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Washington Charter students present programs, partnerships and attendance supports to Desert Sands board
Summary
Fifth‑grade ambassadors and staff from Washington Charter School briefed the Desert Sands board on arts, STEM, early literacy professional development, attendance efforts and the school’s family‑engagement activities.
Washington Charter School students and staff presented an annual update to the Desert Sands Unified School District Board on May 6, 2025 highlighting arts and STEM programming, mentorship partnerships, increased counseling capacity and attendance interventions aimed at keeping students engaged.
Dr. Lisa Longoria introduced a student ambassador delegation that described new and continuing programs at the school: a newly introduced art curriculum, an expanding library program, music and choir opportunities, STEM challenges, and PE activities. Students cited partnerships with Palm Desert High School (reading events), McCallum Theatre (arts access and workshops) and Cal Fire (fire‑safety education) as examples of how outside partners broaden student experiences.
Student presenters and staff detailed in‑school supports: increased counseling capacity (an additional counselor on site), a math TOSA (teacher on special assignment) to provide targeted math interventions, multiple ELD and math intervention teachers who provide daily in‑class support, and district‑supported SAP and IRMS counselors who contribute weekly small‑group and classroom lessons. The site attendance lead, Monica, was identified as the staff member who monitors attendance data and conducts outreach to families when absenteeism becomes a concern. Students also described family engagement activities run by the parent club (gala, jogathon, book fair) and highlighted the school’s efforts to add diverse classroom books and visual displays reflecting student work.
Staff reported professional development efforts focused on early literacy: 13 teachers participating in Letters training, Keegan workshops for collaborative instructional practices, and the Rise app intervention for small cohorts (noted as 16 students per grade rotating through multi‑week stations). The school noted increased use of in‑class interventionists and district counselor visits to run 21 small groups during the spring term.
The presentation concluded with district trustees thanking students and staff; board members praised student articulation and the breadth of supports described. No formal action was required; the presentation was informational.
