In early March, students from Brookside Elementary School participated in many activities for Dr. Seuss Week. A craft in Carol Brinkerhoff’s kindergarten class uncovered one student’s desire to become a police man when he grows up. The students filled in a hot air balloon cutout describing the places they will go (in life), and on the first page kindergarten student Finn wrote, “I want to be a ples man.” On the next two pages he wrote, “I want to go to the ples stashn” and “I want to ptect ppl.”
It just so happened that the very next week, the new Willits School Resource Officer Ryan Stockhoff made a visit to the school. Principal Kathleen Crossman said she “recalled Finn’s career goal and asked Officer Stockhoff if he would meet Finn and give him some career guidance.” Finn was able to read his “essay” to Officer Stockhoff and talk about being a police officer.
“I couldn’t be happier that Officer Stockhoff was selected to be our Resource Officer because he has been to our school before just to see our kids and interact with them,” said Crossman. “It’s very important to him that our young students know that police officers are here to help. I know that Officer Stockhoff will do well in his new role as School Resource Officer because after his introduction, one of our kindergartners said ‘He looks like a good one!’”
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The Wednesday, May 8 Willits Unified School District board meeting was a mixture of entertainment by elementary students and an update about available student interventions being implemented at the two elementary schools. After singing, dance and poetry performances by Brookside Elementary School (BES) and Blosser Lane Elementary School (BLES) classes the board got down to the business. First, Superintendent Mark Westerburg presented Willits High School sophomore Claire Case-Brackett with a plaque in recognition of being this year’s WUSD student representative. Then it was on to more serious matters.
The Multi-Tiered System of Support, MTSS, team, which includes BLES principal Nancy Runberg, BES principal Kathleen Crossaman, WUSD special education director Kelley Labus, WUSD school counselor Jeff Cramer, BES resource teachers Laura Rowland and Julie Kanel and various other teachers and paraprofessionals, presented the board with an update and details about the MTSS program. “We looked into a grant to help our students achieve through (academic) intervention and also helping support their behavior, as well as social-emotional learning,” said Crossman, “and that’s what this grant is all about… Research is showing needs to happen. Those are the three tiers of really good instruction.” She explained that the grant ended up requiring a lot of travel and be too costly to be implemented effectively, and therefore the two schools decided to work together and implement the program on their own. “So, as schools, we got together and tried to do the hard work on own which isn’t as easy as having the support.” Over time the grant program directors heard the same concerns from other rural school districts and they cut down the travel and meetings. She said WUSD decided to partner with Mendocino County Office of Education and share the $50,000 grant funds.
According to the California Department of Education, “In California, MTSS is an integrated, comprehensive framework that focuses on Common Core State Standards, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success… These include the interventions within the RTI2 processes, supports for Special Education, Title I, Title III, support services for English Learners, American-Indian students, and those in gifted and talented programs. MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students.”
Labus said, “We already had in place a whole bunch of interventions at many, many levels.” She explained to the board how the intervention pathways, work with student examples of scenarios where children need academic, behavioral and/or social-emotional support. MTSS uses an umbrella metaphor which states that each and every child needs academics, behavior, and social-emotional support to be a “whole child” and that these three tiers are necessary for all children – “All means all” is their slogan.
MTSS, formerly known as RTI (Response to Intervention), is said to have grown “from efforts to improve identification practices in special education.” In other words, it is described as a “process of systematically documenting the performance of students as evidence of the need for additional services after making changes in classroom instruction.” The goal of the program is to “change the way schools support students with learning and/or behavior problems by systematically delivering a range of interventions based on demonstrated levels of need.”
Crossman said the schools are primarily focusing on attendance because it involves all three of the tiers because she said “everything is affected by attendance.” She told the board the attendance focus also aligns with the district’s Local Control and Accountability Plan (LCAP), which is a tool for local educational agencies to set goals, plan actions, and leverage resources to meet those goals to improve student outcomes.” In support of improving attendance goals at both the elementary schools, they have merged the site councils to be able to share information and align the two schools and the students as they transition between the k-2 school and the 3-5 school.
Rowland told the board, “MTSS is designed to not create yet another system but to combine them into one system. And so we took the LCAP and the goals that we have laid out in the LCAP and we realize them through MTSS… So we took that goal of improving attendance that’s in our LCAP and we said ‘How are we going to do that?” We are going to do that by taking these action steps.. MTSS is the vehicle that helps drive us toward the goals of our LCAP.
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by Jaclyn Luna
Transitional kindergarten (TK) is open for enrollment at Brookside Elementary School (BES) for children turning five between Sept. 2, 2019 and Dec. 2, 2019. TK is part of a two year kindergarten program that was born out of the Kindergarten Readiness Act of 2010. Students attend TK for one year and then kindergarten the next.
Barbarie Gonzales, who teaches a class composed of TK and kindergarten students explains, “It’s important to know that it’s not the same program at all. We do a totally different curriculum for transitional kindergarten versus regular kindergarten. We have different books that we work on; we really work on community and how to be with other people. And, we do the fun things like plants, butterflies life cycles.”
TK teacher Cynthia Pfingten added, “(There is a lot) of emphasis on social skills and learning to get along with other kids and take turns, how to wait, how to ask for help if you need help from an adult, how to sit on a rug or a chair, how to be a student. It really gives them a head start. TK is meant to be a bridge between preschool and kindergarten.” TK is a half-day program, beginning at 8:10 a.m. and ending at 11:35 a.m., or 11:50 a.m. if the student would like to stay for lunch. Students enrolled in TK are eligible for two free meals per day provided by the school.
There are many benefits for children that attend transitional kindergarten. BES principal Dr. Kathleen Crossman said, “Transitional kindergarten is such a gift for students. It gives students a chance to really have time to learn how to be a student. It gives them a jump on their math skills, their reading skills, but also on how to act in a school setting and what it means to be a student and to really develop a love of learning before they start kindergarten and all the rigor of the state standards”.
Gonzales says she sees a big difference in her students who attended TK once they are in kindergarten. “Even the kids who have a hard time in TK, they were learning how to sit, they were learning how to keep their hands to themselves. This year they are doing really well, they have matured and are being a role model for other kids. And they are proud of themselves.” Gonzales said she has also observed that children who attended TK are more ready to read in kindergarten.
Bonnie Hinton, who works at Brookside and sent her son through the TK program said, “It benefited (my son) to do TK because he was a little bit behind, and he went to TK. He knew all his sounds afterwards, he knew all of his letters and he could read a whole bunch of words. This year, he is reading at a much higher level than he normally would in kindergarten because he got that extra boost to be able to succeed in school. So it really helped him a lot to do TK.”
Children who turn five during the summer are also welcome to enroll in TK if their caretakers do not think they are ready for the more rigorous schedule and longer days kindergarten entails. Additionally, four-year-old children who will turn five after Dec. 3, 2019 can call the office to be put on a waitlist to be enrolled in TK if there is space in the classroom. For more information and to enroll, call Erica at (707) 459-5385 extension 1401.