Milpitas Unified highlights PreK–3 alignment in study session, asks board to protect early-intervention work
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Summary
District leaders and preschool–third grade teachers described a coordinated PreK–3 initiative that emphasizes social‑emotional foundations, multilingual supports and a new K–2 universal screener; presenters asked the board to back sustained training and funding to keep the work moving forward.
Board President Chris Norwood opened the Milpitas Unified School District study session with an overview of the evening and a call to review the PreK–3 alignment presentation from district leaders and classroom teachers.
The presenters framed PreK–3 alignment as tied to the district’s strategic commitments and the Local Control and Accountability Plan (LCAP). Mary Jude Dorphinghaus, executive director of inclusive services, said the slide deck and appendix link specific action steps and measures to the district goals and invited trustees to consult slide 32 for a detailed set of measures.
The preschool team described classroom practice grounded in ORACY and play‑based learning aimed at multilingual learners and students with disabilities. Presenter Vanessa Espedia and preschool teachers showed how short routines (interactive modeling, clear play expectations and a “game night” activity) are used to build language, social‑emotional skills and early participation. The teachers emphasized that play is not unmeasured: staff use the Desired Results Developmental Profile (DRDP) twice a year and other rating scales to capture social‑emotional and language benchmarks.
Transitional kindergarten teachers described using the California Teaching Pyramid as an evidence‑based approach to support social‑emotional competence across classrooms and said communities of practice are a primary vehicle for teacher collaboration and coaching. TK teacher Tina Roberts Tran, speaking as both a teacher and a TK parent, said the program’s supports helped her child move from intense separation anxiety to steady classroom participation and recently earned a school recognition for social‑emotional growth.
For kindergarten through third grade, district literacy leaders presented the first‑year rollout of the Multitudes universal screener for K–2 and explained how its reports combine with a Core Phonics Survey to diagnose skill gaps and target instruction. Staff said the Multitudes screener was administered districtwide in the 2025–26 school year and that they are training teachers to interpret results and guide differentiated instruction.
Teachers also described instructional shifts in math: moving to open, high‑ceiling tasks that prioritize conceptual understanding, productive struggle and multiple entry points for learners. Presenters credited partnerships and communities of practice for enabling lesson redesign and increased student discourse.
Raquel Kusunoki, director of learning and development, asked the board to “consider supporting and protecting the work,” arguing early intervention is more cost‑effective than later remediation. Trustees asked for cohort tracking and disaggregated subgroup data; staff pointed the board to appendix slides with subgroup breakdowns and said they would bring more cohort analyses in future materials.
The study session closed with board members applauding the teachers’ work and asking staff to return with additional data and implementation details. The board recessed for five minutes before reconvening in open session.
