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Sinaloa Middle School tells board about programs to support English learners and build cultural competency
Summary
Sinaloa Middle School presented demographic data and a set of classroom and schoolwide strategies—ELD periods, bilingual staffing, integrated supports, AVID/GLS strategies, peer tutoring and a new anti-hate-speech policy—aimed at improving belonging and outcomes for English learners.
Sinaloa Middle School staff presented to the Novato Unified board on schoolwide strategies to support English learners and build a culture of belonging.
Presenter Ellie and community liaison Damaris described the school's demographics and programs: "52.2% are white students, 32.8 Hispanic or Latino," Damaris reported, then outlined supports including designated English Language Development periods, an ELD specialist and coordinator, integrated arts and VAPA supports, bilingual tutoring by high school volunteers, and a 7th-period career-exploration class. The staff also described professional development aimed at cultural competency and plans for a spring PD on immigration trauma and phases of arrival.
The presenters highlighted the school's anti-hate-speech policy adopted last year, which emphasizes education as the first step rather than suspension; they reported only one instance of recidivism last year and five incidents this year with zero recidivism following educational steps. "It's way more impactful to hear from your peers how your words are impacting other students," the presenter said when describing peer-led support teams.
Trustees responded positively and asked whether the district breaks down staff ethnicity by site; staff said districtwide ethnic staff data can be further disaggregated by school. Trustees also encouraged replicating successful professional development across sites and noted connections to the district's equity imperative.
