high expectations for demonstrating effort in actively listening, conversing and responding in Spanish as developmentally appropriate to their teacher, staff and classmates during live Synchronous daily instruction in large and small group sessions formally or informally.

Extracurricular Opportunities It is imperative that Spanish immersion students have several opportunities to hear and use the language not just in Synchronous and Asynchronous Instruction, but in weekly extracurricular and enrichment activities during and after school hours. The DJUSD Graduate Profile will help support some of the innovative ideas, strategies and systems our program will be implementing or trying out for the first time in our Distance Learning Plan this fall:

 Engaging students in meaningful academics  Project-Based Learning or Collaborative Student Projects  Book Buddies  Empatico  Author Read-Alouds  Daily Independent “Asynchronous” Learning  Social-Justice, Environmental-Justice, Student Interest & Spanish Conversation Clubs  Spanish Immersion Common Lessons & Resources to Share School-wide  Cross-Age Tutoring  Student Leadership “Lobo Líderes”  Círculo de Lectura  Choir  Non-fiction articles about events in Spanish speaking countries  Robotics  Novel studies  Socratic seminars  Group service learning or placed-based learning projects

Principle 4: Keep the Lessons Simplified and Connected to Students’ Lives

Keeping Our Lessons Simplified  Focus on the 5-Es: Engage, Explore, Explain, Elaborate and Evaluate  Utilize Universal Design for Learning Principles  Weekly written communications with students - Frontloading  Note takers for synchronous sessions - Paraeducators can help!  Posting flexible presentations - written text, video representations, a graphic, audio recordings/music or all four!  Accessibility of digital materials - Hard-Copy Packets, Spanish-English Translations, enlarged font, color contrasted text color, text-to-speech.  Student Choice in Demonstrating Knowledge - provide a menu of 3-5 options, audio recordings, slide narration, create a website or video demonstration. Rubrics will help students with assessment criteria.

Culturally Responsive Teaching This Edutopia article is a great resource that highlights fostering students’ independence during remote learning connecting to students’ lives and building awareness in issues of race and implicit bias including fostering independence very intentionally.  Use students’ background knowledge - The knowledge students have from their families, communities, and lived experiences informs the ways they process and retain new information.  Build routines for the brain - Establishing questions for inquiry is essential to processing and hardwiring information in the brain.  Boost vocabulary - Creating active student engagement in vocabulary building is an important equity strategy. Students can be engaged in wordplay, word consciousness, and word knowledge. Teachers can boost students’ understanding of words in a way that is more robust and engaging than a worksheet.  Poetry activities and Word Scavenger Hunts - These can be engaging ways to build interest in new words. Kids have different interests in words, so teachers can find out where their energy is. The idea is to get them actively involved in word consciousness.

César Chávez Elementary School Plan for Student Achievement

The school Plan for Student Achievement (SPSA) is meant to consolidate all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), pursuant to the California Education Code (ED) Section 64001 and the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA).

The purpose of the SPSA is to increase the overall effectiveness of the school program by crafting a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement.

The School Site Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications in the plan to reflect changing needs and priorities, as applicable, pursuant to EC 52853(b) and 52855.

Goal 1: 21st Century Teaching and Learning - To improve 21st Century learning for César Chávez Elementary students.

Goal 2: Closing the Achievement Gap – Students grades 3rd-6th performing below state standards on California Assessment of Student Performance and Progress (CAASPP) assessments will show growth for the 2020-21 school year. Students, grade K-2 will meet grade-level benchmarks in Reading and Math on DJUSD Common Assessments.

Goal 3: Safe and Inclusive Environments – All students will feel safe and included on campus.

Policies and Procedures Phase 1: 100% Distance Learning Fall School Day Students are expected to be “at school” from 8:30 a.m. – 3:00 p.m.. We would appreciate you working with your child to create a classroom space at home. Allow time and space to adjust. Even with a schedule and planning, adjustments may need to be made by staff or your family. We encourage you to bring questions and feedback to your student’s teacher(s) or principal.

Attendance Attendance will be taken by teachers daily during live sessions each morning before noon. A student is considered present if they show up to the live session. Parents are expected to call the school to excuse the student’s absence if they will be unable to attend a live session. Parents will be notified by robocall daily if a student has not attended the live session and the parent has not called to excuse the absence. A weekly review of absences will occur and may prompt additional outreach.

Longer Absences and Short-Term Independent Study For the 2020-21 school year, we will not be notifying families when students have accrued “Excessive Excused Absences.” We will no longer request doctor’s notes to verify continued absences due to illness, unless required for other reasons, or when helpful in supporting the student and family. Short-Term Independent Study paperwork will not be processed for the 2020-21 school year. Families will need to work directly with their teacher and try to continue Distance Learning regardless of where you are. If internet access is not available, families need to work with the teacher to make arrangements for missed work.

Grading This fall teachers will resume class assessments and return to standard grading practices as outlined in our Board Policy; grades will be assigned and report cards will be sent home.

Homework Staff will follow the existing homework policy. If your student is struggling with homework or the volume of homework, please communicate with your teacher(s) or your principal.

Students with Individual Education Plans (IEPs)  Students will experience regular (daily and weekly) contact, instruction and support from Special Education staff in order to ensure that their needs are appropriatedly addressed and theat their IEP goals are met.  Increased collaboration time is set in the afternoons 2:00-3:00 p.m. forGeneral Education teachers and Special Education teachers to better serve students receiving Special Education IEP services.  IEP meetings will take place Tuesdays and Wednesdays 12:30-3:30 p.m. and/or scheduled to accommodate staff and family schedules.  All teachers will use Canvas to allow staff to accommodate modify and support assignments provided by the General Education teachers, which will increase the continuity of instruction and learning for students.  Para educator staff will be assigned to classrooms, office hours, small group and individual tutoring to assist students with IEP services and other students as practicable.  IEP services (speech, occupational therapy, etc.) will be provided digitally/remotely in Phase 1: 100% Distance Learning.

Students with Section 504 Plans Existing accommodations in an individual student’s Section 504 plan will remain unchanged during Distance Learning. However, please talk to your child’s counselor or school principal if you feel additional accommodations are needed during Distance Learning.  504 Meetings will take place on Mondays, Thursdays and Fridays 12:30-3:30 p.m. and/or scheduled to accommodate staff and family schedules.

English Learner and English Language Development Students who are English Learners will continue to receive support from their classroom teachers, English Learner Specialists, Paraeducators and other staff.  Integrated and Designated English Language Development – English Learners will benefit from integrated classroom strategies and, as needed, an additional class for designated time, 12:30-2:00 p.m.  Case Management Approach – Staff will be assigned students so that a staff member is monitoring attendance, engagement, grades and academic language acquisition.  Culturally Responsive Teaching – All staff have been trained in using pedagogy that is more mindful, respectful, and engaging for all students from diverse backgrounds.  Digital Supports – DJUSD has purchased an elementary Imagine Learning K-6 adaptive literacy program in English and Imagine Español K-2 designed specifically for language acquisition; this curriculum can be used remotely for language learning.  All teachers will use Canvas to allow staff to accommodate modify and support assignments provided by the General Education teachers, which will increase the continuity of instruction and learning for students.

Mental Health and Wellness If you are worried about a student’s social emotional wellbeing or mental health, fill out the Social Emotional Referral form found on the DJUSD/COVID-19/SOCIAL EMOTIONAL SUPPORT website. Our school counselor will reach out to offer resources and support. In addition, the Mental Health and Wellness webpage has resources to support your student and family.

Nutrition Services During Phase 1 Distance Learning, DJUSD will be serving meals to children 18 and under. Students/families may pick up lunch for the current day and breakfast for the following morning, Monday – Friday, 11:00 a.m. – 1:00 p.m. at the following four locations:  Montgomery Elementary – 1441 Danbury Street, Davis, CA 95618  Patwin Elementary – 2222 Shasta Drive, Davis, CA 95616  Harper Junior High – 40000 E. Covell Blvd., Davis, CA 95618  Davis Senior High – Pick up in the parking lot off Oak Avenue, behind the All Student Center.

Childcare DJUSD understand the need for childcare for parents/guardians who must work during the school day. DJUSD is working with local childcare providers to expand the options available to parents who are working during the school day. We are hopeful that the State of California will renew subsidization of childcare for working parents. Visit the Restart DJUSD website under Childcare for more details.

Visiting School Campus in the Fall While on CCE premises, employees and visitors shall maintain six (6) feet physical distancing between themselves and other individuals and are required to wear a face-covering. Children over the age of two (2) who are accompanying an adult to campus must wear a face covering when in common areas. Our school office is open to the public on Mondays, Wednesdays, and Fridays from 8:00 a.m. to 12:00 p.m..

Volunteers Volunteers play an important and valuable role in the Davis Joint Unified School District. Our school community benefits from the work of individuals like you who freely share their talents and resources. Senate Bill 98 does support increased flexibility in supervision parameters in a Distance Learning platform, however Volunteers over the age of 18 must follow the guidance of the supervising classroom teacher during any Live “synchronous” session and agree to the following:  Confidentiality - What you hear/observe about students or staff while volunteering in a school setting (this includes Distance Learning) is confidential. Even a seemingly harmless comment repeated to another can be misunderstood and cause harm to the school team, a family or child. If a parent asks how their child is doing, please refer them to the classroom teacher.  Commitment – Whether you are volunteering on a regular basis or for a one-time project or event, prepare in advance so there is time for communication and direction with the supervising teacher or principal.  You Are Part of a Team – As a school volunteer you are a role model for students. Behave toward students and staff in a respectful manner that sets an example of professionalism and good citizenship.  Communication – It is crucial that the lines of communication stay open and clear. If you are unsure about what is expected of you, please ask a staff member for direction or assistance.  Our Commitment to You – While there is certain expectation from volunteers to help things run smoothly, we realize you also have expectations from school staff. We are committed to working with you to make sure volunteering is rewarding for everyone.  Efficiency – We respect your time, interest and talents and will make every effort to utilize them efficiently. Let school personnel know how you can best contribute. Your input may lead to the development of additional volunteer opportunities.  Discipline/Supervision – As a school volunteer, you perform under the same direction and supervision as school personnel. Therefore, when you see students disobeying school/classroom rules or engaging in unsafe behavior, report to staff immediately. In addition, if you witness or suspect that students are treating each other disrespectfully, CA AB9 (Seth’s Law) requires that you take steps to intervene when safe to do so and then report to staff immediately. However, only staff may take the corrective action.  Reporting Child Abuse – School volunteers are not considered mandatory reporters of suspected child neglect or abuse. If a student discloses that they are in a dangerous situation or if you have reason to suspect neglect/abuse, please report this information immediately and privately to the school principal.  Ed Code and Security – A person who is required to register under Penal Code 290 shall not serve as an instructional or non-instructional volunteer under the direct supervision of a certificated employee (Education Code 35021).

Field Trips All fieldtrips are on hold until we return to in-person learning. More information will be provided as we transition into Phases 3-5.

Conferences and Report Cards Conferences with teachers are scheduled at the end of the first and second report periods for the purpose of discussing the student’s progress. At that time, you will receive your child’s report card. If you have questions about your child’s progress between conferences, please contact your child’s teacher.

Textbooks versus Consumables Our curriculum is comprised of textbooks, consumables (the items that the student will use up completely and therefore the item cannot be used by another student), and teacher created supplemental materials or manipulatives. This school year, some students will be issued textbooks that are numbered for inventory control, and all students will receive consumables and supplemental materials that classroom teachers will organize into totes for each of their students. The school will organize monthly Curriculum and Material Curbside Pick-Up Events while in Distance Learning.

CCE Pick Up and Drop Off Protocol This protocol will be implemented during Phase 1 Distance Learning in trimester 1. To ensure the safety and welfare of drivers, pedestrians and cyclists on Anderson Road, we respectfully ask our families and staff to comply with the following physical distancing and transportation guidelines to minimize traffic/congestion on Anderson for our Pick Up and Drop Off Events:  Drivers navigate the south-bound Anderson Rd route and pull into the 3-Minute Loading Zone curb in front of the school (do not park in the Staff Parking Lot).  Parking in neighborhoods Rutgers, Linden and Pine to Walk-In will help with arrival and safety to visit campus during these events.  Cycling and Bike Parking is available at the North end of campus on Anderson Rd. and near Redwood Park from the Linden and Pine access into South and West Campus.

INSTRUCTIONS

 Drive Southbound on Anderson Road to César Chávez 3-minute Loading Zone  Have your sign with student’s Last Name ready to present to a staff member on curbside of Loading Zone  You will receive these items in a Tote labeled with student’s last name, first name: o Curriculum (Consumables) o Other materials from your child’s teacher  Have any library materials and/or musical instruments ready to hand to school staff for drop off (if possible, wrap books in plastic shopping bags)  When directed, open the trunk or door of your car for a staff member to deliver a tote/plastic bag that contains your child’s materials/work/projects.

If you arrive at school on foot or bike, please form a line (maintaining six-feet of distance from other families) at the designated spots for pick up or drop off.

o We ask that everyone please wear a face covering as you arrive on campus. Staff will be wearing face coverings, as well.

School Programs

Counseling Our counselors work with teachers and families to support students. The counselor will visit classrooms during the virtual Morning Meetings, work with small groups between 12:30-2:00 p.m. and one on one. Please contact Andrea Flores at [email protected] or visit the Counseling page on our school website.

Health and Nursing Services The district nursing services are administered by a qualified school nurse who provides the following services: vision and hearing screening, updating medical information and supervising the maintenance of appropriate records for each student. Nurses are on call and available to the school as needed. CCE’s school nurse is Natalie Johnson. She can be reached at [email protected]

Library The library offers a number of programs throughout the year, including Author Visits and Pajama Reading Nights. A credentialed teacher librarian teaches 4th-6th grades digital citizenship, internet safety and research skills children need to find resources in the library. A Librarian Technician supports the K-3 Library Program in Spanish. All K-6 students are exposed to classic as well as new and award-winning children's literature throughout the year. The Library Program will be offered remotely while in Phase 1 of Distance Learning this fall. Our Librarian is Petrina Jonas and can be reached at [email protected]. Please check out our Library page on our school website.

Music Strings and band instruction is available for intermediate students. Every fall, recruitment takes place for students to be involved in these programs. Performances are scheduled throughout the district during the year. Those interested in our Strings or Band classes may contact our instrumental specialists Lydia Cooley by email at [email protected] (strings) or Sean Muir at [email protected] (band). SIPAT sponsors musical programs such as Choir Club and the BRAVO music program.

Special Education Students may qualify for special education services based on academic and psychological testing. Student instructional plans based upon individual testing and progress during the academic year are used to define annual goals for students qualifying for special education services. Parents and staff work collaboratively to develop the goals and monitor student progress. Our Inclusion Program provides support to students with identified special needs both in and out of the classroom. Please contact our School Psychologist, Rowan Foley at [email protected] if you have questions about special education services. Speech and Language In addition to working with children who qualify for speech or language therapy, the specialist aids teachers with students whose primary communication disability may be in the area of auditory comprehension or processing areas. All testing and evaluations are individualized and begin only with prior parental consent. Please contact Doro Taylor [email protected] and Mariana Contreras [email protected] with questions.

Parent Involvement

SIPAT The Parent-Teacher Association, Spanish Immersion Parent And Teacher, at CCE is a strong organization interested in the well-being and education of all students. During the year, SIPAT sponsors assemblies, reading incentives, fine arts productions, climate activities, and community events and fundraisers. Please join SIPAT and be on the lookout for activities! SIPAT will soon be introducing a new platform for the CCE community to connect via MIghty Networks. More details will follow, and please watch your email for an invite to join. Visit the SIPAT website for great information about the CCE PTA.

School Climate Committee The School Climate Committee is a collaborative effort committed to helping create a positive learning environment for all students, a place where individuals feel that their unique value as human beings free them to risk, grow, challenge and excel. If you are interested in attending the School Climate Committee meetings, please contact the school office. School Site Council The Site Council is charged with the ongoing and comprehensive review of the educational program at the school as well as the allocation and use of LCFF funds. To that end, the CCE Site Council shall review the existing program at the site and bring together all members of the school community to collaboratively chart a course of ongoing school improvement that will strengthen and improve instruction and learning for all students. Please contact the office if you are interested in joining or attending School Site Council. English Learners Advisory Committee (ELAC) ELAC is a committee devoted to the dissemination of information, education, and the development of community among our English Language Learners families. The committee meets on a regular basis to review the school program and other issues related to ELs. All are welcome to join ELAC meetings. See the school website for more information or contact Ann Durant-Buggy, English Specialist at [email protected].

Board of Education

Joe DiNunzio, President Tom Adams, Vice-President Bob Poppenga, Trustee Alan Fernandes, Trustee

DJUSD Mission Statement

On February 2, 2017, the Davis School Board approved a resolution providing a clear and transparent statement that DJUSD shall be a place where all students, employees and families feel welcome and safe regardless of their immigration status, race, color ancestry, national origin, ethnic groups identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity or gender expression.

Specifically, the resolution addresses procedures for responding to federal immigration enforcement action as well as policy changes around data collection on student enrollment. The resolution marked an important, first step to begin the process of examining current policies and procedures, educating school employees, and working closely with community partners to ensure that all students and families, including those that are undocumented or marginalized, are able to receive education in a safe and supportive environment.

The Resolution and other resources can be accessed at www.djusd.net/belong

District Administration Davis Joint Unified School District Office 526 B Street Davis, CA 95616 (530) 757-5300

John Bowes Ed.D. Superintendent

Site Administration Veronica L Dunn, Principal

WE ALL BELONG: SAFE AND WELCOMING SCHOOLS FOR ALL On February 2, 2017, the Davis School Board approved a resolution providing a clear and transparent statement that DJUSD shall be a place where all students, employees and families feel welcome and safe regardless of their immigration status, race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity or gender expression.

Specifically, the resolution addresses procedures for responding to federal immigration enforcement action as well as policy changes around data collection on student enrollment. The resolution marked an important, first step to begin the process of examining current policies and procedures, educating school employees, and working closely with community partners to ensure that all students and families, including those that are undocumented or marginalized, are able to receive education in a safe and supportive environment. For more information, see the We All Belong page on the DJUSD website.

GENDER IDENTITY AND EXPRESSION California law and District policy require that all programs, activities and employment practices be free from discrimination based on sex, sexual orientation, or gender identity. This policy is designed in keeping with these mandates to create a safe and non-stigmatizing learning environment for all students and to ensure that every student has equal access to all school programs, facilities and activities.

State law requires that all students shall be permitted to participate in sex-segregated school programs and activities, including athletic teams and competitions, and use facilities consistent with their gender identity, irrespective of the gender listed on the student’s records.

School site administration shall coordinate with the District’s Student Support Services Department whenever a student requests or the administration identifies a need to accommodate a student’s gender identity and/or gender expression. For more information, see LGBTQIA Supports on the DJUSD website.

ATTENDANCE The success and wellness of all students in DJUSD is important to us. Students are better able to thrive mentally, socially and emotionally when consistently attending and engaging in the daily learning opportunities provided at school.

Studies have shown that 83% of students who are chronically absent in Kindergarten and first grade cannot read at grade level by the third grade. This statistic illustrates how important and powerful consistent attendance is for all students. It is DJUSD’s goal to offer student engagement and learning that promotes academic achievement. This can only be successful if students attend school daily and take full advantage of educational opportunities.

Attendance also has a direct effect on the budget of the district. The State of California funds roughly $42.92 per student, per day and therefore, the higher the attendance rate, the more funding the district receives. If student attendance increases, there will be increased revenue for employee compensation and improved educational opportunities.

Below are some of the reasons that qualify as an excused absence for the State of California. For a more comprehensive list of reasons, please see Attendance and Engagement on the DJUSD website.  Student Illness and/or medical, dental, optometry or chiropractic appointments  Attending the funeral services of a member of the student’s immediate family (one day if the service is in California and three days if the service is out of state  Observance of a holiday or ceremony of his or her religion, attendance at religious retreats  Serving as a member of a precinct board of an election  Spending time with a member of the student’s immediate family, who is an active duty member of the uniformed services and has been called to duty for, is on leave from, or has immediately returned from deployment to a combat zone or combat support position

Having an absence excused allows a student to make up missing work but does not provide funding to the district. The only way the district receives attendance funding is for the student to be in class or a sanctioned school activity, to be receiving home or hospital services as requested by a licensed physician, or to participate in short-term independent study. Short-term independent study is available for students who know in advance that they will be absent for five or more school days and enables the student to stay current with coursework provided by their classroom teachers. For more information, see Short Term Independent Study and Attendance and Engagement on the DJUSD website.

STUDENT PROTESTS AND DISTURBANCES / EXPRESSIONS OF FREE SPEECH ON CAMPUS Knowing there are widely held and differing opinions in our Davis community around controversial topics, DJUSD recognizes the rights of students to express their views in exercise of their First Amendment rights. In the case of on-campus student protests or expressions of free speech on campus, expectations for student behavior will be maintained in order to ensure safety. We also encourage families to discuss with students their views about controversial events.

Generally, normal instruction will continue during any voluntary, organized activity on campus and students who choose to participate in planned, on-campus activities are expected to return to class following such events.

Students who leave class to participate in off-campus or other unauthorized activities will be considered “unexcused.” An initial unexcused absence will result in a phone call notification of the absence to the parent/guardian. Students who participate in a campus disturbance shall be subject to disciplinary action in accordance with Board Policy and Administrative Regulations (See Board Policy 5131.4 and Administrative Regulation 5131.4).

BEHAVIOR INTERVENTIONS DJUSD is committed to ensuring that school is a safe learning environment for every student. Beyond academics, school can be a place where students learn valuable life skills that will serve them well as adults and serve our society in beneficial ways. To that end, DJUSD takes a comprehensive approach to matters involving rights, responsibilities, discipline, and restoration.

School staff regard all students as their responsibility to teach, guide, and support. Thus, just as in a home with parents/guardians, all students at school deserve to be treated consistently with care, hope, and positive attitudes. Our goal in responding to harms to others or the community, including breaches of rules or policies, is to have students understand the effects and impacts of their actions, to be accountable for those actions, and to take the opportunity to make things as right as they can be. Clear and appropriate consequences are part of this effort by school staff to educate and to encourage positive, productive student behavior.

DJUSD does not allow corporal punishment at our district under any circumstances. Physical restraint may be used only to prevent imminent serious bodily injury to the student or others.

If the school site administrator determines a violation of education code has occurred, a suspension may be delivered. If the parent/guardian does not agree with the suspension, they may file an appeal. Specific information about the appeal process can be found on the suspension from.

DRESS CODE DJUSD RECOGNIZES THAT THE RESPONSIBILITY FOR THE DRESS AND GROOMING OF A STUDENT RESTS PRIMARILY WITH STUDENTS AND THEIR PARENTS OR GUARDIANS.

The District’s goal is to promote student safety and to create a respectful community that is welcoming to all students. The District Dress Code policy applies to all schools in the district.

Allowable Dress and Grooming:  Students must wear clothing which includes a shirt with pants, skirt, dress, or the equivalent  Shirts and dresses must have fabric in the front and on the sides.  Clothing must cover undergarments; however, waistbands and bra straps may show  Fabric covering all private parts must not be transparent  Footwear must be worn at all times, and must not limit student participation in school activities  Hats and other headwear must allow the face to be visible and not interfere with the line of sight to any student or staff (hoodies must allow the student’s face and ears to be visible to staff)  Clothing must be suitable for all scheduled classroom activities including physical education (PE), science labs, wood shop, and other activities where unique hazards exist  Specialized courses may require specialized attire, such as sports uniforms or safety gear

Non-Allowable Dress and Grooming:  Clothing may not depict, advertise, or advocate the use of alcohol, tobacco, marijuana, or other controlled substances  Clothing may not depict violence, obscenities, pornography, nudity, or sexual acts  Clothing may not use or depict hate speech targeting groups based on race, ethnicity, gender, sexual orientation, gender identity, religious affiliation or any other protected groups  Clothing must not threaten the health or safety of any other student or staff member

Generally, students who do not follow the dress code will be referred to the school office to correct the issue, which may include changing into PE clothes, wearing a t-shirt provided by the school, or being sent home to change. Every effort will be made by school staff to avoid embarrassing or shaming the student. All corrective actions will be reported to the parent/guardian.

TOBACCO The Board prohibits the use of tobacco products at any time in district-owned or leased buildings, on district property and in district vehicles.

The products prohibited include any product containing tobacco or nicotine, including, but not limited to cigarettes, cigars, miniature cigars, smokeless tobacco, snuff, chew, clove cigarettes, betel, electronic cigarettes, electronic hookahs, and other vapor-emitting devices, with or without nicotine content, that mimic the use of tobacco products.

This prohibition applies to all employees, students and visitors at any school sponsored instructional program, activity or athletic event held on or off district property. Any written joint use agreement governing community use of district facilities or ground shall include notice of the district’s tobacco-free schools policy and consequences for violations of the policy.

NONDISCRIMINATION AND BULLYING PREVENTION Davis Joint Unified School District is committed to making the schools free from unlawful discrimination and providing equal opportunities for all individuals in education. The District prohibits discriminatory practices whose purpose or effect has a negative impact on the student’s academic performance, or of creating an intimidating, hostile or offensive educational environment. The District promotes programs that ensure that discriminatory practices are eliminated in all district activities, and if a student benefits or receives school accommodations in their coursework, they may also benefit from similar accommodations in extra-curricular or co-curricular activities.

Any student who engages in discrimination of another student or anyone from the district may be subject to disciplinary action up to and including expulsion. Any employee who permits or engages in discrimination may be subject to disciplinary action up to and including dismissal.

In addition, the District strives to ensure that every student experiences a safe and welcoming school environment, free from bullying. When students do experience or witness bullying, schools offer a variety of supports, such as counseling, check-ins, social skills groups, and other programs or services. This is to ensure that students feel safe at school and understand what to do whenever confronted with bullying behavior. Interventions may be offered to the target, aggressor, or bystander.

SEXUAL HARASSMENT The District is committed to maintaining a safe school environment that is free from harassment and discrimination. Sexual harassment or sexual violence of students at a school-sponsored or school-related activity is prohibited. In addition, the District prohibits retaliatory behavior or action against any person, who reports, files a complaint or, testifies about, or otherwise supports a complaint or respondent in alleging sexual harassment.

According to California Educational Code, sexual harassment means: unwelcome sexual advances, requests for sexual favors, and other verbal, visual, or physical conduct of a sexual nature, made by someone from or in the work or educational setting, under any of these conditions:

 Submitting to the harassment is explicitly or implicitly made a condition of an individual's academic status or progress  Submitting to, or rejecting, the conduct impacts academic decisions affecting the individual  The harassment has a negative impact upon the individual’s academic performance, or creates an intimidating, hostile, or offensive educational environment  Submitting to, or rejecting, the conduct impacts decisions affecting the individual regarding benefits and services, honors, programs, or activities made available by the educational institution

The District strongly encourages any student who feels that he/she is being or has been sexually harassed on school grounds or at a school-sponsored or school-related activity by another student or an adult to immediately contact his/her teacher, the principal, or any other available school employee. Any employee who receives a report or observes an incident of sexual harassment shall notify the principal or the Director of Student Support Services.

TITLE IX No person shall, on the basis of gender, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal financial assistance. If you have questions or a complaint related to sex discrimination, contact the Department of Student Services.

COMPLAINT PROCESS When a parent or student has a complaint they are encouraged to talk to the school employee directly involved in the situation. If the issue cannot be resolved there, then the principal will intervene and strive to resolve the issue to the satisfaction of the parent and student. When parent or student complaints cannot be resolved at the site level, the Student Support Services Department conducts an investigation and provides a formal written response. Similarly, when there is complaint regarding a compliance issue, the department investigates and responds to items related to Americans with Disabilities Act, Williams Act, ACLU and Office of Civil Rights, or any other compliance agency.

For more information, see Complaints and Bullying Prevention on the DJUSD website.

FREE OR LOW-COST MEALS Free or low cost meals are available for eligible students. For more information, see Student Nutrition Services on the DJUSD website.