Parents, staff and former educator urge Woodland CCSD 50 to adopt immigrant‑family protections and bolster staff supports

At the February board meeting, several members of the public urged Woodland CCSD 50 to strengthen protections for immigrant and multilingual families and to increase staffing supports in classrooms. Speakers told the board that fear about immigration enforcement affects students’ readiness to learn and that staffing shortages—particularly of paraprofessionals and behavioral staff—are creating safety and instructional disruptions.

Dr. Theodore Hamilton, who said he has worked in the district’s special‑education program for more than 20 years, emphasized that leadership must build trust with staff and model collaborative, relationship‑based approaches rather than relying only on metrics. "Data and accountability are essential ... but no spreadsheet has ever built trust, restored morale, or kept a great teacher in the profession," Hamilton said.

An anonymous reader shared a submitted statement highlighting the district’s diversity and vulnerability of immigrant families, saying the district serves "approximately 4,300 students," that "nearly 40% of students in our district identify as Hispanic," and that "42 languages are spoken here." The reader urged clearer safety procedures, visible resources on the district website, and staff training in case immigration agents appear on school grounds.

Several staff members and parents described classroom staffing pressures. Cassandra Davis, who identified herself as a Woodland staff member and parent, gave multiple examples of escalating behaviors and delays in response because paraprofessionals and behavioral staff are stretched thin; she asked the board to increase academic interventionists, resource teachers and social‑work capacity. "Because there are not enough resources to go around, it creates an unsafe environment for staff and children," Davis said. Kelly Peters, reading a related letter, underscored that paraprofessionals provide essential instructional and supervisory support and asked the board not to reduce their numbers.

Michelle Nachman, who said she has worked at Woodland Elementary for 25 years, supported continuing discussion of a 'safe‑haven' resolution and proposed forming a committee of parents, staff, administrators and advocacy groups to develop clearer communications and specific drills, training and outreach for families. "Our parent student handbook says, 'Woodland is committed to ensure that each child attends school in a safe and secure environment,'" Nachman said; she added that schools should be proactive about immigration‑related concerns and that the district should make resources more visible.

Why it matters: Commenters framed their appeals as safety and instructional readiness issues rather than partisan policy. The anonymous statement and speakers asked the board both to adopt a protective resolution and to follow up with training and communications so staff and families know rights and procedures.

What the board will do next: The board discussed a draft 'safe‑haven' resolution and agreed it could not be acted on that night because of agenda/notice rules; the item was scheduled as an action item for the March meeting so members can review the draft and counsel’s feedback.