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Elementary students, principals outline equity plans and hands-on programs at two school presentations
Summary
Students and principals from Fernando Rivera and Woodro Wilson presented equity-focused goals, new UDL-aligned instruction and enrichment programs — including gardening, arts, coding and intramurals — and trustees asked about partnerships, facility approvals and funding sources.
Fernando Rivera and Woodro Wilson schools presented their 2025–26 equity goals, instructional strategies and enrichment programs to the Jefferson Elementary School District Board of Trustees during the board’s regular meeting.
Principal Melissa Meiselle of Fernando Rivera told trustees the school is using Local Control Accountability Plan data, CAASPP results and Panorama surveys to target academics, engagement and belonging. "Equity is about noticing what students need and acknowledging there's so many obstacles," Meiselle said, describing a focus on targeted interventions and a new math curriculum built around Universal Design for Learning. She added that Fernando is roughly "4% away" from its 60% proficiency target in ELA for the year.
Students joined Meiselle to describe hands-on enrichments: Malia Chow presented a hip‑hop performing-arts enrichment; Kieran described a free after-school theater program; James explained a student-run coding club; MJ discussed intramurals; and Kaylee Lang highlighted student-run morning announcements.
At Woodro Wilson, Principal Alex Danda highlighted multi-domain supports — academics, enrichment and social‑emotional learning — and credited shifts such as frequent small-group math instruction for recent improvements. Fifth-grade teacher Miss Kamacho detailed "Friday math stations" (three 20‑minute small-group rotations) and Tuesday/Thursday choice-board lessons that use ongoing assessment to regroup students. "The goal is to meet kids where they are by providing extra support or challenges," Kamacho said.
Garden program lead Hian Gregory described a weekly hands-on garden and cooking curriculum that turned harvests into classroom recipes (she offered kale pesto and roasted fava beans samples to trustees). School counselor Megan Silva outlined PBIS, peer peacemakers and small-group counseling intended to support classroom behavior and academic outcomes.
Trustees praised student speakers and teachers and asked practical follow-ups. Andrea Jordan asked for more detail on the Summit Shasta tutoring partnership that supplies volunteers to Fernando Rivera; Meiselle said the program originated when Summit Shasta students worked in the school office and later designed a volunteer tutoring model. Trustees also asked about mural and facility approvals for student passion projects; district staff explained that any facility change requires a facilities modification form and, if approved, costs typically come from site funds, PTA fundraising or grants.
The presentations concluded with certificates of appreciation for participating students and reminders about upcoming community events funded by PTAs, including a harvest festival and family activities.
Next steps: principals said they will continue to share site-level data and enrichment outcomes with the board and coordinate with district staff on facilities requests and funding options.
