[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6316368,"mediaKeyId","2377104-c7acde9ba72060994bb1665f895cfe5f","parentId",2377104,"title","At a glance: Windsor Unified board approves personnel resolutions, technology funding and graduation changes","audioSeconds",918,"startMs",9242000,"endMs",10160000,"viewUrl","/Search/View?dp=1&key=2377104-c7acde9ba72060994bb1665f895cfe5f&start=9242&end=10160","thumbnailUrl","https://assets.pipeline.soar.com/2377104-c7acde9ba72060994bb1665f895cfe5f/thumbnail_9242000.jpg","articleUrl","/articles/6316368/California/At-a-glance-Windsor-Unified-board-approves-personnel-resolutions-technology-funding-and-graduation-changes","mediaUrl","https://secure.pipeline.soar.com/6316368-aeb6555affb1422a24aa3df07f5a4dec/orig.mp4?Expires=1774886514&Signature=BK4rK8RbAhj0cbHIqx4Q3YLLtngcbNMpO5NEHd3WFN2Jtcp9BIws~XtVmArq3jd1f-afdLTVcgtb90G65t5VkP60B0nTD7pCcEkZOqD524SKZNyQBE5klQqCSIg4KAmazmW7~vEbAwymtn9Z6HSge6SoJxLuCV~lcfLTw7KsCk8U8MLjWf1V9AdU-SuI4Alk1faiGE2CYN~aGeX~JX80rG3WcZYFVVrbXfjy4H2rbTmFP4Ev1n8sBCV7FtWXuYYbK9w0pHohycvCgLLCeiQPwIZPOZ8Q4DL074qyRDg0d09wV3t2oGSR4HBQKn6sYx7NgM1IEIPBmIE3GbhaPkpxnw__&Key-Pair-Id=KUT5TJCACFTXG","author","Windsor Unified","date","2025-02-21T05:15:53Z","article","The Windsor Unified School District Board of Trustees took several formal actions at its Feb. 20 regular meeting. Below are the items the board voted on, outcomes and key details as recorded in the meeting transcript and staff reports.

Votes at a glance

1) 2025‑13: Resolution to implement a reduction in force (certificated positions)
- Outcome: Approved (roll‑call vote; one member absent)
- Details: The public resolution identified certificated positions and a set of supplemental/partial‑FTE assignments (some coded as 0.2 or 0.167 FTE) that the district described as temporary or extra sections that are typically reflowed in the next staffing cycle. District staff estimated net reductions (after some positions return or are reallocated) at roughly 10–13 FTE; the transcript discussed that many smaller fractional assignments are cyclical and may be reconstituted.

2) 2025‑14: Release of temporary certificated staff
- Outcome: Approved (roll call; one member absent)
- Details: Formal release of temporary certificated assignments per Education Code process; included in the meeting consent/resolution items.

3) 2025‑16: Reduction or elimination of specified classified positions (staffing resolution)
- Outcome: Approved (board vote)
- Details: The district presented the resolution but noted staff would return in March with specifics for public executive‑content listings and any individual notification steps; the board approved the public resolution to proceed with the process.

4) 2025‑17: Resolution setting classroom capacity limits for use in interdistrict transfer decisions
- Outcome: Approved
- Details: The board adopted classroom capacity thresholds the district will use when evaluating interdistrict transfer requests for next school year.

5) 2025‑18: Commitment of funds in Fund 17 (technology replacement)
- Outcome: Approved
- Details: The board approved committing approximately $1,000,000 in Fund 17 for technology; district staff identified an immediate staff‑device refresh need and indicated about $150,000 per year is required to sustain staff device replacement (4‑year lifecycle) and indicated student device refresh would require a larger commitment (roughly estimated as higher and to be addressed in a technology strategic planning process). The board directed staff to develop a technology committee and a multi‑stakeholder strategic plan.

6) Graduation requirements / curriculum update (action item)
- Outcome: Approved
- Details: Trustees approved updating district graduation language to include the ethnic‑studies course as a future requirement (implementation aligned with state timelines; effective for the graduating class of 2030) and to require incoming ninth graders to be enrolled in a Freshman Seminar or AVID 9 course that will include the health/sexual‑health instruction currently folded into separate health coursework; parents retain statutory opt‑out rights for sexual‑health instruction.

Other formal actions
- The board accepted the district’s independent audit report for the 2024 audit with an unmodified opinion and minor compliance findings reported by the auditors. The auditor thanked district staff and noted a clean opinion on financial statements and federal awards; a small number of technical state‑award findings were identified.
- The board approved a provisional intern permit for a long‑term substitute teacher who had been serving at Brooks Elementary.

Vote counts and procedure
Most recorded votes were by roll call; one trustee (Malena Lopez) was noted absent for some votes. Student trustees participated in roll‑call voice votes where recorded. Several items were tabled to the March meeting where the district will provide additional names or executive‑content details.

Why it matters
The personnel resolutions reflect short‑term staffing and budget adjustments the district says are driven by enrollment, funding source changes and grant expirations. The technology commitment earmarks one million dollars in Fund 17 for device replacement and signals board-level attention to a multi‑year technology plan. Changes to graduation language affect course requirements for future graduates and align the district with state ethnic‑studies timelines.

Next steps
Staff said they will return to the board with more detailed position listings and budgetary implications in March where needed; the district also plans to convene a district technology advisory group to develop a plan for student and staff device refresh cycles.","mediaType","Video","parentTitle","WUSD School Board & Windsor Town Council 02-12-25","oneSentenceSummary","At its Feb. 20 meeting the Windsor Unified School District board approved multiple personnel‑ and budget‑related resolutions, committed funds for technology replacement, accepted the audit and updated graduation requirements including the addition of ethnic studies (effective for the class of 2030).","taxTitle","Windsor Unified, School Districts, California","taxId",55579,"location","California","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6316378,"Windsor Unified proposes classroom support model for Maddie Washburn after low screening results; teachers and parents push back",1022,1993000,3015000,"/Search/View?dp=1&key=2377104-c7acde9ba72060994bb1665f895cfe5f&start=1993&end=3015","https://assets.pipeline.soar.com/2377104-c7acde9ba72060994bb1665f895cfe5f/thumbnail_1993000.jpg","/articles/6316378/California/Windsor-Unified-proposes-classroom-support-model-for-Maddie-Washburn-after-low-screening-results-teachers-and-parents-push-back","https://secure.pipeline.soar.com/6316378-b046a3213c03038d56f7ad4f38b8733a/orig.mp4?Expires=1774886514&Signature=Ntb~UDQRg5gBfvRglwvZK0t0U5vls4HP5nJCSCp-xPL0YQAIA2RwJVeX-kMaLC1Za1rbQw2vT-apFpMHehQmrRpPuyqb1qD~wI7oWc6vbxLX1Thf5nq~DYfQv1kjppHhWNrjFuygjC82aYhwfJKtsDObXQvhfXhbMOquRoRY4q9WMS5Cma7949ueVm4exl-qe~vDDgholb0nN9VlAR1UQNTcf6dc6PZGW0dlxg5hcrlsLmG-JLMo4TDLRqH7ycSxu22ZAiqMuOGDS9gcvbDFpHl7ZpxaI5jmw18l84Gh-50QV62G28UlqUALq34nnupZ-7szr89iuOcLu1eDwQd~hA__&Key-Pair-Id=KUT5TJCACFTXG","Windsor Unified Superintendent Decker told the Board of Trustees on Feb. 20 that the district will expand site-based classroom supports at Maddie Washburn Elementary to keep struggling students in general education classrooms and provide more targeted interventions there.

The move follows the district’s winter Renaissance (STAR/RenStar) screening and YouthTruth survey data, which Decker said show reading and math gaps in early grades and localized concerns at Maddie Washburn. Decker told the board the district will hire a site-specific instructional coach for Maddie Washburn and increase the number of classroom instructional aides, shifting aide time so first- and second-grade classrooms receive roughly 5½ hours of daily instructional-aide support. Decker said the changes are intended to reduce the adult-to-student ratio in group interventions and allow “centers” and small-group instruction to happen inside the classroom rather than pulling students out.

Why it matters: district officials said keeping students in the regular classroom for core instruction reduces stigma and improves access to grade‑level teaching. Parents and teachers at the meeting said leadership and resources — not individual teachers — are the main issue.

Key elements of the district plan presented at the meeting
- Hire a site-specific instructional coach at Maddie Washburn to provide ongoing teacher training and coordinate interventions.
- Add instructional aides for first and second grade to provide about 5½ hours per day of classroom support, with the aim of reducing small-group adult-to-student ratios (district example: from 24:1 toward approximately 12:1 in targeted contexts).
- Provide 8–12 hours of initial professional development for instructional aides (child development, classroom management, differentiated instruction, supporting students with disabilities), followed by advanced topics in year two.

Superintendent’s context and data
Decker framed the plan as a response to multiple measures. He said preschool enrollment opened recently: 57 applications on the first day of registration and 68 applicants as of the report to the board. He described YouthTruth survey results indicating uneven parent and student perceptions of safety and feedback: middle-school students reported nearly 26% saying they do not feel safe, and Decker said African American students reported higher rates (he cited 39% in one disaggregated result) — figures he said require further investigation. Decker also summarized RenStar/STAR results for early grades and said reading growth is uneven across grades and math “is all over the place,” prompting the unified support model.

Public comment and staff response
A large group of parents and staff used the public-comment period to press for resources and defend second‑grade teachers at Maddie Washburn, who board members had singled out in a prior meeting’s data discussion. Teachers and parents repeatedly said the cohort of students in question arrived with pandemic‑era learning disruptions, high staff turnover at kindergarten, and other site‑level strains.

• Kelli Lamberti, a second‑grade teacher at Maddie Washburn, said, “Teaching 24 or more kids with different academic, social, and behavioral needs is the job that we all signed up for,” and described feeling unfairly judged after the board’s January discussion. Lamberti said she was notified of a pending reassignment and said moving teachers would destabilize student progress.

• Multiple parents said staffing instability and leadership turnover at Maddie Washburn had contributed to the cohort’s performance, and asked the board to prioritize on‑site administrators, reading interventionists and behavioral supports rather than disciplinary or personnel actions.

District response and next steps
Decker and district staff described the instructional changes as a concrete step: reallocating resources, professional development for aides, and a multi‑year rollout for coaching and staffing. The assistant superintendent, Brian, addressed the board and apologized for prior comments that had upset teachers and staff; he outlined upcoming professional development for teachers and district timelines for common formative assessment work.

The board did not take a binding personnel action tied to this presentation at the Feb. 20 meeting. Board members and district staff said they will continue to analyze screening and YouthTruth data and will bring follow‑up materials and timelines to future meetings. Staff said they would provide a more detailed plan of costs, implementation timing, and measurable goals for the proposed coaching and aide program.

Ending
District staff framed the proposal as a multi‑year effort to move intervention into classrooms while improving coaching and adult capacity. Parents and teachers urged the board to pair the plan with clearer on‑site leadership and sustained funding; the board asked staff to return with more detail in a future packet.","Windsor Unified Superintendent Decker told the board the district will add a site instructional coach and more instructional aides at Maddie Washburn Elementary to keep struggling students in the regular classroom and provide targeted support after winter screening data flagged gaps.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6316373,"Parents demand special study session on discipline and nonpublic placements for students with disabilities; board agrees to meet",2515,4374000,6889000,"/Search/View?dp=1&key=2377104-c7acde9ba72060994bb1665f895cfe5f&start=4374&end=6889","https://assets.pipeline.soar.com/2377104-c7acde9ba72060994bb1665f895cfe5f/thumbnail_4374000.jpg","/articles/6316373/California/Parents-demand-special-study-session-on-discipline-and-nonpublic-placements-for-students-with-disabilities-board-agrees-to-meet","https://secure.pipeline.soar.com/6316373-9ed603d8c1338c58201b93456f7d01db/orig.mp4?Expires=1774851324&Signature=kr-pQPf5noMwl8g4W0fZx9SUBFGujcf831sIVdImBBIJLRRQJzTLNMKjOQbUl4~yfqQAAW48ih8wQta~Xn-fXsskugF6AROSStR7BWDy1hKfUsCBBzfI1vOGjs6OzHscJs5ejohq8M1bm1DJwmSQdgrfs~Y-liva-MZL37TONKqwOxkl1ri95ucvpVZn0PDXRg4AtaAaLKZuqpdMjspweqMkX6LzZ99lb~xbQTNIxbRRRjH7T7mjSW7V-i9uphEOJUjuVjN8L~cHaQvYgJJfpZLi6QFuV~XkYDSvcSARSB73RiPpm7s39dfIrofsaUJJRHSx3BJPqlPmmoyx~wsHdg__&Key-Pair-Id=KUT5TJCACFTXG","Parents and advocates urged the Windsor Unified School District Board of Trustees on Feb. 20 to schedule a special study session focused on discipline, suspensions and placement of students with disabilities.

Rebecca Rocha, who identified herself as a Windsor resident and parent, asked the board to “develop a special protocol to ensure that the civil rights of students with disabilities are not being violated.” Rocha highlighted lengthy out‑of‑district placements and asked the board to publish regular monitoring data on the district’s use of nonpublic schools and suspensions of students with moderate–severe disabilities. Rocha told the board: “WUSD is spending $140,000 per month to send students to non public schools,” and urged leaders to consider whether additional in‑district supports could keep students in Windsor.

Megan Knight, a parent and advocate who also spoke during public comment, described “systemic failures and profound trauma” experienced by families seeking special education services, and asked for a formal, public plan to address complaints about leadership and outside contracts for specialized services. Knight said parents had previously requested a special study session in November and December and asked the board to follow through with a meeting focused on these issues.

Board response and next steps
Board members acknowledged the concerns and said they had heard parents’ earlier requests. A member of the board told commenters the district would schedule a special session focused on students with disabilities and related placement and discipline issues; speakers on the dais described the process as necessarily deliberative and noted constraints imposed by privacy protections and existing law. District staff and trustees said they will work to design a session that balances parents’ requests for transparency with student privacy and the individualized nature of special‑education decisions.

What parents requested
- A special study session on suspensions and placements of students with disabilities, with the opportunity for parents and advocates to describe patterns and propose policy changes.
- A dashboard or regular reporting item tracking suspensions and nonpublic placements for students with moderate–severe disabilities, so the board can monitor frequency and cost.
- A pledge to “exhaust all options of support before sending our children to a non public school,” and to examine the district’s use of outside placements and related costs.

District context and constraints
District officials and trustees said the issues parents raised are complex and often individualized. Board members said some concerns require private review because they involve individual special‑education records and legally protected information; at the same time trustees signaled willingness to hold a broader public study session to cover policy review and system‑level ideas.

Ending
Trustees agreed to schedule and develop the scope for a special study session in the coming weeks; staff and board members said the session will attempt to balance confidentiality rules with parents’ requests for transparency and monitoring data.","Parents and advocates urged the Windsor Unified board to examine suspensions and offsite placements for students with disabilities, citing long out‑of‑district placements and monthly spending; board members said they would schedule a study session to address concerns.","actionData","errors"]

Article not found

At a glance: Windsor Unified board approves personnel resolutions, technology funding and graduation changes

Windsor Unified proposes classroom support model for Maddie Washburn after low screening results; teachers and parents push back

Parents demand special study session on discipline and nonpublic placements for students with disabilities; board agrees to meet