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Linda Park students highlight PBIS incentives and after‑school programs
Summary
Two fifth graders from Linda Park described their school’s PBIS incentives, clubs and leadership programs and the principal highlighted measurable gains in ELA and math for the site. Trustees praised the students and distributed small classroom donations.
Two fifth‑grade students from Linda Park, Hayden Chucha and Emma Murphy, presented the school’s PBIS (Positive Behavioral Interventions and Supports) program and extracurricular offerings during the board meeting.
Hayden Chucha introduced himself as a fifth grader and student‑council president and described incentive systems including weekly Falcon tickets, a teacher‑ and student‑run Falcon store and monthly attendance trophies. “The more we soar high, the more bucks we get,” Hayden said, explaining how earned rewards feed into classroom incentives. Emma Murphy, also a fifth grader, described leadership roles for grades three through five, kindergarten‑to‑fifth classroom buddy pairings and the school’s enrichment clubs.
Principal (identified in the presentation as the campus principal) framed the students’ presentation as student‑led work and said Linda Park has used targeted supports and PBIS to improve outcomes. She noted the site’s ELA gains and singled out increases for English learners and students with disabilities: “We have increased 21.7 points,” she said, and later added that English learners rose about 24.4 percentage points. She also reported math gains of roughly 20.9 points and said the school’s chronic absenteeism and suspension rates have declined.
Trustees and district leaders thanked the students and staff. One trustee noted they would split a small donation of “sore bucks” to the presenters, and the chair encouraged continued presentations from sites across the district.
The presentation included descriptions of school practices that aim to sustain gains — increased after‑school offerings, targeted interventions for early grades and expanded use of community liaisons and translators for family outreach. The principal said the site recently added a learning intervention teacher one day per week to support primary grades.
The board did not take formal action on the presentation; the item served to inform trustees about site progress and classroom practices. The next district‑level progress report on related LCAP metrics was scheduled for the midyear update and further metrics in June.
