Nov 2025

Capacity Building Workshop

North and South 2.0 with Inflexion

Caption: The Inflexion Navigation tool was introduced to teams. It breaks down implementation into steps. Following these steps in sequence enhances efficiency and supports the meaningful transformation of existing systems and structures that serve the school community.

Formalizing a Collective Purpose: Building on Collaborative Leadership for Shared Success

This month, Community Schools Inflexion 2.0 workshops were hosted by the Central Coast, Regional Technical Assistance Center (RTAC). One workshop was held in the north and one in the south of the region. The workshops were led by Manuel Colón and Jocelyn Bigay. They brought together educators, site leaders, and partners from grantees to strengthen shared purpose and collaborative leadership across California’s Community Schools network.

Participants explored the Capacity-Building Strategies of the California Community Schools Framework, emphasizing shared commitment and priorities, collaborative leadership, community based learning, sustaining resources, and strategic partnerships. Through text-based protocols and reflective group dialogue, attendees deepened their understanding of how equitable education requires centering student voice, family engagement, and culturally grounded practices.

Using the navigation tool provided by the inflexion team, the group engaged in hands on exercises to assess their current stage of development on the Capacity-Building Strategies, moving from “undeveloped” to “transforming” and crafted action plans aligning with local needs and statewide initiatives. The session encouraged participants to “be the crew, not the passenger,” highlighting the importance of shared identity, purpose, and collective decision making in driving meaningful, sustainable transformation. As one guiding question reminded participants: “What would be the ideal headline about our school ten years from now?”

This workshop marks another step toward realizing the vision of the California Community Schools Partnership Program (CCSPP), ensuring that every student thrives through coordinated supports, inclusive leadership, and strong community partnerships.

Whittier City School District

Deep dive school district opens their doors to Central Coast grantees

The WCSD Community Schools Site Visit is designed to give educators, school leaders, district administrators, and other stakeholders an inside look at how a CCSPP grantee has structured both their LEA and school systems to support Community Schools implementation in its early stages. Through guided tours of their Community Schools, participants will see firsthand what implementation looks like in practice—how strategies are translated into action, how systems are aligned, and how communities are engaged. This experience offers participants practical insights, concrete examples, and replicable practices that they can adapt and bring back to strengthen Community Schools efforts in their own districts.

Whittier City School District (WCSD) is a proud K–8 public school district in Los Angeles County, California, serving the vibrant and diverse community of Whittier. With approximately 6,300 students across its elementary and middle schools, WCSD is dedicated to providing engaging, high-quality learning experiences that help every student thrive. Rooted in the cultural richness of its community, the district values inclusion, strong family partnerships, and meaningful collaboration with community organizations to support the whole child.

Six elementary schools and two middle schools in WCSD were honored to receive the California Community Schools Partnership Program (CCSPP) Grant as part of Cohort 2, further strengthening the district’s commitment to student success, well-being, and whole-child development. This milestone not only provided additional resources but also deepened the district’s focus on collaboration, reflection, and continuous improvement. Building on this momentum, the district launched a particularly meaningful initiative during the year—empathy interviews, also known as staff reflection sessions, designed to give every staff member a voice in shaping the district’s community schools journey.

This intentional practice created space for open, authentic conversations where voices that are often unheard could be elevated and valued. Through these dialogues, long-time staff members shared not only their professional experiences and institutional knowledge but also their personal connections, pride, and enduring love for their school community. Many participants reflected that it was the first time they had been asked to speak about their experiences, challenges, and hopes for their school. Their stories revealed the depth of commitment among educators and staff, and they illuminated both the strengths to be celebrated and the opportunities for growth. The empathy interviews ultimately demonstrated that listening is one of the most powerful tools for understanding and transformation. By slowing down to hear and honor the lived experiences of those closest to the work, the school community took an important step toward building shared trust and a collective vision for the future. This process affirmed a central tenet of the Community Schools model: to truly serve a school, one must first take the time—and care—to truly know it.

This visit showcased the pioneering efforts of two CCSPP grantee schools, Lydia Jackson College Prep Academy and Lou Hoover School of Fine Arts. Teams revealed how they have effectively structured their Local Education Agency (LEA) and school systems to facilitate the early stages of Community Schools implementation.

Visiting Lydia Jackson Elementary, an AVID Showcase school, was an inspiring glimpse into how a school can nurture the whole child. Walking onto campus, it was clear that academics and social-emotional learning are equally valued, with thoughtful spaces like the Wellness Room and Calming Corner offering students a safe place to reset, supported by a dedicated school social worker focused on Tier 2 interventions.

The school principal demonstrated a deep commitment to the four pillars of the Community Schools model, embedding them into the daily culture of the campus. Her leadership is reflected in her intentional support for the work, most notably through scheduling biweekly check-ins with the Community School Coordinator, ensuring consistent communication, alignment, and shared reflection. The Community School Coordinator, Carlos Luquin, new to the school but already a valued member of the district, entered the role with a focus on building relationships and trust. Recognizing that authentic collaboration is the foundation of effective community schools, he prioritized connecting with staff, families, and partners. He also began by engaging in existing committees, listening to the needs and strengths of the school, and thoughtfully examining current systems. Through this relational approach, he successfully expanded the Advisory Council, doubling its membership by year’s end and creating a more inclusive and representative space for shared leadership.

The site visits concluded with lunch and a reflection session, providing everyone with an opportunity to unwind, share key takeaways, and connect over what they’d seen and learned throughout the day. It was an inspiring way to end the visit. Participants left feeling inspired, equipped with real examples, fresh perspectives, and practical ideas to strengthen Community Schools work in their own communities. More than anything, participants walked away reminded that we’re all in this together—learning, growing, and working toward schools where every student feels supported, valued, and able to thrive.



The Power of Community Schools—in Their Own Words

Growth and Transformation in Action!

El Sausal Middle School in Monterey County: bringing college level courses to students

Caption: 8th grade student part of the Hartnell cohort

Caption: 8th grade student part of the Hartnell cohort

Caption: Cohort of 8th grade students enrolled in Hartnell Community College coursework

The Central Coast RTAC, in collaboration with Inflexion, held the first in a series of three virtual learning sessions designed to support Senior Leadership team members in exploring and clarifying their role within the California Community Schools Partnership Program (CCSPP). The first session centered on bringing the Community Schools model to life, featuring inspiring guest speakers who shared their stories and lessons from the field.

Michael Matsuda, Superintendent of the Anaheim Union High School District (AUHSD), described how his district transformed outcomes—dramatically increasing graduation and A–G completion rates—by placing student voice, community connection, and purpose-driven learning at the heart of its educational approach. Rather than focusing solely on test scores, AUHSD reimagined success through the lens of life and career readiness, empowering students to see themselves as confident, capable changemakers. Superintendent Matsuda also highlighted the district’s commitment to shared leadership, which has sparked teacher innovation and cultivated a culture of collective purpose across schools.

Jessica Guerrero, AUHSD Board Member, spoke passionately about the importance of reflection and community walks as powerful tools for understanding students’ lived experiences and breaking down systemic barriers. Manuel Colón expanded on this theme, emphasizing that collaborative leadership is not just a strategy but a shared mindset—one that fuels collective growth, shared accountability, and a deep sense of purpose across the district. Together, they inspired participants to consider how family and community partnerships, a shared vision, shared accountability, and union collaboration play a vital role in sustaining meaningful transformation.

The session provided attendees with the opportunity to reflect on powerful examples from the Anaheim Union High School District, demonstrating how authentic collaboration, shared leadership, and community-centered practices can transform schools into thriving ecosystems of learning and belonging. The stories and reflections shared by Superintendent Matsuda, Board Member Jessica Guerrero, and Inflexion Chief Academic Officer Manuel Colón reminded us that when educators, families, and communities work together around a shared vision, the impact reaches far beyond academics—it shapes purpose, equity, and opportunity for every student.

As we continue advancing the Community Schools movement, these lessons reaffirm the importance of listening deeply, leading collectively, and building systems that sustain both student success and community well-being.

For the full session recap and recording, see the links below:

Session recap (4 pgs)

Session recording on the Central Coast RTAC website (1 hour 27 min)



Resources of the Month:

Advisory Council, Student Voice, and

Community Based Learning

Central Coast RTAC Site Visits

Ventura and San Benito Counties

Spotlight on Sierra High School, Heritage Valley Independent Study, and Gateway Community School: Building Strong Foundations Through the California Community Schools Framework.

During recent site visits to Sierra High, Heritage Valley, and Gateway Community Schools, the RTAC team observed how each site is cultivating a nurturing, student-centered environment grounded in the California Community Schools Framework. Across all three campuses, staff are working with clear intention to support the academic, social-emotional, and family engagement needs of their students—embracing a whole-child approach that fosters belonging, growth, and connection.



Sierra High School has continued to develop a comprehensive support system rooted in care, consistency, and connection. The school’s “Sierra Way” ensures all staff are trained in effective behavioral and academic practices. Students receive structured onboarding sessions for both themselves and their parents, helping families understand transcripts, GPA expectations, and school policies.

The school’s Multi-Tiered System of Support (MTSS) takes a holistic approach to student success, addressing academics, attendance, and behavior through individualized conferences, parent meetings, and student goal-setting. As part of this system, a proactive tardy intervention model and the “Breakfast Club” tutoring program provide students with timely academic support and positive reinforcement to help them stay on track. In addition, Sierra’s Wellness Center offers a welcoming space for drop-in counseling, social-emotional learning (SEL) activities, and monthly enrichment events—including art, yoga, and creative writing workshops—designed to promote balance, well-being, and connection among students.

To foster high-impact communication between school and home, families receive regular newsletters that share key updates, celebrate student achievements, and offer resources to support learning beyond the classroom. Families are also invited to participate in Family Nights, School Site Council meetings, and other engagement events that strengthen partnerships and build community. These opportunities create meaningful connections between families and staff, celebrate student growth, and empower families to play an active role in shaping school priorities and programs.

At Heritage Valley Independent Studies, located on the Sierra High School campus, students thrive in a flexible, independent studies model supported by the EdGenuity program. With drop-in hours from 8 a.m. to 2 p.m., students have consistent access to academic support while maintaining the flexibility to balance school with personal responsibilities. Heritage also enriches learning through educational excursions to museums, colleges, and universities, helping students connect coursework to real-world experiences. Teachers regularly make personal calls to families, fostering open, caring communication that strengthens trust and collaboration. The site also works closely with the comprehensive high school to support credit completion and ensure graduation success.

Caption: Sierra High School teacher Mr. Lomeli has been a valued member of the school community for many years. He reflects the spirit of the entire school staff—deeply committed professionals who always keep students’ best interests in mind.

Caption: Empowering students to dream big — A Gateway Community School classroom displayed a college wall that showcases nearby universities, tuition details, and pathways to higher education.

Gateway Community School: Alternative Education. Gateway Community School continues to demonstrate a strong commitment to the whole-child approach. The schools' dedicated and collaborative staff have cultivated a safe, supportive, and inclusive environment where students feel supported to succeed. Gateway’s campus features well-established safety protocols and wellness spaces that promote social-emotional well-being. Students are encouraged to take on leadership opportunities designed to build confidence.

The staff promotes community building through culturally affirming activities that foster a sense of belonging. The school also strives for strong family engagement through parent orientations that help caregivers understand the school systems and student pathways. In addition, Gateway’s team ensures warm handoffs for students transitioning back to their comprehensive high schools, maintaining essential continuity of care and connection. Through intentional collaboration and compassion, Gateway continues to open doors to success for every learner.

Caption: The Sunnyslope Elementary School team is taking meaningful steps to strengthen support systems for students and families by building a new food pantry and clothing closet on campus.

Steady Progress in CCSPP Implementation Across Hollister Elementary Schools

The recent RTAC visit to Hollister School District showcased notable progress and momentum across R.O. Hardin, Sunnyslope, and Calaveras Elementary Schools, each demonstrating a deep commitment to advancing the California Community Schools Partnership Program (CCSPP). During the visit, the RTAC team observed how each site is bringing the Community Schools framework to life—strengthening family engagement, expanding learning opportunities, and fostering environments where every student feels supported and valued. The district’s coordinated approach reflects a shared vision of whole-child education, with school staff, families, and community partners working together to build systems that promote equity, belonging, and student success.

R.O. Hardin Elementary

Principal Lilia Espinoza and District Lead Stacie Bonura shared exciting updates at R.O. Hardin. This year, the school is transitioning to full implementation of AVID across all grade levels. Following participation in the AVID Summer Institute, several teachers introduced new instructional strategies that are strengthening classroom engagement and fostering a college- and career-ready mindset among students.

The school is working to integrate AVID strategies within its Multi-Tiered System of Support (MTSS) to strengthen Tier 1 instruction and promote consistency across classrooms. As part of this effort, each classroom has adopted a university to study in depth. Students explore their assigned university’s majors, programs, and mascot, and will later present their findings to the broader school community—fostering college awareness and engagement. Teachers are also participating in learning walks to observe AVID strategies and effective instructional practices in action. By rotating between hosting and visiting classrooms, educators have opportunities to collaborate, reflect, and continuously refine their teaching. This shared learning process exemplifies the Collaborative Leadership and Practices pillar of the Community Schools Framework, reinforcing a collective commitment to professional growth and student success.

Family engagement also remains a central focus at R.O. Hardin Elementary School. The school recently hosted a successful Back-to-School Night featuring a new student-led format aligned with its AVID program. With guidance from teachers, students took the lead—welcoming families into classrooms, showcasing their work, and providing firsthand insight into their learning experiences. This approach aligns with the Family and Community Engagement pillar by ensuring parents are active and informed partners in their child’s education.

Looking ahead, the school plans to use Needs and Assets Assessment (NAA) data to guide future family events and presentations, focusing on topics that matter most to families. Building on the success of Back-to-School Night, R.O. Hardin aims to host additional family events highlighting AVID strategies and the classroom “universities” each class has researched throughout the year—further strengthening the school’s commitment to a connected, inclusive, and college-ready community.

Sunnyslope Elementary

The Sunnyslope team continues to make strong progress in its community schools' goals, with team members demonstrating a clear understanding of the framework. The school continues to cultivate a positive, learning-centered culture, supported by Positive Behavioral Interventions and Supports (PBIS), intentional teacher collaboration time, the launch of a new Food Pantry and Clothing Closet, the latter made possible with the support of a local church and the Second Harvest Food Bank.

The school is proud to celebrate a remarkable milestone—two consecutive years of strong CAASPP performance scores. Principal Joe Rivas expressed deep pride in this achievement, emphasizing that the success is a testament to the dedication and perseverance of the entire school team. He credited the teachers and staff for their unwavering commitment to student growth, noting that their teamwork, care, and belief in every child’s potential have been the driving forces behind the school’s continued progress.

Principal Rivas shared that this accomplishment has been a decade in the making, reflecting years of intentional effort to build a culture of high expectations, collaboration, and continuous improvement.

This achievement not only celebrates academic growth but also symbolizes the collective spirit and resilience that define the school community.

Building on its growing understanding of the California Community Schools Partnership Program (CCSPP) framework, the Sunnyslope Elementary leadership team is continuing to deepen its use of Needs and Assets Assessment (NAA) data to inform decisions and strengthen Integrated Student Supports across key areas—academics, afterschool programming, and mental health services. By grounding its practices in data and community voice, the school ensures that every initiative aligns with the real needs and strengths of its students and families.

Sustainability remains a central focus for the leadership team as they look toward long-term growth. Principal Joe Rivas has taken an active role in leading this effort, identifying three critical areas essential for sustaining progress:

1. Establishing strong, consistent systems that support alignment across programs and services.
2. Developing leadership within existing staff, empowering teachers and support personnel to take ownership of key initiatives and lead from within.
3. Leveraging student and family strengths in decision-making processes, ensuring that the voices of those most impacted by school decisions remain at the center.

Through this intentional approach, Sunnyslope Elementary is not only strengthening its infrastructure but also building a culture of shared leadership, accountability, and inclusivity—core values embedded within the CCSPP framework. The school’s continued focus on collaboration and capacity-building positions it well for sustainable, community-driven success in the years ahead.

Calaveras Elementary

At Calaveras Elementary, students are thriving through participation in the newly launched Technology Club, News Club, Yearbook Club, and Classroom Academy. These programs offer students meaningful opportunities to explore their interests, develop leadership skills, and apply academic knowledge in authentic, hands-on settings. Students collaborate on projects that strengthen their communication, creativity, and problem-solving skills—key competencies aligned with college and career readiness.

These enrichment opportunities directly support the California Community Schools Partnership Program (CCSPP) initiative by promoting student engagement, voice, and agency, central components of a whole-child educational approach. Through these clubs, students experience a sense of belonging and pride in their school community, while staff cultivate relationships that extend learning beyond the classroom.

Together, these student-centered learning opportunities exemplify Collaborative Leadership and Practices, as teachers, staff, and students co-create spaces for innovation and growth. Calaveras Elementary’s commitment to expanding these opportunities reflects a shared vision of developing a connected, inclusive, and empowering school community—one that fully embodies the spirit of the CCSPP framework.

The school’s Newcomer Program is also off to a strong start, offering weekly support sessions for students who are new to the country and community. These sessions create a welcoming environment where students can adjust academically, socially, and emotionally while developing English language skills, building friendships, and fostering a sense of belonging. This program also extends its reach to families, connecting them with essential community resources and helping them navigate the school system—ensuring that both students and their caregivers feel supported and informed. Through these efforts, the Newcomer Program embodies the CCSPP pillars of Integrated Student Supports and Family and Community Engagement, addressing both academic and social-emotional and cultural needs.

By creating a safe and inclusive space for new families, the program promotes equity and access, ensuring that every student—regardless of background—has the opportunity to thrive.

UCLA/STAC Deep Dive Visits in Monterey County

Soledad USD and Salinas Union HSD

Caption: Students from Everett Alvarez High School participated in a Q&A panel. They shared their thoughts about how their school has improved, how the Administrative team and school staff have modeled relational trust, and how the school honors student voice. Additionally, they discussed the types of instructional supports, both in-class and out-of-class, that have helped them the most.

The UCLA team recently visited three Community Schools Deep Dive sites in the Central Coast Region — Everett Alvarez High School in the Salinas Union High School District, and Frank Ledesma Elementary and Pinnacles High School in the Soledad Unified School District.  Each district received comprehensive CCSPP implementation grants, enabling them to extend Community Schools strategies and supports across every school in their district.

Across both districts, the UCLA team observed innovative examples of Community Schools in action, where students, families, educators, and community partners collaborate to create equitable systems that address the whole child. These Deep Dive sites stand out as exemplary models that embody the following characteristics:

• Commitment to Peer Learning: Actively engaged in a vibrant learning community, these sites share lessons learned, best practices, and emerging insights to strengthen the Community Schools movement across the state.

• Value of Thought Partnership: District teams embrace collaboration with peers and “critical friends,” fostering a culture of reflection and shared problem-solving to continuously refine and strengthen implementation efforts.

• Distributed and Executive-Level Leadership: Both districts demonstrate strong involvement from Cabinet-level leaders alongside shared leadership structures, ensuring that leadership and decision-making are embedded at every level—from the district office to the school site.



• Contribution to Statewide Infrastructure: These Deep Dive sites are committed to advancing a sustainable statewide Community Schools infrastructure. Their innovative, scalable approaches are helping to shape the broader California Community Schools Partnership Program (CCSPP) strategy, influencing how schools statewide can integrate academic success with social, emotional, and community well-being.

Salinas Union High School District: Leadership and Systemwide Support

At the heart of the Salinas Union High School District’s success is a committed and visionary Cabinet leadership team that models collaboration, shared decision-making, and a deep dedication to equity and student well-being. Under the leadership of Superintendent Dr. Zandra Galvan, SUHSD has built a robust infrastructure of supports that extends across schools and community partnerships. The district’s work is grounded in addressing racial inequities and advancing educational justice through policies, professional development, and community engagement. Cabinet leaders prioritize data-informed decision-making and inclusive leadership that ensures student voice and cultural responsiveness are integral to every initiative.

At both the district and school-site levels, SUHSD has implemented comprehensive systems of care that include:



• Mental Health and Wellness Supports: Multi-tiered systems of support (MTSS) ensure students have access to counseling, therapy, and social-emotional learning resources. Dedicated wellness centers and community-based partnerships provide ongoing mental health care and crisis response.

• Restorative Justice Practices: Schools actively integrate restorative approaches that promote relationship-building, accountability, and conflict resolution, fostering a sense of safety and belonging.

• Behavioral and Intervention Supports: Behavior intervention teams and positive behavior frameworks help students develop self-regulation skills and receive targeted assistance to remain engaged in learning.

• Student Health and Wellness Services: Collaboration with local health providers offers on-campus health services, vision and dental screenings, and wellness education, ensuring that basic needs are met so students can focus on learning.

• Equity and Inclusion Initiatives: The district promotes ongoing professional learning around implicit bias, culturally responsive teaching, and inclusive instruction, ensuring that every student—particularly those from historically marginalized communities—feels seen, supported, and empowered.



This districtwide alignment between Cabinet-level leadership and site-based implementation exemplifies what it means to transform education through a community schools lens—one that integrates academics, health, mental wellness, and community engagement into a cohesive, student-centered system.

In the Salinas Union High School District, the UCLA team visited Everett Alvarez High School (EAHS), where they toured two classrooms:

In the Digital Media Arts Academy classroom at Everett Alvarez High School students were engaged in the full process of media production—storyboarding, filming, editing, sound, and graphic design—while fostering creativity, collaboration, and technical skills. In this Academy, students work in cohorts that integrate core classes with hands-on projects such as short films, commercials, and documentaries, culminating in a public showcase called the DMA Expo. The program prepares students for college and careers in arts, media, and entertainment while building confidence, teamwork, and a sense of community.

The Future Farmers of America (FFA) classroom at Everett Alvarez High School serves as a career-technical education (CTE) leadership pathway within the Agriculture Academy, combining rigorous agri-business and technical coursework with hands-on projects and active FFA participation. This integrated approach fosters students’ leadership, personal growth, and career readiness in agriculture and food-system industries. During the visit, the classroom highlighted how students collaborate and learn alongside industry mentors, gaining real-world experience and insight into potential career pathways.

Midway through the day, participants had the opportunity to explore the school’s new Parent Center and Wellness Center, followed by an inspiring Q&A session with student leaders. Guests also enjoyed a delicious lunch prepared by students from the CTE Culinary Arts Academy, showcasing their skills and creativity.



The visit offered a powerful glimpse into the school and district’s deep commitment to student wellness, hands-on learning, and strong school–community partnerships. It’s clear that the school is making meaningful strides toward authentic Community Schools transformation—where every student and family feels supported, connected, and empowered to thrive.



Schools in this district are deeply connected to the people and resources that make Soledad a special place. Partnerships with local organizations, such as Monterey County Behavioral Health, The Epicenter, and Sun Street Centers, provide students and families with mental health care, prevention programs, and wellness support. The district Family Resource Center team members and Family Student Support Liaisons work closely with parents to connect them with services, translation, and culturally responsive engagement opportunities. These partnerships strengthen the district's ability to meet the whole needs of each student—academically, socially, and emotionally.



At both the district and site levels, Soledad USD continues to expand initiatives that advance equity, inclusion, and student wellness. Staff receive ongoing training in restorative justice, Positive Behavioral Interventions and Supports (PBIS), and trauma-informed practices to ensure that discipline is fair, constructive, and centered on growth rather than punishment. Students benefit from a comprehensive network of supports, including access to school-based counseling, teletherapy through Daybreak Health, and social-emotional learning (SEL) programs integrated into every school. Across the district, nurses, counselors, and teachers work collaboratively to foster a culture of health, belonging, and safety, ensuring that every student feels seen, supported, and empowered to thrive academically and emotionally.

During the visit, attendees toured Frank Ledesma Elementary School, Pinnacles High School, and the Family Resource Center, where Community School Coordinators shared updates on their progress and reflections on building whole-child systems of support. All nine coordinators highlighted the meaningful growth and stronger community connections emerging across their campuses—among students, staff, and families alike. They described classrooms that feel more supportive, teams collaborating in new and effective ways, and students stepping into leadership roles with confidence. A consistent message resonated throughout the visit: each site is deeply committed to creating welcoming, inclusive spaces where every student feels valued, connected, and empowered to reach their full potential.

Both districts concluded their visits with reflective planning sessions, taking time to celebrate progress, identify areas for growth, and outline next steps for sustaining and expanding their Community Schools efforts. These visits underscored the region’s deep commitment to collaboration, equity, and the shared belief that when schools and communities come together, students thrive. Collectively, the visits showcased the power of vision, partnership, and community engagement in reimagining education as a true ecosystem of support—one where every student is known, valued, and empowered to succeed.

More inspiring Community Schools work happening in the

Central Coast region!

Monterey County - Spotlight: Building Community Through Collaboration

At Jack Franscioni Elementary School, Community School Coordinator Ismael Garcia is leading with connection and collaboration. During a recent Coordinator’s Network meeting, Ismael shared his best practices for establishing a strong Community School Advisory Council—a space designed to bring families, educators, and partners together around shared goals for student success. His approach begins with intentional invitations, ensuring that parents, teachers, classified staff, community partners, and even students have a voice at the table.

At Jack Franscioni Elementary, Advisory Council meetings focus on meaningful dialogue around family engagement, student wellness, and aligning school initiatives with community needs. Under Ismael’s leadership, these gatherings have become a welcoming space where parents feel valued, supported, and empowered. Families come together not only to learn new skills and share ideas but also to connect over shared meals—strengthening relationships and a sense of belonging.

Ismael also spoke openly about the ongoing challenges of maintaining engagement, such as when active parent leaders move on to other school sites or new families are still becoming familiar with the advisory process. By naming these realities, he fosters transparency and helps others anticipate and navigate similar challenges, reinforcing a culture of continuous learning and collaboration. Thank you, Ismael, for your outstanding leadership and collaborative spirit!



Caption: "Healing is not about fixing or rescuing, but about accompanying and seeing people, understanding that bad behavior is often the language of the deeply wounded." Father Greg Boyle, founder of Homeboy Industries, Author, and Presidential Medal of Freedom honoree.

Monterey County - Visit to Homeboys Industries in Los Angeles, California.

Members of the Central Coast RTAC team attended a tour of Homeboy Industries, the world’s largest gang intervention, rehabilitation, and re-entry program. The visit offered a powerful look at how compassion, community, and second chances can transform lives. Through its integrated services—ranging from education and job training to counseling and social enterprises—Homeboy Industries embodies the kind of holistic, trauma-informed, and relationship-centered approach that aligns closely with the California Community Schools Partnership Program. The tour provided the team with an opportunity to deepen its understanding of how community-based organizations can partner with schools to support student success. The team also took time to reflect on how Community Schools can incorporate similar principles of healing, belonging, and radical kinship to better support students, families, and the broader community.

A focal point of the visit was our tour guide. Our guide, Ronald, 35, shared his story with honesty and pride. Growing up in a family where gang involvement was generational, he entered the justice system at age 12 and was determined to be the toughest in his neighborhood. At 19, he was sentenced for attempted murder. Even in prison, Ronald struggled to leave his old ways behind. But the passing of his mother, who had always been his rock despite her own challenges, changed everything. Her loss inspired Ronald to change his path. He began pursuing education, building job skills, and seeking purpose in his life. A year and a half ago, Ronald joined Homeboy Industries, drawn to its philosophy of second and third chances. Since then, he has completely transformed his life. He shared how Homeboy's support, including paid job training, counseling, case management, and pathways to high school and college, made a transformative change in his life possible. Ronald continues to participate in group therapy, values his mentors, and is now preparing to begin studies at UCLA—a testament to his resilience, growth, and commitment to giving back.

CCSPP grantees can take inspiration from Homeboy Industries’ core philosophy and practices, translating them into practical, school-ready strategies that strengthen community-school work with students and families. Core principles to consider include:

• Stand with people / unconditional kinship — prioritize relationship, dignity, and belonging before compliance
• Wraparound, trauma-informed services — integrate mental health, case management, and family supports
• Workforce & social-enterprise pathways — combine job training with on-the-job social enterprises as education-to-employment pipelines. (Homeboy Industries)
• Restorative justice and healing over punishment — emphasize healing, restoration, and second chances in discipline and re-engagement. (Religion Unplugged)

For more information about this organization, see the links provided below:

• Plan a Visit
• Services
• Social Enterprises
• Instagram page
• Reflection of HBI Senior Leadership team members (video 51 min)

Central Coast RTAC Partners

RTAC Calendar of Events

RTAC Event Flyers



Inflexion 1.0 NORTH 25-26

(In-person) Attending EITHER the 1.0 OR 2.0 series of workshops fulfills CCSPP assurances for Technical Assistance participation as agreed upon with CDE.

Inflexion 1.0 SOUTH 25-26

(In-person) Attending EITHER the 1.0 OR 2.0 series of workshops fulfills CCSPP assurances for Technical Assistance participation as agreed upon with CDE.

Scholar System 25-26

(Virtual/Optional-Highly recommended)

Inflexion 2.0 NORTH 25-26

(In-person) Attending EITHER the 1.0 OR 2.0 series of workshops fulfills CCSPP assurances for Technical Assistance participation as agreed upon with CDE.

Inflexion 2.0 SOUTH 25-26

(In-person) Attending EITHER the 1.0 OR 2.0 series of workshops fulfills CCSPP assurances for Technical Assistance participation as agreed upon with CDE.

Senior Leadership Team Sessions 25-26

(Virtual/Optional)

State Technical Assistance Center team (STAC)

Updates



News

CDE - California Department of Education (CDE) State Superintendent Tony Thurmond celebrated the release of a new study highlighting the positive impact of California’s Community School Initiative. The study demonstrates that schools implementing the initiative are seeing measurable improvements in student attendance, stronger school culture, and enhanced engagement among students, families, and staff. Superintendent Thurmond emphasized that these results reflect the power of community schools to provide holistic support, foster equity, and create safe, inclusive learning environments where every student can thrive. The findings underscore the importance of continued investment in and expansion of the Community School Initiative across the state. The brief released by the Learning Policy Institute (LPI) can be found here: “Community Schools Impact on Student Outcomes: Evidence From California.”



STAC - Save the Date (applies to the 26/27 School year) - September 10-11, 2026 in Ontario, CA. The Community Schools Summit, hosted by the STAC team, will take place over two days in September. This statewide gathering brings together a diverse ecosystem of stakeholders—CCSPP grantees, RTACs, educators, students, families, and community partners—united by a shared commitment to advancing the community schools movement. The Summit is designed to reimagine and strengthen community schools by showcasing how collective efforts can support the whole child through collaboration, aligned resources, shared leadership, and innovation. More than a showcase, the Summit serves as a space for sharing lessons learned, engaging in collaborative learning, and identifying strategies to scale and sustain effective practices across California. Additional details and registration information will be shared in early 2026.

Learning Opportunities

Student and Community Voice AI Summit. Explore AI through the lens of the 4 pillars. The guiding vision for the 2026 Student and Community Voice AI Summit is that humans are irreplaceable in schools and communities. AI has a place, but it must be used wisely and purposefully. Only then can it help amplify human talent and capacity and strengthen our communities. This Summit will focus on what’s really happening on the ground in schools and communities. We will also explore questions about how AI is impacting our society and workforce today, as well as how schools can develop students’ durable skills to succeed in the Age of AI.

Agenda at a glance

Anaheim, Ca. March 19 is the PreSummit. Summit is March 20-21, 2026

For more information and the cost to attend this event, click here

Interested in presenting at this Summit? Call for presenters - Due December 1st. 

Click here for more details

Ontario Montclair School District (PK-8). Community School Tours. This San Bernardino County grantee is hosting site tours that highlight best practices in their work with the community school strategy. There is a registration fee to attend. 

For more information:

Check out their flyer.

Informational video (3 min). 

Anaheim Union High School District (7th-12th grade). This Orange County grantee is hosting site tours that highlight best practices in their work with the community schools strategy. AUHSD has built a new educational model incorporating “reverse-engineered” career pathways in partnership with higher education, private, and non-profit sectors, which have extended and transformed educational opportunities for all students.

There is a registration fee to attend.

For more information:

Click here

AUHSD Community Schools (video, 5 min)

Sacramento COE and CDE - The California Community Schools Partnership Program (CCSPP) California Department of Education (CDE) team and the State Transformational Assistance Center (S-TAC) will host a series of six free virtual webinars during the 2025-26 academic year focused on coherence to support the long-term sustainability of the CCSPP. These webinars will be open to all, and the registration information is included in the flyer.  We hope you can join us!

National Education Association (NEA) - The NEA organization is offering CCSPP grantee teams the opportunity to participate in their benchmark academy series. The goal of the academies is to build the capacity of LEA and School site teams new to implementation. Participation in these academies is entirely optional and may be particularly beneficial if you’ve identified gaps in implementation support that they could help address. There are three benchmark academies that focus on A.) Evidence-Based Practices, Mapping and Deep Engagement B.) Determining Priorities and Developing Transformational Systems C.) Problem-Solving Cycles for Transformation. NEA academies bring site-level CCSPP teams together that include educators (including classified staff), community school coordinators, administrators, family and community members, and others. Academy participation requires a school Principal's commitment. If a CCSPP school is interested in more information about the academy series, please have a district representative contact centralcoastrtac@montereycoe.org

State Technical Assistance Center team (STAC)

Members

Californians for Justice.

The mailing list option is at the bottom of their website.

Focus:

• Student Engagement
• Relationship Centered Schools
• Equity
• PDF

National Education Association

The mailing list option is at the bottom of their website.

Focus:

• Professional Learning
• Leadership Development
• Just and Equitable Schools
• PDF

UCLA Center for Community Schooling.

The mailing list option is at the bottom of their website.



Focus:

• University Assisted Community Schools
• Research and Data
• Equity
• PDF

Monterey County Office of Education

901 Blanco Cir, Salinas, CA 93901

Central Coast RTAC | Website

Sign up for the RTAC newsletter, link here

email: centralcoastrtac@montereycoe.org