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It takes an entire community to create the great schools for which Lafayette is known. That is why LPIE is proud to partner with local businesses. We talked with Paddy about his business and why he chooses to support our Lafayette public schools. Why did you choose to become a Diamond Sponsor for LPIE? When I moved from Ireland to the US, I chose Lafayette in large part because of the high-quality schools. Our schools wouldn’t be what they are today if it weren’t for the work that LPIE does to enrich and expand opportunities for students. Both of my own kids benefited from this work. Also, the quality of schools directly impacts home prices and the health of real estate so I want to give back as much as possible to LPIE and to our excellent education system. How do you see education as a cornerstone of a community? Education is the pulse of our community and what brought many Lafayette residents here to begin with. We share a common pride and interest in our schools so that our kids can thrive. As an added bonus, we are lucky to have such a robust extracurricular program here, which adds balance, individuality, and joy not just to our schools, but also to our town. You are from Ireland. What brought you to Lafayette? Before moving to America, I extensively researched the entire country, looking at things like weather, economic data, schools, recreation, etc. Lafayette was a clear winner for me and all these years later it still is. What distinguishes you from other realtors? In my previous life I was a real estate developer and builder and owned a high-end furniture store, all of which help me guide sellers to maximize the value of their property and buyers to spot opportunity. I have a strong understanding of residential real estate from many angles—construction, renovating, finance, market knowledge, selling—combined with 30+ years of experiencing anything and everything you can imagine in this business. Tell us about your business/experience/team…anything else you would like to share! Over the years my business has grown into a 6-person team of agents and operational support staff. We offer a full-service approach to real estate, helping buyers and sellers win in the ever changing marketplace. Lafayette real estate is not a one-size-fits-all situation—no two homes are the same and the market is constantly changing. Our team stays hungry, focused, flexible, and tapped into the market, reaping great rewards for our clients. The homes we sell consistently outperform the market average for price per square foot. We also have a reputation for treating our clients like family and doing whatever it takes to achieve their real estate goals. Paddy’s commitment to this community is clearly evident. We applaud him for the substantial impact he is making for our students and schools this year through his generous donation. If you run into Paddy around town (or see him at one of his open houses), be sure to extend a huge thank you!

LPIE is proud to fund the Wellness Center at Acalanes High School. The work of Patrick Turner and his team is invaluable to supporting all the students at Acalanes and enriching their educational experience. What inspired you to become a school counselor? Mentoring in my community helped me to identify the purpose in assisting youth with deciding pathways to education and their life decisions. The transition into Wellness Coordinator has been seamless in supporting the social and emotional connection for our students. What is the most rewarding aspect of working with students? In all honesty, it's the youthful interactions. Assisting in the development and participating in their growth allows me to be optimistic about the direction of the future. How would you describe the school culture? The school culture in Lafayette is very academically driven to perform at the highest level. This district has staffed educated personnel that are great at getting the best results out of their student population. As depicted in the standardized tests that illustrate their dominance in ELA and Math. What’s new in the Wellness department, especially since the start of the pandemic? Within the Wellness centers, there is always an adaptive method to assist students at the levels that they need to be helped. Wellness is funded by LPIE initiatives, and their support has increased the ways that we are able to meet the needs of our students. What are some of the biggest challenges students are facing today? What are some of the ways the counselors are helping students deal with these challenges? I believe students are challenged with traditional issues such as social media, academic stress, anxiety, etc. Counselors at Acalanes are constantly connecting, assisting, and supporting students with all facets of development within the educational structure. What are some of the unique ways that our schools are helping with wellness? (i.e., new facilities, lunch clubs, focus groups, classes) This year we opened a new wellness space. We have wellness support counselors to meet the needs of the students in various ways including group counseling, academy, and lunch clubs, partnering with teachers on introduction of mental health initiatives and designing presentations that discuss topics of concern across the district. What are ways that adults can best support children? Adults in the community are already involved in their child’s needs and education. I would only add to continue the open dialogue about their child’s daily experiences in life and school. Ask for their input on educational development because it can determine the engagement in the courses select. What else would you like to share with the community regarding wellness? Once again, we appreciate the growing support from LPIE and would like to continue partnering with LPIE on meeting the needs of this community. Wellness centers have increased visits every year since its inception. It's our overall mission to meet each student where they are and to provide the support at each school for the growth and development socially and emotionally.

LPIE is proud to provide funding to support the counseling and wellness program in the Lafayette elementary schools. School Counselors play a critical role in the Lafayette School District, working with teachers, meeting with students, and interacting with parents to support students’ mental health and academic growth. Our students have greatly benefited from their support; but the counselors have historically been spread a little thin, dividing time between schools. This year, for the first time, each elementary school has a dedicated school counselor. The counseling program is funded in part by generous parent donations to LPIE. The impact on student mental health and wellness has already been profound. And the best news is that our school counselors are just getting started. LPIE caught up with Rachel DeChristofaro, school counselor at Lafayette Elementary. Known to the students as Miss Rachel, she is one of four counselors—along with Maddie Blake (Happy Valley), Jennifer Girard (Springhill), and Stephanie Haren (Burton Valley)—who are each dedicated to one of our elementary schools. Asked what drew her to the profession, she shared, “I was always that kid who was the more observant one. I have a passion for understanding people’s minds and how they can make connections with each other. I help people process what’s going on with them and understand where their emotions are coming from.” At Lafayette Elementary, Miss Rachel has been working closely with the other elementary school counselors to put together a program to support students. As the year goes on, they meet regularly to discuss trends and refine the program. The breadth of work that they do as counselors hasn’t changed. What has changed, however, is the depth. Having a dedicated counselor at each site means they can get to know each school even more thoroughly than before, resulting in a comprehensive and stable program that students and teachers can access in ways that haven’t been possible until now. One of the first things to know is that there are several support staff at each school site, including school counselors and school psychologists. Each has different roles with similar ends—helping students grow and succeed. One of the biggest differences between the counselors and psychologists is around testing. A school psychologist’s goal is to understand why a student has a particular challenge and generally uses a test to determine an answer. A school counselor has a similar goal but is more focused on helping kids recognize and process their emotions. This year, Miss Rachel has been getting into the classrooms and establishing a framework to discuss the big emotions that kids feel daily. The elementary counselors have developed a series of lessons that they cover, each over a 3-week span, delving into topics like feelings, mindfulness, friendship, goals and dreams, and the Zones of Regulation. Lessons may typically use a book as a starting point, and each counselor will work with the class to break down what’s happening. Taken together, the lessons create a shared context and vocabulary for discussing wellness. With this framework in place, Miss Rachel can work with teachers to address individual and grade-level challenges. She meets with teachers in each grade to identify some of the biggest trends like anxiety, loneliness, and low academic performance. This raw data serves as a starting point to create groups where students can explore challenges and solutions together. Some of the groups that have arisen this year include ones focused on friendship challenges, peer connection, and overcoming shyness. In each of these groups, the successes have been great. The kids are checking in with each other and making connections. Together, they are identifying problems and working towards solutions. Finding an opening to discuss mental health with kids isn’t always easy, though. Older kids can recognize and articulate their feelings, but they may not want to talk. Younger kids are experiencing the same big emotions but can’t understand the underlying challenges just yet. What Miss Rachel likes to do is provide the space for the important moments to happen. Engaging in play therapy and having organic conversations allows things to come up naturally. Younger students will say things like, “I get mad sometimes and I don’t know why”. Older kids will self-refer to the counselor to talk about challenges with a friend. Both situations are jumping-off points for bigger conversations. As time goes on, kids become better able to name what they’re experiencing. Having dedicated counselors at each school means each counselor not only gets to know the school community but establishes deep trust with students and parents. And having a dedicated space on campus for a counseling center means that students have a physical place to go when they are feeling overwhelmed. Sometimes all kids need to do is get away from the craziness of recess. Miss Rachel has been opening the counseling center to provide that safe space. And what is beginning to happen is profound. Miss Rachel notes that crisis counseling has increased, not because kids are experiencing more problems, but because kids now have a place to go when they need someone to listen. Having a school site counselor means there is a dedicated person on campus with whom to develop a foundation of trust. More trust means that students are not only opening up about their feelings but processing them as well. And having an adult to talk to and a place to feel safe means that students feel supported. And when students are supported emotionally, the groundwork is set for deeper academic work and growth. For her part, Miss Rachel says this is the “most supportive school I’ve ever worked at.” The teachers are very supportive of the counselors’ work and will come to her to discuss specific behaviors that they are seeing in the classroom. Sometimes they will ask her to perform a classroom observation or pull a student out for a conversation. The goal of each interaction is to merge wellness and academics. “What I would love for everyone to understand is that we do similar things as other mental health professionals; here, we work together to collaborate on students.” Working with younger kids is not only a joy for her, but a real opportunity to make a difference in their mental health. They are “still innocent, still working through their lives, and still growing. We can plant the seeds to make a difference as they get older.” Miss Rachel has only been here a short time, but she sees strong connections across the community. Working at Lafayette Elementary has been a very positive experience, and she is so thankful for all the support. In turn, Miss Rachel would love to do whatever she can to help parents and caregivers make positive connections with kids, because supporting wellness doesn’t end at school. The most important thing that adults can do is to connect with kids at home. “The more time you spend with kids that is uninterrupted, the better,” she says. Putting aside twenty minutes to focus on them goes a long way. “Life is busy, but kids appreciate connection,” she says. “It all starts with asking, ‘How was your day?’ And when presented with ‘Fine,’ say ‘Tell me more about what ‘fine’ means?’ Get to know what makes them feel comfortable at school. Ask questions.” And when it comes to wellness, she says “Give it a chance!” In her own words, “the progress since August has been amazing!” Let’s keep it going!

LPIE is proud to provide funding for the Wellness Center and the counseling program at Stanley Middle School, as well as funding the Lunch Clubs. Tiffany Sullivan, Stanley Middle School counselor, has been integral to the tremendous support for Lafayette middle school families and everyone in the Stanley community will miss her when she retires. We are honored to have been supporting the counseling program for several years. What inspired you to become a school counselor? As I am retiring this year, this is a fun assignment! Prior to being a School Counselor, I was in social work and then I was a math teacher. I wanted to have a more varied career where I could help the students that were struggling in my classes vs. teaching the math curriculum. I have been working with middle school students exclusively for my whole career (30 years) and find them fun, silly, engaging, raw, willing to learn new things, and change. Each day is varied, and many are very exciting. There is a blend of work with students and work with parents and teachers which keeps it interesting. What is the most rewarding aspect of working with students? I enjoy learning what makes a student tick and what roadblocks seem to be impinging on their learning and social growth. In our job, we provide unconditional positive regard and rapport mixed with short-term and long-term interventions. How would you describe the school culture? Our school culture is made up of close to 100 people who have chosen to work with 10 - 14-year-olds. They are mostly fun, funny, caring and committed to helping children connect with others while delivering a high-quality curriculum. Because of Covid, we have pulled into our departments a bit, but for the most part we enjoy each other as a staff. What’s new in the counseling departments, especially since the start of the pandemic? Our department has really leaned in to helping with SEL and teaching Academy Wellness solutions for stress and anxiety. We have developed Academy offerings for Executive Functioning and tips for maintaining attention in class and at home. We have also created a group for learning friendship skills, conflict management skills, and finding friends that are healthy. We have started offering a lunchtime "Wildcat Wellness" club during lunch where students come to do stress relieving activities, hang out with friends, and receive calm positive support. Along with the wonderful block schedule—which allowed students and teachers to slow down and dig deeper into curriculum with a more natural pace—the stress level of students has stayed the same or slightly improved since before the pandemic; however visits to School Counseling are on the rise as are requests for academic support and accommodations. Our days are way more busy, packed, and full of competing priorities than they were in the past. What are some of the biggest challenges students are facing today? Students continue to struggle to manage the academic pressure and stress to achieve along with packed extra-curricular schedules so that they struggle to have down time. Contrary to the past, if they have down time, they sometimes do not know what to do with it. Students also struggle with social media and an over emphasis/interest on online gaming so that some find it difficult to manage their academic priorities, take a breather with family, and attend to a healthy sleep schedule. However, parents are increasingly aware of all of those factors, and many are making strides to address these issues. What are some of the ways the counselors are helping students deal with these challenges? We offer individual, small group, Academy, and school wide lessons and interventions. We spend at least 1/3 of our days communicating with parents, planning, and executing team meetings so that we can help all of the adults in their lives be part of the solution. We are also called upon to speak at PTA meetings, faculty meetings, and Parent nights and do so whenever possible. What are some of the unique ways that our schools are helping with wellness? (i.e., new facilities, lunch clubs, focus groups, classes) We have a wonderful new academy classroom and Wildcat Wellness lunch space. We are working to utilize more School Counseling interns and have requested an increase in School Counseling staffing so that we can utilize our wonderful space on a period-by-period basis. What are ways that adults can best support children? Adults can support children throughout middle school by providing executive functioning support in the early years with an emphasis on letting the student adopt whatever organization system works for them as they progress through middle school. Adults can keep their eye on time management, avoid overscheduling, and keep over-achieving in check because not everyone excels in all subjects and activities. It is important for middle schoolers to begin to sort out their own interests and talents and be given the latitude to pick their own electives, activities, and navigate their friendship choices/challenges as they grow. So supporting self-advocacy and self-knowledge while letting students make mistakes and learn from them is a crucial goal for the adults in the lives of middle schoolers. One last way that adults can help is to teach middle schoolers to know their feelings, speak about their feelings, and share their feelings with others so that we are growing well-rounded, “whole” people who are adept at making connections and caring for others. What else would you like to share with the community regarding wellness? The Wellness focus is another way to take care of the Whole Child and that is a lofty goal to always focus on in this very academic world.

“The best thing is to have a lifelong love of science and critical thinking.” On any given day, students at LES are lined up outside Jonathan Winter’s classroom ready for a favorite weekly class: Science. The beloved Mr. Winter greets the students with his trademark warm smile as they head to their assigned seats and prepare to learn about the day’s topic. Each lesson begins with direct instruction or an observable phenomenon that underscores a big scientific concept presented in a way that’s accessible to elementary students. Sometimes, there’s an engaging video clip to capture their interest and fascination. Then Mr. Winter readies the scientists. They jump into the planned activity, which allows them to deepen their understanding. Before leaving class, students complete an assignment that demonstrates their learning. It’s a seamless routine with a steady rhythm that keeps the students engaged and excited. What goes on behind the scenes, though, requires a lot of work and preparation. And within the past decade, the way teachers engage students in science has changed, from the standards to the curricula to the broader expectations of what it means to “do science”. Prior to 2000, consistent science education was not happening at each school site. Across the district, LPIE docent instructors taught fourteen to sixteen classes per grade level, in addition to classroom lessons from the general education teachers. At that time, there were no dedicated science labs. Here in Lafayette, LASF, the precursor to LPIE, stepped in and funded a science teacher at each school site, but it was a traveling science program. There wasn’t much direction in terms of how to teach science so much as what to teach, and teachers had carte blanche to do what they wanted. Back then science education was based on the 1998 CA State Standards. “Science standards came across as factoids,” Winter says. “We realized that wasn’t enough.” It wasn’t the time to make lasting changes, though. From 2007-2008, the recession hit science hard as state funding disappeared. That meant science programs were reduced for a couple of years, with less time for classes and no time for field trips. Since 2010, however, everything has been moving in a positive direction. Science teachers are back to meeting full time. What that looks like in our district is that the Science teachers typically see each class once a week for an ½ to 1 hour, depending on grade level. Science teachers can dig in and think about what the students need to learn. Beginning in 2013, the State Board of Education adopted the Next Generation Science Standards (NGSS) for California Public Schools, Kindergarten through Grade Twelve, to guide science education. The guiding question now is “How do you do science?” Mr. Winter describes how educators took a hard look at the standards and asked, “how can students move beyond factoids to understanding scientific concepts and practices?” These are big scientific concepts that aren’t specific to one level but weave through all the grades. There are three dimensions to the standards: Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts. Science and Engineering Practices include the skills that scientists and engineers use daily, like planning and carrying out investigations, developing and using models, and analyzing and interpreting data. Disciplinary Core Ideas draw from Physical Science, Life Science, Earth and Space Science, and Engineering, Technology, and Applications of Science. Crosscutting Concepts are skills that weave across the curriculum, and include things like pattern recognition and understanding cause and effect. “Teachers are focused on teaching students how to understand concepts rather than memorizing factoids. The facts are embedded in the curriculum; students learn core ideas while developing a conceptual understanding of scientific processes, acquire knowledge about core scientific concepts and practices, and gain an understanding of how scientists think and work. Students conduct an experiment, then prove they can make a graph to show the results. Graphing is an example of the practice, while the concept is pattern recognition,” Winter says. The result is that students are not walking away from class having learned an interesting tidbit that they may soon forget, but carrying forward skills that will guide them as they learn to investigate the world around them. When the standards changed in 2013, textbooks, curriculum, and assessments followed. What makes teaching science even more interesting is that every seven to ten years, schools across the state are required to adopt a new curriculum in accordance with the California Education Code. The required changes give teachers the chance to ensure that learning reflects the most recent research in science and pedagogy. Ultimately, it’s a good thing. But that means the year 2020 marked seven years after the standards were implemented. Since then, the science teachers have been tasked with implementing a new curriculum. Across the elementary schools, they collaborated to ensure the lessons met the new NGSS vision for elementary science. Then they came together to review upwards of fifteen approved curricula. With the input of classroom teachers and the assistance of our director of curriculum, they selected the best new curriculum for the district and implemented new units of study across the elementary school grade levels. They continue to meet on Professional Development days in person and regularly over Zoom to check in and share progress. We are now seeing the results of that process. The current curriculum for texts and readers at the elementary level is provided by Amplify; at the Middle School level, it’s FOSS. Both curricula are up to date, with fantastic units of study. Winter says he is grateful to be in a district that can provide for the learning of science. “Most elementary schools outside Lafayette don’t have it. Parents are very supportive; many are just grateful to have a science program.” Beyond the curricular changes, which are exciting in the way they engage students’ brains around science, Winter says that building future scientists is what our science teachers are all about. “The best thing is to have a lifelong love of science and critical thinking.” And he wants parents and caregivers to know that there are ways to keep kids excited about science outside of the classroom. “We live in a place with such great resources. Going out and experiencing them is so valuable because it is a family shared moment.” Places like the Exploratorium, Lawrence Hall of Sciences, and Cal Academy are all within easy reach. There are also great websites for students who want to dig into science more. Some of the ones he recommends are Physics Girl, Deep Look, Science Snacks, and Veritasium for more advanced learners. And while STEM is hard to do at the elementary school sites, projects to get them to think like engineers are great. He can’t think of anything more fun than what got him excited about science when he was younger—science subscriptions. “I used to get science kits sent to my house in cardboard tubes when I was a kid. I remember doing all kinds of things, from understanding electricity to making paper!” In fact, science kits are one of the coolest gifts he can think of. “The Holidays are coming up—this is the perfect time to get a subscription!” More than anything, giving kids time and opportunities to develop their own creative minds is one of the best gifts of all. “If they like science and engineering, they have a place in the future,” he says.

More than any other electives offered in the Lafayette School District or the Acalanes School District, the music classes took an enormous hit during the pandemic. Students were introduced to instruments for the first time over Zoom. Chorus members sang alone at home rather than in a group surrounded by fellow vocalists. Instrumentalists couldn’t benefit from playing in a shared space. Musical performances stopped altogether. The coffee machine in the Band and Orchestra room at Stanley went cold. No more voices filling the air, no more jam sessions, no more visitors stopping by for a little Middle School music with their cup of joe. In a discipline that benefits from being a collaborative endeavor, music was unable to invigorate students or capture their interest in a solitary digital format. The return to school in the early days of the pandemic wasn’t necessarily an improvement. Music students again found themselves compromised. Band and Orchestra students weren’t permitted to use instruments in class. And choral students were not allowed to raise their voices in unison, even while masked. Performances in large, enclosed spaces were absolutely forbidden. With the worst of the pandemic behind us and a return to classes as usual, students now can engage with music the way they once did. Across the district, they are learning instruments, singing in groups, and making music again. And the aroma of freshly brewed Peet’s Coffee once again welcomes visitors to the music space at Stanley Middle School. It feels good to make music again, but the reality is that the pandemic has had a devastating effect on many of the programs. Music educators across the two districts, however, are eager to reach students again. They want to give kids the space not only to create but to connect with music, empowering students to become musicians rather than just going to music class. Teachers are eager to encourage students to move forward in exciting new directions while building on the strong foundations that existed before. For elementary students, music is a required part of the curriculum, so the damage to the program was somewhat minimized. But a major goal at the elementary school is to create a sense of connection to music; that is hard to accomplish without those in-person experiences. Students can’t experience the joy that comes from making music in a group setting. And when all four elementary schools feed into Stanley’s music programs, it is important to hook the students early if they are to continue. Kathryn Fischette, music teacher at the elementary schools, doesn’t want to look back as much as move forward full-speed. That’s because there are exciting changes happening at the 4th grade level, a critical point where students gain exposure to all aspects of the music program. While the shift is driven by state standards, it is “super fun!” she says. “It really is promoting music as a life choice.” In previous years, students began 4th grade by choosing to participate in either strings, band, or chorus; now they are delving deeply into units that cover each topic before making a choice in 5th grade. “The goal is to make lifelong music aficionados and to give students a deeper appreciation for what we’re doing. It feels very fresh!” The results look good so far. “The students are looking, listening, and getting lots of knowledge. They are all working really hard. It’s very impressive!” She cites an example from the first unit of study, chorus, where the biggest guiding question is: How do we use our voices? “When I ask the 4th graders how the diaphragm relates to singing, they can all tell me!” she says. And while they may have been hesitant to sing before, she sees a difference. “The 4th graders are now empowered to sing!” Across the elementary schools, all the music teachers, who collaborate regularly, are seeing the same thing: deeper engagement. That is due in large part to the time spent discussing in-depth aspects of music. Up next are strings and wind instruments. By the time students get to 5th grade, they can make an educated choice about which path to pursue, so that when they reach middle school, they will have a stronger foundation in music that will inspire them to continue this path. Stanley’s music teachers are more than ready to welcome elementary students into their program. Eric Price and Todd Minson, Stanley’s Orchestra and Band & Chorus teachers respectively, have a particular love for the programs they lead. While both teachers joined the district within the past three years—Price at the beginning of the pandemic and Minson this year—they were both former students at Stanley who studied under long-time teachers Loretta McNulty in Orchestra and Bob Athayde in Band. Those teachers built thriving programs that Price and Minson are proud to inherit and nurture for the next generation of students. That deep love for these programs makes the effects of the pandemic on music feel especially painful. Class sizes are down, largely because many discouraged students turned away from these beloved programs, which are still coming back in terms of public health and safety. Plenty of kids stuck with it during Zoom, but being unable to sing, having to use special coverings to play instruments, and being unable to receive hands-on technical assistance really set students back. Fun incentives like performance opportunities, music discovery, playing with other musicians, traveling to competitions, and live performances disappeared, leaving few motivations for all but the most dedicated students to choose music over another elective. As a result, numbers decreased. Low enrollment in music classes has been the biggest challenge at the middle and high school levels. Post pandemic, students and teachers are eager to experience the fullness of the music program as it was meant to be. The good news is that while the numbers of students in the program are still smaller than before the pandemic, they are on the rise. Currently, there are one to two classes for regular cadet band for 6th graders. Symphonic Band numbers are still low, but recovering. At 6th grade, there are sixty kids enrolled, which is a much more typical pre-pandemic number. It gives hope that the program will rebound quickly. And with WHEEL incorporating music at the 6th grade level, students have another chance to get some exposure to music programs at the middle school level. And Price and Minson have plans! As things continue to reopen, band students not only have an opportunity to play at Stanley, but outside of Lafayette as well through CMEA – California Music Educators Association. Students can also perform at other area high schools or colleges. Minson is seeking new venues that will include adjudicators as well. The Jazz Band hopes to perform at festivals, like Campana in Pleasanton or the Monterey Jazz Festivals. These festivals provide a huge incentive to students interested in the program. “As they come back and are available, we’ll explore the options,” he says. The Stanley Jazz Band recently played at the Lafayette Reservoir Run, and he wants to ensure that it continues to have an impact on the community. As for the chorus, students are singing, masked or not. There are no restrictions. Todd likes to mix it up and sing what they like as well. They end each week with Fun Friday, during which they sing mostly pop music, karaoke style. The kids say “This is my favorite class! I love coming here every day!” Chorus numbers are still low, but with praise like that, hopefully not for long. Price, too, anticipates more opportunities ahead. He is looking forward to Spring and the chance for some real-world experience, like attending open rehearsals at the SF Symphony. “Going to the city to see the orchestra play would be such a huge benefit for the kids,” he says. For now, travel has been very local. Recently, Price brought the Orchestra to Lafayette Elementary School so students could get a glimpse of what’s ahead. It was an impressive performance! Minson, too, hopes to do the same for band and chorus in the spring. In the meantime, they will both be in the music room at Stanley, sharing their passion for music with the students and anyone else who is interested. And they are very welcoming. Price says if you are “experts or former music educators or who want to share your passion, please be a part of our team! There is always room for string specialists. More hands and more eyes really benefits the students trying to learn an instrument. We love it when the community gets involved.” Minson concurs, and adds, “This is an open, welcoming space; we always have Peet’s coffee! Come in and see all the cool stuff we’re doing!” As for the high school level, it really is the same story—dwindling numbers after the pandemic. Enrollment in the bands and orchestra dropped, and chorus suffered greatly. At present, there are only eighteen students participating in one section of chorus. While that might sound disheartening, Anita Embleton, President of LPIE, underscores the importance of that class. She calls it a “small but mighty program,” one that is worth preserving. LPIE is proud to fund 100% of that program this year as the school works to rebuild the program for incoming students. The importance of the choral program at Acalanes is felt deeply, especially for the students it serves in the special day program. After a few hard years, though, Eric Shawn, principal at Acalanes High School, notes that “we are seeing reengagement in music.” He is deeply interested in seeing the music classes return to full vigor. In his view, the foundations for these programs are established much earlier, and their success depends on creating a bridge from Middle School to High School. There is a profound benefit in “increasing the throughline with Stanley,” as he calls it. Two recent examples illustrate what is possible when we start strengthening those connections between the two schools. Perhaps one of the brightest moments happened as the Middle School put on its first in-house musical to sold-out performances. Piper LaGrelius, singing coach and choreographer, has been working closely with Rebecca Young, Stanley 7th grade core teacher and director of the musical to make this show a reality. The results have been better than she could have imagined. There are over one hundred kids involved, all working together in this collaborative endeavor and developing their leadership skills as they run the lights, sound, and backstage operations. “You've never seen a group of kids this connected and engaged. They feel this powerful sense of belonging,” LaGrelius says. What’s more, the Acalanes High School Stagecraft Class built the sets, showing the Middle School students that there is a clear path to continue doing what they love at the next level. In another wonderful glimmer of hope, the Acalanes Jazz Band put on a performance and was joined by members of the Stanley Jazz Messengers. Shawn says, “It was amazing to see grades 6-12 all together on one stage. That is an example of a huge throughline!” All the music teachers in the district are invested in reinvigorating the music program, and they are backed by collaborative administrators, the financial support of LPIE, and a receptive and encouraging community. The recent passage of Prop 28 increases the funding to arts and music programs in the entire state of California. Our schools will benefit. We may have seen some dark years because of the pandemic, but with the growing interest in the music program, the support of the community, and the commitment from the state to contribute to the success of art and music, there is so much hope that we can move beyond this rough couple of years since the pandemic. Reflecting on that joint performance of the Middle School and High School Band, Shawn says, “There were a lot of 6th graders in that group. I’m excited to see where this goes!” So are we. We are all looking forward to living the motto of the Stanley Middle School Music Department once again: “We All Play Together.” Upcoming District Festivals Jan 19 District Chorus Festival 7pm - Stanley Gym Combined Elementary Chorus, Stanley Chorus, Acalanes Chorus Jan 23 District Band Festival part 1 7pm - Stanley Gym Elementary Bands, Stanley Symphonic Band, Silver Band, Acalanes Bands Jan 24 District Band Festival Part 2 7pm - Stanley Gym Elementary Bands, Stanley Cadet Bands, Acalanes Bands Jan 25 District Orchestra Festival 7pm - Stanley Gym Combined Elementary Strings, Strings Intermezzo, Stanley String Orchestra, Acalanes Orchestra https://www.stanleymusic.org/home

Interview with Betsy Balmat. The new Assistant Superintendent of Curriculum and Instruction is no stranger to Lafayette Schools. Betsy Balmat, former Principal of Stanley Middle School, has taken on this critical role. And she’s diving right in. The morning we meet, she eagerly greets me, ready to talk; but she doesn’t quite know where to begin. Asked, “What excites you about this role?” and she quickly tells me, “Everything about my new position!” There are so many aspects of it that she loves, it’s hard for her to pick just one thing. So we ease into a conversation and start with the basics: her background. Betsy has been in the area for a long time, but she’s originally from Connecticut. In her young and adventurous twenties, she moved to the West Coast where she got her start teaching in San Francisco. Mutual friends drew her to Lafayette. (Ask her the story sometime. It is one of pure serendipity, and it will make you thrill at the idea that you need never lose your kids’ favorite babysitter.) What kept her here? “Stanley and this community,” she says. Together they became her home away from home. “This is the kind of community where you end up staying. Everyone is here for the right reasons, working collaboratively towards common goals.” Happy to be here, she settled into teaching 6th grade core before stepping out of the classroom to become a teacher coach. She moved back to the east coast for a few years where she continued her educational reform work for the Boston Public School District. Upon returning to the Bay Area, she took a break when her children were young. Becoming a parent made her see her work as an educator differently. “When I stepped out, I learned a lot about the schools from being a room parent.” She came back with a fresh set of eyes when her youngest was in Kindergarten. She returned to teaching 7th grade core before moving on to become Assistant Principal and Principal of Stanley. . During that time, the seeds were planted for her current role. Always interested in change and reform as well as implementing new curriculum and standards, she started asking questions like, “What are best practices? What does the student work reveal? What is the data? Let’s look at it!” While there were many aspects that she loved about being an administrator, she admits a piece of her was always in love with curriculum. Over the years, there have been many significant shifts. “I’ve seen a lot,” she says. Right now, the biggest question is “How are we approaching new research and new developments to maintain excellence in this district?” Some of the answers to that question are grounded in solid data and research as well as student perspectives. Always at the forefront of her mind is “recognizing what our children are telling us they need in more meaningful ways and asking what our students need in order to learn.” Is there a particular academic goal? Are students seeking differentiated experiences? Is Social-Emotional Learning what they need? There are many ways to answer those questions. Looking at what our children already know how to do is a great place to start by asking, “Where are they strong and what do they need to do differently?” One way to find out might include giving a pre-test given at the beginning of a writing unit before deciding what students need to learn next. Another way to gather information is to consider essential standards and grading practices by asking “What do we want our students to be able to do and how have they gotten it?” More can be asked in Professional Learning Communities, which are guided by four critical questions: What do we want all students to know and be able to do? How will we know if they learn it? How will we respond when some students do not learn? How will we extend the learning for students who are already proficient? Balmat knows that this is the most important work that educators do, so one of her major goals this year is “supporting the needs of teachers as they support the needs of their students. I want to make sure that everyone feels supported as they continue the amazing work they do.” Other answers to that question of how to maintain excellence are less tangible. It can be easy to get lost in the many ideas swirling around about education, but one thing keeps her grounded—remembering that teaching is all about “turning on the light. Helping to flip the switch with students, teachers, and staff to help them find what excites them. With students, how can we help them be the best learner?” Data can lead the way to that answer; but sometimes the way forward is a bit more abstract. Balmat always comes back to a particular quote attributed to William Butler Yeats: "Education is not the filling of a pail, but the lighting of a fire." That’s not always easy to measure. One thing she does know is “when you see magic in front of you, you don’t want to close the door.” Balmat is interested not just in where students are going, but how to inspire them along the way. “I love thinking about that when talking about curricular shifts and data.” It helps to guide her when she asks, “what else do we need to do?” In her role, Balmat is tasked with overseeing curriculum and instruction for the district, engaging in data-driven decision-making, and ensuring the academic success of our students. She knows, though, that the real magic is always happening in the classroom where students are engaging deeply and meaningfully with subjects they love. That’s what the best teaching moments are all about. Balmat has witnessed it happen time and again, as a teacher and a parent. “Seeing my own son in jazz class at Stanley working one-on-one with skilled and dedicated LPIE music instructors was amazing.” That’s another feeling that’s hard to measure. Being an administrator, she wants to make sure those moments are happening, and she wants to help put the ideas that support them into action. “One teacher was so passionate about providing robotics and engineering, but we didn’t know if it was possible. LPIE asked, ‘What do you need?’” Stanley now boasts a thriving robotics program. She is grateful that LPIE is her partner in making that kind of magic happen. The business of lighting fires in hearts and minds is fulfilling but tiring work. When Balmat unwinds, she likes to curl up with a good book or go for a hike. She’s a runner, too, participating annually in the Lafayette Reservoir Run and competing in the New York Marathon. “I also make the best popcorn,” she says. (The secret is brown butter, no oil.) But she comes from a long line of teachers—her mother and her grandmother were teachers before her. Teaching is her calling. She found her light years ago, and it is her greatest joy to share it with others. In her many years as an educator, though, she has learned that different things inspire us all. “Everyone is on their own journey.” She looks forward to lighting the way for students on theirs. Books Recommendations Grading for Equity by Joe Feldman Building Thinking Classrooms in Mathematics by Peter Liljedahl Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom by Jan Burkins and Kari Yates The Overstory by Richard Powers Late Bloomers: The Power of Patience in a World Obsessed with Early Achievement by Rich Karlgaard

“We’re trying to make a dream a reality” A common theme arises when talking to teachers and administrators across the district: increasing student engagement. More than ever, educators are envisioning schools as spaces where students can connect with what they love in relevant and meaningful ways. When students are deeply engaged in learning, they tap into their own innate potential, form lasting connections, and become lifelong learners. Eric Shawn, principal of Acalanes, not only wants to create opportunities for “purposeful and meaningful engagement,” but to be “visionary about providing for students in the future.” When it comes to education, he’s interested in providing more than the basics—he wants to grow the next generation of “thinkers, designers, and engineers.” He sees value in creating pathways for students to follow in any subject area that take them from beginner to expert, relevant ones that capture students’ interests so much, they enter a positive psychological state called “Flow”—that’s the good feeling that comes with being so fully immersed in meaningful work that one enters a state of energized focus and loses all sense of time. When that happens, student excitement shows through in their academic classes and coursework. That’s the kind of engagement Shawn is looking for at Acalanes High School. In no other area does this hold as much fresh excitement as the burgeoning maker program, a Fabrication Laboratory, that is beginning to be known as “The Fab Lab,” a place that marries cutting edge technology in computer science, digital art, physics, engineering, and robotics with traditional craftsmanship like woodshop, metal etching, studio art, and ceramics. Shawn sees The Fab Lab “as a place with pathways that can engage students deeply.” Spaces like this exist around the Bay Area and in several local high schools. He wants to bring this experience home to Acalanes. Making this vision a reality isn’t a far stretch. Acalanes already has the framework and equipment to make it happen; yet he sees the urgency in making this program relevant. “We have a unique space; in many places these labs are getting taken down and converted to classrooms.” He envisions a place where many kinds of students—future artists, woodworkers, designers, computer scientists, and engineers—can themselves envision the interconnectedness of these interests and develop relevant work experience. Shawn has been working closely with Dan Appel, Physics and Computer Science Teacher at Acalanes High School, and Mike Pease, Wood Tech Teacher at Stanley Middle School, both instrumental in the launch of The Fab Lab. Together, they are evaluating the current conditions at both school sites and investigating what’s happening at other schools in the Bay Area. They recently visited Kennedy High School in Richmond to tour their maker space, which was generously gifted to them by Chevron. It not only serves the student body, but the community of Richmond at large, which has access at night and on weekends. A full-time staff member is always available to guide, advise, maintain, and repair the equipment. Appel calls it an “enviable set up” that many schools may not be able to fully replicate. But Stanley Middle School and Acalanes High School have their own promising spaces that with some hard work can provide the infrastructure to support such a vision. Stanley has a large woodshop and an established woodworking program that sees four-hundred 6th graders come through during WHEEL. Acalanes has a fully functioning woodshop with the ability to make everything from cutting boards to furniture. The current state of things, however, leaves much room for improvement. Revamping the workshop at Acalanes to function as a maker space will require a lot of work, like upgrading equipment, bridging the two programs, implementing curricular support, and boosting student interest. Take the woodshop at Acalanes, which is the place where the most sophisticated parts of the program would live. Much of the existing equipment is twenty years old, with several machines relying on digital technology; but with technology reaching obsolescence within ten to fifteen years, the current software does not support the existing infrastructure. “In short, we can’t upgrade the machines,” Appel says. “We are at the limits of what we can do.” The process of improving the space requires taking a hard look at everything to determine what equipment is still relevant and what needs to be acquired. Much of the traditional woodworking tools will stand. Machines that depend on technology, however, require consideration. Two existing CNC (Computer Numerical Control) machines are candidates for replacement because the software to support them no longer works. These are valuable machines that can function as milling machines, lathes, and routers, or perform tasks like sheet metal stamping. Other modern tools like 3D printers are useful and exciting, but they might take thirty minutes or more to print something, making individual class projects very time consuming. The big-ticket item worth acquiring, though, is a laser. Lasers are easy to use, giving students the ability to engage in high-interest design projects with fast results. With a laser, it might take two minutes to engrave a tumbler, etch onto painted metal, or carve images in wood. Achieving results quickly gives teachers the ability to reach more students and see more projects to completion in a shorter amount of time. Appel is looking at the Epilogue Laser, a model that appears in many maker spaces, including other local high schools; it also comes with a $25,000 price tag. Upgrading and acquiring relevant equipment such as this would help to raise the workshop to the standards of modern-day maker spaces, which is one of the main goals. While creating a physical infrastructure to support the program is necessary, creating a strong bridge from the robust program at Stanley to the developing one at Acalanes is critical. So much about this process is alignment. Appel notes that at Acalanes, the “machinery is a big step up,” and he strongly believes that “we need to build from the skills that students are using at Stanley; but we are not elevating the experience at Acalanes,” he says. With only one section of woodshop currently offered at Acalanes and nothing that resembles what is happening in other maker spaces, he sees a missed opportunity. Mike Pease, Wood Tech Teacher at Stanley and Acalanes, is aware of the interest decline once students get to high school. Currently, he is teaching one-hundred fifty kids at Stanley, and only seventeen at Acalanes. He hopes to see the woodshop program at Acalanes expand. With a presence on both campuses, he can be instrumental in creating a strong connection from Middle School to High School as the two schools grow the program. Wood Tech, beginning with the Chris Stearns era and currently headed up by Mike Pease, is a robust program where students first get an introduction to woodworking in 6th grade as part of the WHEEL (which includes Music, Robotics, Wood Tech, Language & Art). 7th graders can take Introduction to Wood Tech, where they learn fundamentals while making a Pinewood Derby car (complete with end-of-the-year race) and a toolbox. In 8th grade, students take Advanced Wood Tech. All 2nd semester 8th graders work with the high school woodworking students at Acalanes to make and donate a picnic table to the campus. This year, the high schoolers will be refinishing four Eagle Scout tables at Acalanes as well as making Adirondack chairs. Pease views woodworking not just as a class or a skill, but a craft—a true art form. He believes that one of the best ways to empower students is to teach them not only to make things by hand, but to use the equipment in a traditional woodshop. He says that “if kids are well trained, they can use any machine.” With his in-depth knowledge of woodworking as well as use and repair of the workshop equipment, he is helping students to create a solid and necessary foundation in traditional woodshop. Making the jump from woodshop to more technical classes will require curricular support, though. The woodshop at Stanley has a CNC machine, for example, but it doesn’t fit in the curriculum, and there is nothing in place to require its use. In a traditional woodworking space, there is not as much crossover with technology when students are first starting out. Students first need to learn how to use the tools with their hands. They can easily move on to laser etching after learning hard tracing. But to use the CNC machine, capable of converting files, they must first learn Adobe Illustrator. He sees the potential to have a traditional program in the first semester with technical enhancements in the second semester. A trajectory where students acquire the basics in woodshop, move through a technical design course, and return to an advanced woodworking class with new knowledge allows them to build on what they learned and ultimately use all the machines in the woodshop, both traditional and technical. Pease would also like to see classes in advanced woodworking. With the resources, the support, and the know-how, he sees the chance to have a robust program that bridges Middle School and High School. “A lot of funding has gone into the woodshop,” he says. Getting students to use the space is a big priority. With so much enthusiasm and passion for his craft, he says, “these programs have the potential to be awesome!” While there is a vision about how everything comes together, there is first a need for curricular support. Over the years, the schools have received grants and generous donors have gifted equipment. The challenge with getting equipment first lies in figuring out how it fits into the existing program. The best solution going forward, though, is determining the curricular need, deciding what courses should be in place, then determining what the infrastructure should look like. Currently, some of the technical courses unify; but not all classes live in the same department. Other coursework needs revision or is missing altogether. The high school introductory Computer Science course builds on what students learn at Stanley, but they might benefit from a more advanced set of offerings that could include a 3D modeling or CAD program. Students may be doing well in AP Computer Science Principles, but they want more. There is also a lot of interest in bringing back an Introduction to Engineering Design Course. Shawn and Appel would both like to see that happen. “We need to bring it back but make it relevant,” Shawn says. Then there are the students with varied interests but no idea how to merge them. “Some enjoy computer sciences and are interested in 3D design. Others love engineering and really like woodshop but are newly interested in digital assistance. Many have an artistic side and would love to gain an understanding of how to express that in a new way. Woodshop, Art, Engineering and Applied Physics are the kinds of classes that can live together in a maker space. The goal is to get all students in these classes,” Appel says. Shawn agrees. “To do so, we need the infrastructure and the coursework to support it.” With so many ideas and so much excitement around creating this space, Shawn says “What we need now is a narrowing of focus. The biggest question is how do we map these classes so students can have a plan?” Backwards planning provides the answer. It begins with the end goal in mind, then determines how to provide curricular support. Identifying that objective is still part of the work ahead. Plans may include a capstone course or an upper-level experience. Once articulated, they will define the pathways that students can take. While these outcomes are currently being developed, many questions exist. What does a good map for computer science and engineering look like? What about visual arts? Are there areas where these programs can overlap and inform each other? What are the areas of growth and inspiration? What are the different entry points into this program? How will they provide meaning for kids? Most importantly, how do we make the space usable for everyone? Shawn says, “There are so many jobs in the future with opportunities for hands-on work. Many classes and disciplines would benefit from access to design tools.” Career paths going forward will need to be multidimensional, so The Fab Lab should be a space where all relevant classes can use the space. With multiple points of entry into this space, the possibilities are endless. All that said, a space such as this never can be truly awesome without students in the room. Having the infrastructure and the coursework in place is one thing but maintaining continued student interest can be challenging. Many of these elective classes have been personality driven in the past. When a teacher is passionate about a subject and willing to grow a program, student interest follows. When a teacher leaves, the connection to the program is lost. After Bear Beagleman, the former Woodshop teacher at Acalanes, moved on, class enrollment and student interest declined. Appel says the best question to ask when making a program personality proof, is “how do we make it more relatable to kids?” Students need to know that the skills they are learning in woodshop have a use elsewhere, and that the knowledge they gain in other courses can inform what they do in a maker space. The good news is that there was a lot of interest at this year’s Acalanes Electives Open House, where students can see options. That means the promotion piece is good. But it’s “not always on kids’ radar to take woodshop and robotics.” Appel wants it to be, and he would love to see The Fab Lab become a hub for all the classes that would benefit from this space. Those classes include but are not limited to Digital Design, 3D Art, Physics, Computer Science, Robotics, Woodshop 1 & 2, Art, Engineering and Design, and Stagecraft. Depending on the pathway students choose, capstone classes could include Engineering and Applied Physics, or an Independent Study tailored to the individual students’ interest. Ideally these could be done in a design fabrication lab. More than anything, “these classes really are project-based learning” where students actively explore real-world challenges and problems in a student-centered environment. The best way to promote this program is to “get kids in the space early!” That’s why maintaining a strong foundation in Wood Tech at Stanley and establishing a strong bridge to Acalanes is key to the success of this program. As it stands, these are traditional woodshops with the possibility to become more robust spaces that can inspire the next generation of students, designers, engineers and more. Shawn sees that expansion as possible when the current rooms are incorporated into a larger maker space with the ability to reach students who are not just interested in woodshop, but other classes as well. This is where the curricular piece comes into play. There are still so many unanswered questions, with the biggest ones asking how to generate more interest in these programs and how to incorporate related classes into this space. “We are at the beginning of what will be a longer process.” Acalanes is fortunate to have strong professionals guiding the process. While the road ahead is long, Shawn knows that we can reach this goal. He is grateful for the support that they are receiving along the way. “We would not be walking this path without the support of LPIE or the support of the community.”

Our modern expectation of successful education is that it follows a typical trajectory—high school, then college, maybe graduate school, followed by a professional career. That, however, is just one possible path. There are many other roads that one might take on the journey to success; and even that concept takes on new meanings depending on who is making the journey. What if success followed each person’s unique path, with different signposts marking steps along the way? What if students knew that they could find success following a non-traditional path? When it comes to supporting the needs of all students, it helps to understand and communicate that there is not one definition of success and not one linear path in life. Jeanne Johnson, new Assistant Principal at Acalanes High School, wants students to know that non-traditional paths are not just OK, they can be immensely fulfilling. They lead to success that is meaningful for each individual student. Not everyone gets on the path that will lead them to success immediately after high school. Ms. Johnson knows a bit about that journey firsthand. Describing herself as a non-traditional student, she shares that “I was the first in my family to graduate from college at 34 years of age with two kids. I studied History at UC Berkeley while being a swim team mom and waiting tables on the weekends.” After successfully completing her degree, she embraced education as a career; but that didn’t mean she was settled. Ms. Johnson likes to keep moving on her path, and for her that means staying intellectually engaged in exciting growth opportunities. That love of learning led her to what she views as her biggest accomplishment. “I took a position as a Fulbright Scholar 10 years ago. I was teaching at Dougherty Valley High School and did an exchange with a teacher from France. She came here, and I taught for a year in Narbonne. We even did a house swap. My son completed his 8 th -grade year there. We just had our 10-year reunion in Brittany. It was an amazing experience!” Ms. Johnson’s drive as an educator comes from this fearless desire for continual growth and life experiences. She is always moving forward on her path, looking for ways to stay fresh in her practice. Most recently, she served as an instructional coach in Mt. Diablo Unified School District, where she oversaw teachers in ELA, History, Social Science, and College & Career Readiness. In this role, she witnessed students falling through cracks. The instructional inconsistencies she observed sparked a desire to find a way to make an even bigger impact. Seeing a chance to evolve once more, she pursued a credential in administration. Now in her role as Assistant Principal, she is embracing the learning curve, saying “I’m looking forward to being supported and to developing as an administrator.” Most importantly, she loves her team. “Everyone is so supportive!” As she anticipates leaning into instruction and engagement, she is also looking forward to the support LPIE provides for professional development. Working with teachers to find out how LPIE can support them connects back to the love of innovation and collaboration that propels her forward. This coming year presents a unique opportunity to deepen that desire for collaboration, reflect upon teaching practices, and evaluate the needs of students because it is a WASC year. WASC stands for the Western Association of Schools and Colleges. Every six years, schools throughout the region undergo a self-study as they prepare for accreditation. During that process, schools seek to demonstrate high-quality instruction and ongoing improvement. Ms. Johnson welcomes the opportunity to engage in this serious work. She is eagerly anticipating Learning Walks where peer observation can happen. When teachers observe other teachers demonstrating their best instructional methods, a profound opportunity arises to broaden and enhance everyone’s practice. Normalizing the idea of opening classrooms to collaboration is always beneficial to students. She is also looking forward to studying student sources of data like the Challenge Success Survey and the DONS Dialogues, so that she and the administrative team can make data-driven decisions that will help them reach all students, including the most vulnerable groups. New challenges and WASC aside, Ms. Johnson, like many educators, is reflecting on the lessons taught by Covid: “Many things in education have been broken for a long time. Students across the country have unequal access to the best instruction. Covid pulled the curtain away and revealed the discrepancies.” For Ms. Johnson, these revelations bring opportunities for transformation. “Covid showed educators we can do things differently!” Teachers needed to modify the way they did things, and some of those changes can be used to improve the delivery of instruction going forward. Everything from using online tools as platforms to delivering recorded lessons to trying reverse classrooms can all enhance education, delivering a more equitable experience. Looking ahead, Ms. Johnson eagerly anticipates getting to know the community and finding ways to reach all students. “Engagement is my main goal,” she says, as she discusses her desire to create excitement around learning. “I want to prepare everyone to be successful and I want to make sure that all students have a chance to attend a four-year university.” Remembering again that success takes on many forms, she emphasizes that “not everyone takes same path” citing fulfilling futures in the trades. Drawing once more from her own history, she shares that her dad is a great example of someone who took a non-traditional path which led to a lifetime of fulfillment. As a small business owner specializing in metal machining and fabrication of guitar picks and fenders, his craftsmanship is so impressive, he was honored by Mitchell Guitars. Her understanding of success as something unique to each individual has deep roots. As such, she is dedicated to career/technical education (CTE), a program that LPIE is proud to support. For Ms. Johnson, being a new Assistant Principal in the Acalanes Unified School District keeps her moving forward on the path of innovation and growth. It brings not only the opportunity to collaborate with an incredible group of colleagues, but the chance to continue to evolve as an educator. Most importantly for Ms. Johnson, it means harnessing the resources of this community so she can guide all students towards a fulfilling future. One of the many gifts of the Acalanes Unified School District is the funding provided by the community through LPIE. This generous support makes the exceptional programs in our schools possible—programs that have the ability to develop the talents of each individual student. That kind of engagement goes to the heart of who she is and what she hopes all students can be—stewards of their own education. Her message to everyone as she takes on this role of guiding students onto their unique paths in life is simple, yet profound: “Be patient and enjoy the journey.” Books Culturally Responsive Teaching and the Brain by Zoretta Hammond Grading for Equity (2018) The Art of Coaching Teams Elena Aguilar

Dr. Brent Stephens is new to the Lafayette School District this year. Now a couple of months into the role as LAFSD Superintendent, LPIE took the opportunity to ask him a few questions about his philosophy as an educator, what he looks forward to achieving, and more. We’d love to know more about your background and main responsibilities. What inspired you to move into this new role? What drew you to Lafayette schools? It’s been wonderful to be here in Lafayette. The district’s strong reputation for warmth, kindness, and excellence has been really notable to me, and I see it on all our campuses. As I get to know our students, families, staff, and principals, I’m so impressed by the way the community’s commitment to public education translates into so many programs and opportunities for our students. For almost thirty years, I’ve worked in a wide variety of settings and roles in public education, from Special Education aide to Spanish bilingual teacher to school principal. In all these roles, including this one, working with students and families is always the most rewarding part of the job. There’s not a single day that doesn’t give a chance for collaboration, listening, and compassion. What drives you as an educator? What do you see as the most exciting thing happening in education today? It’s been an intensely challenging time in education, and in some ways we’re all still recovering from this long period of uncertainty and disruption. Looking ahead, I’m most excited about the opportunities to ensure that all students are seen as the important individuals they are, and to be sure that wellness develops as an important priority for students’ growth. I think that we all saw during the pandemic how important mental health is for young people, and we should hang on to this deepened realization as we go forward. How do you see Lafayette Schools developing under your leadership this year? What goals would you like to achieve? I’m stepping into a very strong district, and the schools here are genuinely impressive. I hope that our families and community know that the quality of our schools is intact. Of course, there are always ways to get better, and I look forward to working with the Governing Board, our amazing staff, and our generous community to identify what amazing next steps we want to take together. What support are you looking forward to LPIE providing? I’ve been out on school campuses quite a bit in the last few weeks, and I see evidence of LPIE’s positive impact everywhere I go. It’s low class sizes, aides in classrooms, staffed libraries, counseling centers, and an array of arts, music, and science programs. I agree with everyone who says funding for this level of support should come from the state, but it just doesn’t. When Lafayette community members give to LPIE, they’re making a direct, immediate impact on the lives of the young people in the community. What books have inspired you? What would you recommend to both students and parents? I don’t get to read as much as I want to, but I’ve been reflecting a lot on a few books over the summer: Zen Mind, Beginner’s Mind by Shunryu Suzuki; Caste by Isabel Wilkerson; and poetry by Constantin Cavafy. I appreciate Suzuki’s book about meditation because his explanation of compassionate practice is a helpful counterpoint to the high level of emotion and anxiety we’re all feeling. Caste offers an explanation of why our country continues to suffer from unfairness, and Cavafy’s poetry has such a wistful, yearning feel to it. I also really loved Ben Marc’s album “Breathe Suite”, which came out at the end of last year and conveys so much about the impact of unfairness on young people. What big accomplishment of yours would you share with the Lafayette school community? I’m most proud of my family - just like everyone, I suppose. There’s no greater accomplishment in my book than being solid for the people you love. Among the different things outside of work that I love to do when I get a chance: running the trails in Redwood Park, seeing friends, playing music, and discovering new bands. What excites you the most about this coming school year? I’m most excited about taking a few more steps closer to normal: seeing students back in class, hanging out with each other on the playground, being themselves without as much of the underlying anxiety that marked so much of the last three years. For our educators, I’m excited that we can spend more time talking about what we love: teaching, curriculum, and supporting students. Our staff started in this field to make a difference in the lives of young people, and it’s deeply gratifying to return to a familiar way to have this positive impact.

Melissa Barclay is the new principal at Lafayette Elementary School. Keeping parents connected is one of her biggest priorities this year, but the kids are what this gig is all about. Ms. Barclay is focused on bringing her experience to bear on doing what she does best—reaching all students in schools. Each year, back-to-school night follows a predictable routine. Teachers prepare presentations and showcase their classrooms; principals welcome families, preview the upcoming year, and discuss important routines; parents and caregivers hire the babysitter, meet the teacher, and sign up for volunteer opportunities. Business aside, back-to-school-night always has a buzz! Getting into the classroom, learning children's’ daily routines, making connections, and seeing old and new friends add up to making this seemingly straightforward evening one that parents and caregivers anticipate every year. Due to the pandemic, however, the Lafayette community hasn’t had a chance to experience it in person for two long years. Melissa Barclay, the new principal at Lafayette Elementary School, knows full well the importance of this night. Sitting in her office as she talks about the upcoming school year and prepares for the evening ahead, she is thoughtful and reflective. “The 1st and 2nd grades didn’t have a typical back-to-school night. A full third of the school hasn’t felt connected in the ways that we’re used to,” she says, as she considers the renewed significance of this night. “The biggest goal going into this year is rebuilding as a community. This is a good year to bring back traditions and reintroduce them.” Keeping parents connected is one of her biggest priorities through things like Leopard Day, PTA meetings, volunteering in the lower grades, and grade-level events. Getting that face time will be essential in helping us “come out of our shells again,” she hopes. While reaching out to parents is a big priority, anyone with a teaching background will tell you that the kids are what this gig is all about. Important community goals aside, Ms. Barclay is focused on bringing her experience to bear on doing what she does best—reaching all students in schools. The pandemic, however, introduced new challenges, interrupting that strong sense of connection within the school community. Supporting students as they recover from the disruption to their elementary years underlies much of the work. Students are, of course, thrilled to be back at school with their friends; but even under the best of circumstances, they sometimes need extra help navigating classroom and playground dynamics. Ms. Barclay is especially grateful that LPIE is providing additional support for full-time counselors at the elementary level. She says that "as a site we are enthusiastic about being able to expand the support that we provide for students in the SEL realm. The LPIE-funded counselors can provide whole class support with topics like empathy, friendship, and mindfulness. This has a direct impact on student well-being and therefore, students' ability to learn." Giving students the support they need to succeed academically and socially will go a long way towards strengthening the Lafayette Elementary School community. Like many teachers and administrators, coming out of the pandemic presents plenty of challenges, but Ms. Barclay has a long history of teaching and a special connection to Lafayette Elementary School that makes her especially poised to help. Some parents and students may recognize her from her time working as a literacy specialist at Lafayette Elementary. Long before that, though, Ms. Barclay began her teaching career in Boston as a literacy specialist and classroom teacher, transitioning to the West Coast about 10 years ago. She got her start teaching 5th and 6th grade literacy and English Language Arts. As her career progressed, she saw the benefits of experiencing other districts and grade levels, noting that “you see different ways of doing things, and you have new experiences.” In each new setting, she was drawn to what made it unique: “I always sought out different leadership roles and ways of expanding my own learning and professional development.” That drive to understand and refine her own practice led her to curriculum and school site councils in the places where she taught. She asked questions such as, “What is the big picture of school? How do all the pieces fit together? How do you reach all kids and make sure you’re reaching everyone? I wanted to be a part of these conversations.” While administration wasn’t on her mind when she had younger children, she “realized it was finally time.” Four years ago, she completed an administration program and began working as an assistant principal at Springhill with a special focus on curriculum work. Now back at Lafayette Elementary, Ms. Barclay is excited to bring all her interests together and tap into LPIE’s funding for Professional Development to introduce Professional Learning Communities, or PLCs. The goal of PLCs is to encourage teachers to work collaboratively and learn from each other for the betterment of student education. PLCs emphasize best teaching practices and underscore the question, “Why are we here?” with the critical answer being, “We are responsible for educating everyone.” Reflecting on the wealth of talent in Lafayette schools, Ms. Barclay notes that “as a district, we are one whole PLC. There are so many people with different skills and expert knowledge to share.” Looking ahead, she sees the theme of reuniting community running parallel to her goal of bringing teachers together: “Teachers are excited! This is a good moment for jumping into PLC work.” The biggest topics on her mind this year include addressing the standards for learning. Student standards can often settle for breadth, not depth, so she hopes to encourage teachers to delve into essential learning proficiencies. She is also interested in creating room for more formative assessments—methods of assessing learning throughout the teaching process rather than once at the end—so teachers can adapt lessons when needed to ensure all students’ understanding. Ms. Barclay looks forward to bringing all this together with grade level teams during Wednesday staff collaboration. What does that look like at each grade level? For first grade, it might mean including reading specialists during grade-level meetings. For Kindergarten, it could be adding a speech language expert to the grade-level teaching team. PLCs are about bringing teachers and specialists together so they are not working in isolation, but rather benefitting from each other’s knowledge so they can elevate classroom learning and student experience. Collaborative work is also very exciting for teachers. It is about “helping teachers have a chance to keep growing and learning through PLCs and peer observation.” Elementary schools aren’t just about focusing on assessments—they are also about meeting the needs of the whole child. There are students who count down the hours until the next LPIE art, music, or science lesson. Ms. Barclay is mindful that the best education is one that supports the whole child, and she is grateful that we live in a district with a fundraising organization that supports classes in these areas. Reflecting on her time as a teacher in Boston, she says, “A lot of people don’t realize that schools on the East Coast aren’t like schools in California. Many of these classes are a given because they are already funded by the state.” In California, the support for arts education is tenuous at best due to the focus on statewide assessment outcomes. She is grateful to LPIE for preserving a well-rounded education and making it possible for schools to offer here what students in other states take for granted: “Thank goodness we have a foundation in Lafayette to make the difference. That we are able to have art and have someone be thoughtful about lessons is so valuable. It really enhances the experiences our kids are having here.” She is also grateful for the instructional aides, who are so dedicated to the students and so valuable to teachers: “More adults in the classroom means more feedback and guidance for kids.” Those adult-to-student connections help meet the goal of reaching all kids in the classroom. What is she most excited about this year? “This is a big job. I’m excited to be here at LES. The amazing teachers and staff made for such a positive experience before, and I’m excited to be part of the community.” Curious about what drew her to the West Coast in the first place? San Francisco was her first stop. “Sunshine originally beckoned, but wasn’t to be found in San Francisco,” she laughs. “We were disappointed at the fog. When we moved to Lafayette, we were searching for sunshine.” Great sunshine, green hills, great schools—what a great reason to land here. Lafayette Elementary is lucky to have her. Book Recommendations The Morning Meeting by Roxann Kriete and Carol Davis The Case Against Homework by Book by Nancy Kalish and Sara Bennett

Published April 28, 2022. At the LPIE Gala on April 23, the LPIE Board of Directors was very excited to announce the Tom Mulvaney Legacy Award. It was the initiative and vision of a small but determined group of Lafayette parents that first brought our education foundation to life in 1980. The dedication to ensuring exceptional educational opportunities in our Lafayette public schools has flourished for decades. The Tom Mulvaney Legacy Award is a way in which to honor those individuals, families, or businesses who have demonstrated an exceptional commitment to the LPIE mission. LPIE is honored to name this award after a person who for decades has made significant contributions to our school community through his time, actions, talents, and dedication. With four children and seven beautiful grandchildren, growing up in Lafayette, Tom recognizes that a truly phenomenal public school system requires partnership with the local community and he was among the trailblazers who committed to the LPIE mission early on. If there is one word that describes Tom Mulvaney, it is community. The goal of being of service to the community is one that Tom, who is the longest serving member on our LPIE board - going on 16 years, shares with his wife Karen. Since retiring from a successful career in business, Tom served as a board member of the Acalanes Union High School District for eight years, chaired or co-chaired six successful parcel tax and bond campaigns, and has given countless hours of his time, treasure, and talent to our schools. He and his family choose to remain actively involved because of his connection to the community, to the neighborhood where he and Karen raised their family, and to Lafayette, the town he calls his forever home. Tom is a doer and believes that our schools are the fundamental cornerstone of our great community, and works tirelessly to ensure an exceptional education for generations to come. It is with great appreciation and gratitude that we honor Tom Mulvaney for his leadership and generosity in LPIE’s efforts to strengthen our public schools. The first recipient of this annual award is Myrna Kimmelman, LPIE’s Executive Director from 1999 to 2020. During her tenure, Myrna raised more than $36 million in support of Lafayette’s public schools, growing the annual budget from $400,000 to $4.2 million. We honor her dedication, her leadership, and the heart and soul that she poured into her role at LPIE. Myrna - and Tom - have made LPIE what it is today!