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Colton Joint Unified presents year‑end design plan; task forces report progress on literacy, equity and inclusion
Summary
Superintendent Dr. Miranda and district task forces presented a 2024–25 year‑end design‑plan update focused on three pillars—professional learning, equity and professionalism—and reported progress on literacy screenings, special education culture work, ethnic studies rollout and dual immersion supports.
The Colton Joint Unified School District presented a year‑end report on its multi‑year “design plan” at the school board meeting on May 15, laying out the district’s priorities and concrete task‑force work in 2024–25.
Superintendent Dr. Miranda framed the report around three design‑plan pillars—professional learning, equity and professionalism—and said the district aims to ensure every graduate has skills to be a productive citizen. "Keeping students first: achievement, equity and wellness," Dr. Miranda said when summarizing the plan’s motto and goals.
District leaders described a range of task‑force initiatives. The professional learning team reported a network of schools using a practitioner‑inquiry model; Director Murphy said 19 schools currently participate in the professional learning framework with five more slated to join. Literacy task‑force members described a pilot of literacy coaches (TOAs), intervention refinements and recommended adoption of a reading difficulty screener to comply with the cited education code; the presenters recommended continuing MCLASS DIBBLES (8th edition) as the district screener recommended for board adoption in June.
The equity task force detailed a three‑year data plan, student voice interviews (multilingual, African‑American and students with disabilities) and a draft LGBTQIA2S+ allyship plan slated for executive cabinet review. The special education task force described a shift from process reviews to building a culture of "rightful presence" and shared three core cultural beliefs: "equity first," "all belong at CJUSD" and "everybody every day continuous learning." Current work is supported by a California Department of Education grant focused on innovative inclusive practices.
Academic pathway work included a pilot for an Introduction to Ethnic Studies course across all comprehensive high schools and development of an AP African American Studies course for future scheduling. District staff also described a dual‑immersion guidebook, family chatbot and recognition pathway to support program growth.
Presenters said multiple secondary programs earned recognition this year—AVID demonstration revalidation at select sites, Project Lead The Way distinguished status for Grand Terrace High and expansion of early college pathways. Trustees commended the emphasis on literacy, inclusion and monitoring systems and discussed implementation challenges and political pushback on equity work; several trustees emphasized mental‑health concerns and the need to sustain systems that support student belonging.
Next procedural steps on the agenda included staff follow‑up on the recommended reading screener for June board consideration and planned executive review of the equity and allyship plans.
