Catherine and Arroyo principals highlight student progress and dual‑language gains

Melissa Estrada, recently named principal at Catherine Elementary, outlined three school goals for the year: reading (ELA) mastery, math skill mastery and a safe, engaging school environment. Estrada presented enrollment and demographic breakdowns (about 46% Hispanic; socioeconomically disadvantaged roughly 53.7%) and described interventions such as data‑driven RTI groups, weekly after‑school reading support, a sensory regulation room, and revived student leadership programs. "We hold high expectations and believe all students can succeed," Estrada said, describing the school’s PLC work and the central role of their PLC coach in instructional coaching.

Arroyo Elementary Principal Aldo Calcayo and PLC coach Monica Platten described Arroyo’s second year of a dual‑language immersion (DLI) program, reporting roughly 282 students on campus and DLI classes in which about 80% of the day is in Spanish for some classrooms. Calcayo said the school has reclassified many English learners and shown growth on interim assessments; Platten described PLC strategies and assessment tools (DIBELS, STAR, ELPAC) used to guide interventions. Arroyo reported a notable drop in chronic absenteeism (presented district‑wide as a reduction from 37.8% to 26.4% in a school example) and expansion of after‑school tutoring grouped by need.

Both presentations emphasized family engagement (PTA activities, trunk‑or‑treat, veteran assemblies), targeted attendance work, and plans to expand community programs such as robotics, soccer and third‑grade swimming. Board members thanked staff for the school‑site emphasis on data and community involvement and encouraged continued focus on math interventions and PLC support.