Janine Arakelian

The meeting included a presentation on the district's Newcomer Program and supplementary English Language Development curriculum. Participants were provided information regarding the Local Control Accountability Plan (LCAP) survey, with feedback gathered concerning bilingual professionals, ELD staffing, full-day kindergarten, and student technology resources. Additional discussions addressed parent inquiries regarding English Language Proficiency Assessments for California (ELPAC) and support services for students with individualized education programs or 504 plans.

The meeting featured a presentation on Positive Behavioral Interventions and Supports (PBIS), covering expectations for school safety, responsibility, and emotional regulation. A discussion on Title IV provided information regarding federal funding aimed at improving academic performance, fostering safe and healthy environments, and enhancing technology usage. Additionally, attendees received reminders to complete the Local Control Accountability Plan (LCAP) survey and engaged in discussions regarding school attendance and how to better support students with Individualized Education Programs (IEPs) and 504 plans.

The Turlock Unified School District's Two-Way Bilingual Biliteracy Immersion (TWBI) Framework outlines the vision, mission, and beliefs for its biliteracy program. It aims to develop biliteracy, biliteracy, and multicultural competencies for all students from TK/K through 12th grade. The framework details program history, benefits, research-based instructional components, curriculum, and policies for student participation, emphasizing strong family and community engagement and professional development for staff to achieve academic excellence and the California Seal of Biliteracy.

This document outlines the Turlock Unified School District's Two-Way Bilingual Immersion (TWBI) Program Framework. It details the program's vision, mission, and beliefs, emphasizing the development of bilingualism, biliteracy, and multicultural competencies in students from Transitional Kindergarten through 12th grade. The framework covers program history, benefits, components, K-12 pathways, policies, curriculum and instruction, and professional training, with a focus on rigorous instruction in English and Spanish, equitable opportunities, and strong partnerships with students, staff, families, and the community.

This School Accountability Report for Sandra Tovar Medeiros Elementary School details the institution's condition and performance, alongside its strategic mission and goals for the 2025-2026 academic year. The plan emphasizes five key objectives: enhancing academic achievement and socio-emotional learning to ensure college and career readiness; cultivating equitable practices and embracing diversity among students and staff; providing high-quality instruction from qualified teachers using effective methods; expanding parent and family engagement opportunities; and upholding secure facilities and adherence to policies and procedures. These efforts aim to foster academic and social excellence for all students within a supportive and respectful community.