Windsor Unified launches “All Means All” instructional model, approves new coaching and support positions

Windsor — The Windsor Unified School District moved forward Wednesday on a districtwide instructional redesign called “All Means All,” approving new job descriptions and staffing changes intended to keep students in core instruction while increasing targeted supports in classrooms.

District leaders presented a package of positions and calendar changes they say are designed to strengthen “best first” instruction, provide more adults in classrooms and reduce learning gaps identified in early-grade literacy data. The board approved job descriptions for learning specialists, a case manager, an instructional coach and expanded instructional aide positions; it also approved raising instructional aide hours to 5.5 per day and reclassifying certain roles to fit the new model.

The district framed the change as a tier‑one-centered Multi‑Tiered System of Support (MTSS) approach: rather than routinely pulling students out of core lessons for intervention, supports will be delivered in the classroom through teacher-led small-group instruction, learning specialists and instructional aides. District materials presented data showing a decline between kindergarten and second grade in reading measures the district tracks, and administrators said the change prioritizes early literacy in its initial rollout.

Administrators described the four core roles being added or redefined: - Instructional coach: a more experienced certificated educator who will spend significant time in classrooms coaching teachers and aides, supporting grade‑level professional learning teams, and leading continuous data cycles. The board approved a requirement of multiple‑subject teaching credentials and several years of experience for that role. - Learning specialist: a certificated special‑education‑credentialed teacher who will push into general education classrooms and also provide targeted small‑group instruction; the position is intended to serve students with and without IEPs who need extra support. - Case manager: a certificated staff member focused on IEP development, assessment timelines and family reporting; the board approved a requirement of several years of experience for this role. - Instructional aide: expanded to 5.5 hours per day with a higher pay range to attract and retain staff; aides will support small‑group facilitation, behavioral strategies and data collection in classrooms.

Board discussion touched on training and oversight. Administrators said aides will receive an initial two‑day block of professional development and ongoing in‑year training (a minimum set of hours was described) and that instructional coaches will lead that professional development. Staff and the district’s classified union (CSEA) worked on language for the new positions; CSEA reported a near‑unanimous membership vote in support of the new aide position prior to the board action.

The board approved the set of job descriptions and the higher hourly classification for instructional aides in separate votes. Trustees emphasized the need for strong, early professional development and for close monitoring of whether the model improves the district’s early‑grade reading outcomes.

Administrators said the new model will not change placement or services for students in self‑contained special education classrooms; IEP‑mandated services will continue to be provided. They also said a case manager position is intended to reduce paperwork burden on special‑education teachers so those teachers can focus on instruction.

Next steps include posting the new positions, negotiating implementing language with employee associations where required, and scheduling site‑level meetings with teachers and parents prior to school‑year implementation.

Ending: District leaders said they expect the initiative to begin next school year and emphasized it will be monitored with grade‑level data and regular reports to the board.