"For our vp admin assistants, they help with the flow of traffic in the front office (there is a lot), along with organizing all that is related to athletics, referrals, state testing, GRADUATION prep, back to school prep… the list goes on. But more than the duties they cover, they bring positivity and light to the office with their energy and the care they show towards students. They know our school like the back of their hand and without them. And THEY WERE HIRED SPECIFICALLY FOR THAT ROLE. They will be bumped out, possibly, which will then put a strain on current staff with having to retrain their replacements.

Our office staff upstairs (2 admin assistants and 1 sped OA) are an absolutely dream team. They support in our resource center, enrollments, and scheduling IEP meetings. They help the counselors, psychologists, and admin with projects and maintain our school records. Their roles are ESSENTIAL to the staff in the office, which allows the counselors and psychs the ability to work more closely with students." -Katy Abruzzo, School Psychologist, Grossmont High School

"This is for the whole main office at Grossmont High School. 5/6 of the admin assistants got pink slips. Every single person in the main office at Grossmont High School is a key player for the functioning of our high school. They do all things from graduation, registration, IEP’s, the front line in greeting and directing parents. 

The (relatively) new office team we have gotten at Grossmont has COMPLETELY changed the culture, the atmosphere and dynamic of our front office. They great everyone with a smile, they are so essential and key players to what makes our school run. They not only support each other, but everyone and anyone that walks into the office feels their genuine kindness and how much they care about our staff and students. They work so well together as a unit which we have never ever had at Grossmont before. They communicate beautifully and you feel and see that when you weather the office now. The front office was once a place avoided by many because of the lack of warmth upon entering. Now people purposely make the trip down to the front office jus to get that warmth and comfort even if it’s only for a few minutes. 

• Our two VP secretaries great everyone with a smile, [NamePendingConsent] is the athletics VP and has made each and every coach feel so welcomed, she also heads graduation which is a HUGE event. She organizes the entire thing. 

• [NamePendingConsent] is hands down one of the hardest workers I have ever seen, she does more than just act a secretary she steps up in area of need, even goes outside to pick up trash when she can. 

• [NamePendingConsent] upstairs is the counseling secretary, she completely runs our registration. She has completely changed the way things have been done in the best way possible making it so much easier for families and staff when people enroll. 

• [NamePendingConsent] is our new sped OA, she has also completely changed (in the best way possible) every single aspect of how IEP meetings happen, her organizing skills and dedication to cleaning up our file system is a game changer. 

• And then we have [NamePendingConsent], our GRC secretary. She is so kind and sweet to everyone she encounters, she makes each student feel so welcomed. 

Removing this prime team players from their positions would be a devastating loss to the Grossmont team. It would completely change the Grossmont community these people have built. Like I said, absolute team players who are willing to help and jump in, in any situation. We have NEVER had a team like this at grossmont before. The parents, staff and STUDENTS would be so distraught to loose these ladies in the office. And after all isn’t everything we do for the better of our students? Ripping people students have built relationships with is NOT for the better of the students. Some of these faces are the only sense in of consistency these kids have." -GUHSD Employee

"[NamePendingConsent] has an obvious love for Grossmont High School, often going far beyond her assigned duties. She frequently walks through our campus, picking up trash during her free time. She is a well known problem solver, often creating immediate solutions during times of crisis. She is loved by teachers, students, administrators, and parents, and her positivity and genuine kindness create a warm and welcoming environment, which is often the first impression that parents encounter when stepping foot onto our campus. She was hand selected for her position for good reason. Losing her would be detrimental to the school. " -Bill Stellin- Teacher (20 years at Grossmont High School)

"[NamePendingConsent] is an absolute asset for the team at Grossmont and goes above and beyond in her role. She is an East County native and has a heart of gold. Her nickname in the office is “Bucket [NamePendingConsent]” because she is known to go pick up trash around campus, with her bucket and trash picker, during her free time. To lose [NamePendingConsent] in the office would be catastrophic. She was hired specifically for that role and has brought so much good to our campus." -Katy Abruzzo, School Psychologist, Grossmont High School

"This person performs a plethora of responsibilities that are far too many to list. They assist the VP with anything that needs to get done, let alone the full job of administering athletic clerical work, which again, is robust. This person is one of the first greeted as someone walks into the entrance doors of Grossmont High School, and despite what is on their shoulders that day, they seem to put a smile on their face. it would be a shame to lose someone who performs the capacity of work they do and the character they uphold." -GUHSD Teacher

• Athletics Secretary

• Helps Onboard Coaches

• Liaison between Coaches and School Faculty

"[NamePendingConsent] exemplifies everything that makes Grossmont High School a special place. She is a an alumni of this school, and she has a love and pride for it that is unmatched. She knows the culture of this school. She is one of the first people that parents see when arriving to our school, and her friendliness and attitude set a positive and lasting impression on those who encounter her. Her duties are vital to keeping the front office functioning, and she executes those duties to perfection. She is irreplaceable. " -Bill Stellin- Teacher (20 years at Grossmont High School)

"[NamePendingConsent] is a Grossmont alum and has strong connections to campus, staff, and the community. She is extremely organized keeps our athletic department running smoothly. Coaches love her, admin love her, students love her. [NamePendingConsent] brings a bright light to the office, always willing to help and support in any way she can. She was hired specifically for that role and has excelled at it. [NamePendingConsent] is a loyal employee and one who will (hopefully) be sticking around for the long haul." -Katy Abruzzo, School Psychologist, Grossmont High School

"I have been working with [NamePendingConsent] for the past 3-4 years at Grossmont. She has always been a great resource for myself and the coaching staff. She helps us to make sure we are taking care of our clearance work on time so that we can focus on our main goal, which is helping the students. As a Coach who is not on campus, [NamePendingConsent] has been an enormous help for me. Not only is she able to help me with any questions or problems that arise, but she always does so in such a kind and caring manner. I could not imagine not having [NamePendingConsent] as a resource at the school." -Nick the Boys Lacrosse Coach 

"I can honestly rely on this person to share her friendly smile each time I walk through the doors to do something in the office. She is always pleasant despite her day and is willing to help in any capacity she is able. As coaches who works with her directly during our season, we can honestly say there has been nobody better. She works diligently to make sure everything is checked off and no question goes unanswered for a length of time. She is a bright star when you walk through the doors. We just can't lose her!" -GUHSD Teacher

2023-24 Grossmont High School Classified Employee of the Year

"I have worked at Grossmont High School for 20 years, and during those two decades of teaching, I have yet to see a better Counseling Administrative Assistant than [NamePendingConsent]. Her professionalism and positive personality have helped transform the second floor of our school into a welcoming and supportive environment. She won the 2023-24 Grossmont High School Classified Employee of the Year for good reason. She is an irreplaceable asset that supports parents, teachers, counselors, students, psychologists, and school administrators in a manner that most people are unable to do. She is literally the epicenter of the counseling department and her presence keeps the whole machine working properly." -Bill Stellin- Special Education teacher (20 years at Grossmont)

"As a counselor working in this district for over 17 years I have worked with many secretaries and GIS. I have never worked with such an incredible person at the front desk. She is our first line of defense and she does an amazing job. She is assertive and informative, yet warm and welcoming. She knows how to diffuse frustrated/angry parents (who are more frequent through COVID and after). She knows how to communicate respectfully to the diverse populations we serve. She protects my work time and my workspace everyday! She goes above and beyond her work description and I can’t imagine managing our massive workload without her! She and her workspace partner are an incredible duo! " -GUHSD Employee

"[NamePendingConsent] JUST received the Classified Employee of the Year award. She is also a GHS alum and her connection to the school runs deep. To know [NamePendingConsent] is to love [NamePendingConsent]. She brings such positivity and kindness to the 2nd floor. [NamePendingConsent] goes out of her way to help parents, counselors, psychologists, teachers, admin… the list goes on. She is organized and an amazing communicator. [NamePendingConsent] volunteers to take on extra duties, for the good of the team, and has had a hand in designing posters and flyers for the school. [NamePendingConsent]’s main duty is enrollment and she is the go-to for any questions related to that. " -Katy Abruzzo, School Psychologist, Grossmont High School

"[NamePendingConsent] took over the office assistant position for special education this year. I have worked at Grossmont for 20 years as a special education teacher and she is without a doubt, the best to ever step into the position (by a substantial margin). She created a streamlined structure for filing IEP's that has solved a decades long filing issue, reorganized the IEP room to make it a more professional and organized setting, and has shown tremendous organization skills. Her ability to communicate with parents and staff is exceptional and she has shown to be versatile in moments of immediate crisis. Teachers, as well as administrators and school psychologists have all come to rely on her on a daily basis. I can not speak highly enough of [NamePendingConsent], and her importance to the special education department at our school. For a department that frequently has threats of due process, her presence is a stabilizing element that should not be underestimated. She is vital for the continued performance of our department. -Bill Stellin- Special Education teacher (20 years at Grossmont)

"[NamePendingConsent] is another East County native and an absolute asset to the Special Education team at GHS. She moved into this position, after being an instructional assistant for many years. [NamePendingConsent] took on the role with determination and has excelled. She has helped organize our SPED records, kept us compliant with meetings, keeps up with the constant records requests, and is the reason our meetings run smoothly EVERY DAY. These are things that weren’t being done in the past, so she had a lot of cleaning up to do… which she did and then some. [NamePendingConsent] was hand selected for this position and can never be replaced. If she is bumped out of her job, the results will be catastrophic for the Special Ed department at GHS. Please don’t take [NamePendingConsent]." -Katy Abruzzo, School Psychologist, Grossmont High School

"[NamePendingConsent] is an absolute gem and helps run our resource center. She works well with our students and staff and always offering to help others. She edits our student and staff bulletins and also maintains schedules for therapists. [NamePendingConsent] is often the first face students see when they are seeking support in the resource center - she helps get them to staff or peer listeners. Her role is essential." -Katy Abruzzo, School Psychologist, Grossmont High School

• As the first person many people engage with upon stepping on our campus, Olivia is warm, a fantastic communicator, and efficient. Since our front office has a very closed floor plan, there would be no one to see people enter, thus posing a great security risk if Olivia is laid off. On more than one occasion, Olivia has acted swiftly to enact security protocols like locking our front doors when visitors or students have exhibited aggressive or dangerous behavior. 

• Olivia is bilingual in English and Spanish, an essential asset in serving our student population, which is over 65% Hispanic/Latino. This also keeps our school in compliance with EDC § 45401 which mandates a bilingual office employee when over 15% of students speak a language other than English at home. Whereas there are other bilingual office employees, Olivia is the first person many parents engage with when calling the school or walking through our front doors. 

• As a Site Sub, Olivia helps our Principal's Secretary every day with substitute management. Olivia directs subs where to go, how to sign in, and distributes necessary materials to subs. 

"They have exceptional experience and knowledge greeting everyone coming into Mount Miguel High School. Her previous experience as a special education teacher aide has been a helpful quality to deal with the adversity of being the front office admin. She is always in great attitude and has exceeded expectations." -Current Parent

"She is a the greatest office assistant. She’s great at her job. She always greets students, staff and parents with a smile." -Parent

"Olivia Ramirez plays a crucial role in keeping Mt. Miguel a safe and welcoming place for students, families, and visitors. As the first person most people engage with upon entering our front office or answering the phone, Olivia does a fantastic job communicating policies in English and Spanish, assisting with substitute management, and has, on more than one occasion, acted swiftly to keep our school safe by locking our front doors when students or visitors have acted aggressively and posed a threat. Due to the layout of Mt. Miguel's front office, terminating Olivia would pose a major safety risk, as there would be no one to receive visitors to our school, since they would be out of sight. Olivia Ramirez is a stellar employee and colleague." -Site Substitute, Mt. Miguel High School 

• Organized

• Works closely with families and admin to support students

• Plans graduation

• Is class advisor

"Ashley goes above and beyond the call of duty or job description. Aside from her administrative assistant duties, she is heavily immersed in various facets of student life here at MM. She is the junior class advisor and has found various innovative ways to increase student involvement and raise class funds for prom, grad night, and senior activities. Ashley is also an alumna of Mount Miguel and therefore wants to be a part of changing the narrative of our school.  I love collaborating and working with her. We need to keep her at MMHS. Ashley is the best of the best and we want her to continue to grow at MM and be a part of the Matador family." -Teacher

• Exceptional customer service skills, consistently providing a welcoming and supportive environment for parents and visitors to the school.

• Strong organizational skills, efficiently managing the records room and maintaining confidentiality of student records.

• Flexibility and adaptability, adept at multitasking and assisting in various departments as needed, demonstrating versatility in role.

• Received multiple recognitions from administrators for my dedication, hard work, and willingness to assist in various capacities within the school. These recognitions highlight my commitment to excellence and contribution to the efficient functioning of the school district.

• Ensure that all records and documents are accurately managed and maintained in accordance with California Education Code requirements. This includes managing student records and fulfilling cumulative requests promptly and accurately.

• Contribute to cost-saving measures within the school district by efficiently managing the records room and office supplies.

• Facilitating bus pass enrollments and providing internet/hotspot services helps in optimizing resources effectively.

• Supports student enrollment processes, resource distribution for students and parents through the school's resource hub, and assistance provided to the school counselor and community liaison.

• Parents, students, school staff, and administrators depend on his assistance for smooth operation of administrative tasks and access to essential resources.

• Provide counseling and guidance to at risk students who deal with problems that exceed the demands of day to day student life. Anything from problems at home, psychological issues with previous traumas, future planning, etc. 

"Always responsible and always helping around" -Student

"This individual is one of the most caring individuals within this public school system. He can relate and communicate with the students on a depth of level both through his own personal experience and through his empathetic mannerisms. Paired with his incredible listening skills, he really does make a great impact on the lives of the students he comes in contact with." -Anonymous

"Great mentor to the students of Mt. Miguel. Always goes the extra mile to help team and the students. He definitely has a direct impact on the students behavior." -Current Parent 

"The man is a great motivator. I always see him encouraging the students to participate in activities and athletics. Great guy all around." -Current Parent 

"I feel comfortable approaching Arturo because he’s always friendly and willing to help us parents out. His positive & welcoming attitude makes it a pleasure to interact and approach him with any questions I have. Arturo provides an exemplary job, he always assist with resources like hotspot and bus pass among other helpful resources. His personality is a huge plus along with his experience." -Current Parent

"Mr. Arturo has made a difference for students seeking help. He’s understanding of our needs by listening and helping us. As a student, every time I approach the office I am welcomed by a friendly hello from Mr. Arturo. He helps me with my questions, he also helped me get a bus pass to help me commute since my parents work and can’t take me to school." -Former Student

"El sr. Arturo es muy gentil y amistoso. Es un placer tener personel como el en la oficina. Arturo me ayuda mucho en la oficina, como madre siempre tengo preguntas sobre mi alumno y el siempre me ayuda especialmente porque el habla español. Muchos padres no hablamos ingles y contamos con el para interpretar o ayudarnos con recursos." -Madre de alumno

Google Translation: "Mr. Arturo is very gentle and friendly. It is a pleasure to have staff like him in the office. Arturo helps me a lot in the office, as a mother I always have questions about my student and he always helps me especially because he speaks Spanish. Many parents do not speak English and we count on him to interpret or help us with resources." -Student's Mother

"The Granite Hills staff made my high school experience bearable. I went through the most traumatic event one could experience in my senior year, and they were there every single day with support. I have been out of high school since 2016 and I still very fondly remember their dedication to making me feel seen and heard." -Former Student, Masters Degree

"[NamePendingConsent] has been a wonderful addition to the front office. He smiles and welcomes everyone into the office. He is also our duplicating clerk, and he is very efficient and communicative with the staff. I have students telling me how much they like 'Front Desk Mr. [NamePendingConsent]' because he is so friendly whenever they need to go to the front office." -GHHS Employee

"Our front desk receptionist/duplicating clerk is the FULL package. He greets every visitor with a welcoming smile, always helpful to the students and staff, and is always very professional. The front desk is a very fast paced busy area. Not only does he manage this with complete confidence, he also is our duplicating clerk. Another fast paced demanding job done completely with his professionalism and hard working nature. He received a "Soaring Staff Award" to recognize all his outstanding contributions to our Granite Hills Family. He is our Family. He deserves to remain an Eagle!!!!!" -Granite Hills Classified Employee

"[NamePendingConsent] is our counseling secretary and has been a wonderful addition to Granite Hills. She came to us from a non-education career, but she has completely immersed herself in our culture and is a wonderful fit at Granite Hills. She is competent and is great at what she does." -GHHS Employee

"Our counseling secretary provides a welcoming and supportive environment for a students, parents and staff. She plays a pivotal roll in the department and is a wonderful addition to our Granite Family!!" -Granite Hills Classified Employee

"[NamePendingConsent] is our newest VP, having been hired when an extra VP at each site was allocated. She has been wonderful to work with and is a great administrator. Granite Hills has the largest enrollment, so we need more VPs than the smaller schools. We need [NamePendingConsent] to remain with us. " -GHHS Employee

"[NamePendingConsent] is one our newest Vice Principals. She is friendly, she is approachable and always has a smile on her face. It is very clear, she deeply cares about the students. She is AMAZING. Our staff needs her! The students need her!!" -Granite Hills Classified Employee

• Provides support for all substitute teachers

• Manages the Principal’s office, which is incredibly busy with teachers, substitutes, parents, students and other administrators

• Speaks fluent Spanish

• Former Finance Tech, so she supports the Finance office

• Covers for the MSF when she is offsite

• Runs all of the elections

• Liaison to GEA to ensure the requirements of the contract are being met

• Tissues and an ear when teachers need support

"[NamePendingConsent] was selected specifically to work with our principal, Josh Johnson. She has been in the position for two years. The relationship between a principal and his administrative assistant is one that is based on trust and communication, and this is the relationship that they have: one of trust and mutual respect. [NamePendingConsent] has set up several systems to manage all of her responsibilities, and the office runs very efficiently and professionally. She is always available when we have an emergency at school, when we have tears over a tragedy at school, and when we have something to celebrate. She reminds all of us of what we need to do every single day. Another person cannot easily walk into this job and provide the same services to the principal or to the school as a whole. Our biggest fear is that this layoff has demonstrated that schools are not reliable places to work, and she will leave to find a more stable job." -Stephanie Macceca, Teacher-Librarian, Valhalla High School 

• Only counselor who speaks Arabic and Chaldean

• Specializes in Mental Health support for our students

• Manages student support groups 

• Provides all staff with help in providing mental health support to students in need

• Involved in all aspects of the counseling department

"[NamePendingConsent] has been the absolute best addition to VHS. She works tirelessly to support all students, and she has made a tremendous difference in the lives of our most vulnerable students. She is knowledgeable, experienced, and compassionate, and students know that she is always available to help. Just knowing she is at the school alleviates the anxiety and anxiousness that some students feel. She runs our wellness center, which has become a place that both students and staff appreciate. Our counseling staff has been inundated with students who need emotional support, academic interventions, and additional programming since the pandemic, and having an additional counselor has enabled all of the counselors to do their jobs effectively. Eliminating [NamePendingConsent] will be a terrible loss for the students with whom she has built relationships, but also for the rest of the counseling staff who will be overburdened with her workload. We are not back to the pre-pandemic reality…we are still very much dealing with a significant increase in work. We desperately need [NamePendingConsent] at VHS. We worry that the other counselors will burn out and leave as we have seen all over the country."  -Stephanie Macceca, Teacher-Librarian, Valhalla High School 

"Our principal's secretary, Jeanna Szymanksi, was given a pink slip by the district but she provides a critical function at our school. She handles an overwhelming substitute teacher schedule (with far too few, poorly paid, available substitutes) gracefully and with aplomb, she assists teachers with schedules, absences and other front office needs, she helps students and/or directs them to where they can be helped, and she keeps the front office running smoothly and efficiently. She is always friendly and upbeat and her work area, the first thing teachers typically see when they arrive on campus is always pleasant and cheerfully appointed. Jeanna is knowledgeable, helpful, attentive, and always ready to roll up her sleeves and assist wherever she is needed. I'm not exactly sure what her duties are in regard to how she assists our principal, but I suspect her skill level, impact, and effectiveness is commensurate with how she assists teachers. Losing her, especially under these questionable circumstances will definitely be a crushing blow." -Dan Tricarico, English Teacher, West Hills High School 

"Jeanna is truly the heart of the PACK. As the Principals Secretary, she is the first person to welcome staff in the morning and the first to greet parents before meetings. She is always warm, kind, and truly sets the tone of West Hills being a welcoming environment to all in her interactions with staff, parents and students. Jeanna's combination of administrative expertise, interpersonal skills, and dedication make her an irreplaceable member of the PACK." -Tiffany Jokerst, Math and Engineering Teacher, WHHS

"[NamePendingConsent]is a vital part of our Chaparral staff. She helps with monitoring and implementing our lunch and Friday school detentions. This is an important part of Chaparral’s level system and behavior modification program. Having her in the office when students are sent out of class helps us function. The idea of not having her here causes me a tremendous amount of anxiety. She has been so helpful this year. Losing her would be not just a loss for staff, but for students and families as well. I hope you will keep this in mind when making your final decisions about staffing." -Chaparral Teacher 

"[NamePendingConsent] came to Chaparral this year, and made the lives of every teacher, classified staff member and student easier. She is engaged with what is going on, checks in with students regarding their expulsion plan, and has taken on weekly lunch detention and Friday school. [NamePendingConsent] is one of the first people every family meets when they are referred to Chaparral, and she is always a welcoming presence. 

It would be an absolute loss to Chaparral if she were to lose her position." -Teacher, Chaparral High School

• Responsible for ensuring that teachers in the intervention program have accurate information regarding referred students, including their names and reasons for referral. 

• Facilitates smooth communication and information exchange as the liaison between referring schools and our program.

• Developed and oversees several Google Sheets used by administrative assistants to track student intervention completion.

• Compiles data for schools, highlighting specific demographic details of students referred to us during a given period. 

"When you hear about an office assistant position being eliminated, this catch-all job title fails to capture all of the unique skills that people like [NamePendingConsent] offer. IDEA and Chap are not like other large comprehensive schools and [NamePendingConsent] has developed the special knowledge and way to specifically help our students." -GUHSD Employee

"As a new teacher who is still learning the 'art' of teaching, I have worked closely with many of the Ed-Support Staff that have been pink slipped. I am an English teacher who has worked closely with the Curriculum Specialists that GUHSD provides. I am ALD (designated English language development) teacher who has worked closely with the EL department and have learned much from one-on-one support and the Professional Developments they provide. I teach co-taught classes which host many students with IEPs, therefore, I work closely with the Special Education department at the district and LEA levels. Teaching is an art and a craft that must be honed over time. By pink-slipping these 53 Certificated staff members, I have lost the Mastercraftsmen that I was mentoring under. With out their help, support, knowledge, and years of experience in the classroom, I would not have grown, learned and improved my own art of teaching to the extent that I have in these initial years of my career.

I remain in contact with many members of my teacher credential program and when they express their frustration with not knowing what to do in their classrooms, I have responded with, 'Can you ask a curriculum specialist? Someone in your EL department? Someone who supports Sped teachers?' They have responded, 'No, we don't have that at my district.' Or, 'No, I think we have a person for that, but I am scared to ask them or don't know who they are.' For the past few years, this has not been the case in GUHSD, but it will be next year.

Dan McDowell's Ed-Support department, [NamePendingConsent]'s EL department, and the many dedicated and knowledgeable people in our SPED department help teachers like me, and thereby help GUHSD's students who are the most at risk. Hence, not employing staff at a district level who support teachers disenfranchises and neglects students who need the most support.

Finally, I strongly urge you to reinstate this support structure for your educators, especially those like me, so that we may better serve and educate GUHSD students and fulfill and embody the first four words of the GUHSD mission statement: 'Through excellence in teaching...'."

 -A Concerned GUHSD Teacher

Regarding Matt Norris, SPED Director II Transition, SPED High School Program Specialist, DLCs, Tiffani Brown, Dan McDowell: "Support staff is absolutely indispensable to faculty for the specialized knowledge that they provide regarding data analysis, explanation of complex legal code, and collaboration on projects and curriculum development.  While at home I constantly overhear my spouse offering heartfelt gratitude to support staff for helping them to navigate a myriad of legal labyrinths and bureaucratic quagmires as well as providing moral support.  On multiple occasions my spouse has closed their laptop with satisfaction immediately telling me that thanks to support staff they could actually go to bed at a decent hour." -Husband to GUHSD SPED teacher 

"I'm an alumni of WHHS, and it's shocking to see my former instructors being pink-slipped. Even to this day, a decade later, I still think back to my experience and the impact these teachers made on my education, and even my career. They taught me how to have an incredible work ethic and empowered me to believe in myself." -Former WHHS Student 

"Literacy, Induction, EL, Tech supports all campuses and all students.  Their impact supports our daily work and development as teachers. Their contributions, expertise, and passion are building the next generation of teachers.  Their dismissal impacts our future as a district, as educators, and the communities we serve. 

Each and every one of the people I have mentioned have played key roles in my personal development and success from new to tenured teacher. The recruitment, development, and ongoing support of new teachers are key components for a thriving district which aims to be innovative, provide the most current and relevant instruction/methods, and build positive networks of cultures and climates on and between campuses for students and coworkers.  Becoming a teacher is difficult enough, supporting that process from induction to literacy and language acquisition practices, to instruction on effective implementation of our tech resources— every one of these positions critically supports the health and growth of our district. When surrounded by districts who have for decades struggled with stability, GUHSD has managed to remain a cut above the rest. However, by dissolving our internal systems of supports, the quality and sustainability of our educational practices will most certainly come into question." -Proud GUHSD Teacher

• The California Department of Education recognized the work the Director of EL Programs [NamePendingConsent] and EL Curriculum Specialist Joann Phillips have done around ELD Standards professional learning for designated ELD teachers. They were featured on a CDE webinar open to all educators in California to highlight and share about the program. If allowed to continue in their current roles, the CDE will be asking them to share their experience in implementing OPTEL, a newly state-adopted tool for supporting ELs. 

• GUHSD's EL Programs is known throughout the greater San Diego county and now the state of California for their work support ELs. 

"The newcomer center and all of their employees provide invaluable services for our students as well as sites from testing to cum file reviews, transcript reviews, and instructional support for educators. Everything they do is in order to ensure that teachers at sites can focus on best instructional practices within their classroom and not have to worry about the tedious paperwork that can negatively impact teacher time with students. 

[NamePendingConsent] - director of the program. Is constantly advocating for English Learners, ensures that proper placements occur and that teachers have the supports needed. She runs the program is great care and it is known to promote a positive work culture. This is because of her great leadership. [NamePendingConsent] is also readily available and accessible to meet with any site. 

Joann Phillips- curriculum specialist. She is constantly creating new ways to support teachers with their practices in the classroom. She is readily available to collaborate and help guide instructional. She also represents EL at English Council. 

Rebecca McMillan- she takes care of all records, transcripts, and files. She does all reclassification paper work. We always count on her whenever we need help with data and placement of students.

Camila Komt- takes care of all testing. Particularly the initial testing for all newcomers. This has been incredibly helpful. In the last 2 weeks I have gotten 10 newcomers and I cannot even fathom doing what both Camila and Rebeca do. I would not have been able to teach my classes due to continuous testing, and files reviews. 

[NamePendingConsent]- she is the administrative assistant here. She is the face families first make contact with when they join the GUHSD. She ensures that they meet with the correct people and get to their perspective sites. She also takes care of time sheets for everyone. She was previously at MM, she is incredibly hard working and has a positive reputation  around the district. 

Translation services- pretty self explanatory. We need them to communicate with our multilingual families." -GUHSD Employee

"Every single person involved in English Learner (EL) Programs is vital. Our students would suffer great without the resources, training, and teacher curriculum training provided through English Learner Programs. Many of our students have been able to reclassify thanks to the efforts our all English Learner Programs. The leaders of this program advocate for English Learners on a daily basis- they are constantly learning and implementing programs to help our students achieve success with reclassification and improve their ELPAC scores. Navigating all of the compliance rules will not be possible without the EL Programs' leaders and all those who work in the department. In addition, using outside agencies for translation and communicating with parents will negatively impact staff and parent communication. We need everyone in our English Language  Program." -Natalie, English/ALD Teacher at El Cajon Valley

• District Interpreters allows the entire system to function within the guidelines of the law and demonstrates the districts commitment to serve the best interests of their students and families.

• Provide widespread support throughout our district with interpretation services to our families who speak languages other than English.

• Many of our interpreters are multilingual and can provide language support to those who speak Spanish, Arabic, Chaldean, etc. 

• Simultaneous, sight, and consecutive interpretation to all school sites, including two charter schools (Steele and Helix), specialized schools (Home Choice, Home Hospital, Elite, Reach, Merit, Grossmont Adult School, Chaparral H.S., and IDEA Center), as well as other educational centers and organizations outside the GUHSD such as  Stein Education Center and San Diego County Office of Education.

• Provide crucial translation for documents, so that documents/materials are accessible to all of our families.

• Translation of idiomatic materials between parents and school staff (e.g., DELAC/ELAC agendas, Board agendas and meeting minutes, Behavior Intervention Plans, foreign transcripts, doctor’s notes, medications, and mental health assessments) to ensure the accuracy of information conveyed in Spanish and English.

• Districtwide interpretation at community events, general meetings (e.g., DELAC/ELAC meetings, Board meetings, Parent/Teacher meetings, Counselor/Parent conferences, Occupational Therapy Assessments, Speech and Language Assessments, Psychological Assessments), and in legal situations such as Individualized Education Plans (IEPs), and Student Accommodation Plans (504) meetings, as well as suspension/expulsion hearings.

• The interpreters are ESSENTIAL to running compliant IEP meetings for our non-English speaking families. Without them, we cannot hold these meetings. District interpreters are well-versed and knowledgeable of the complex terminology that is used in education, especially Special Education.

"I have been an educator for over 45 years and have worked with hundreds of translators. Working with translators who are part of the 'school family' creates trust within the education team, the parents, and the community.  

Understanding the community, school culture, and team dynamics is crucial for effective translation in education. Our district translators possess this understanding and are team members who help create plans that are accurate, linguistically, and contextually appropriate and tailored to the needs of the students and the educational environment.

District Translators understand the Community, School Culture, and Team dynamics. Why are these important?

• Community Understanding: Every community has unique characteristics, including language nuances, cultural values, and socioeconomic factors. Translators who understand the community can ensure that translations resonate well with the intended audience, promoting better communication and understanding between the school and the community.

• School Culture: Schools have their own cultures, norms, and practices. Translators who are familiar with school culture can produce translations that align with the institution's ethos, making them more effective in conveying the intended messages to students, parents, and staff.

• Team Dynamics: Collaboration is critical in education, and translators who understand the dynamics of the educational team can better integrate their translations into the overall educational strategies and initiatives. They can work more effectively with teachers, administrators, and other stakeholders to ensure that translation efforts support the overarching goals of student success.

By considering these factors, translators can go beyond mere linguistic accuracy and contribute significantly to students' success by facilitating clear communication and fostering a supportive educational environment.

When outsourcing this critical team member role, you lose all the factors that create trust." -Debbie Lincoln

"Our district interpreters provide crucial language services to parents and staff. I have worked with all district interpeters for many years and sat in countless IEP meetings with all of them. They do a wonderful job of ensuring the information is interpreted in a way that families can understand. That and they provide translation services for our documents, which is necessary so that families are informed. We have a large population of families in our community who are not fluent in English. If our district interpreters are cut, it would be a major disservice to the community." -Katy Abruzzo, School Psychologist, Grossmont High School

"We can’t eliminate our translators. They are reliable and they understand the language being used in IEPs and educational settings. I have had to use outside companies for translation services and they are not reliable or don’t understand the context of what is being translated." -GUHSD Employee

"District Interpreters allows the entire system to function within the guidelines of the law and demonstrates the districts commitment to serve the best interests of their students and families." -Linda Riddle -  Retired Education Specialist ECVHS

"'Without translation, we would be living in provinces bordering on silence.' — George Steiner

'If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.' — Nelson Mandela

'To have another language is to possess a second soul.' — Charlemagne

The Arabic and Spanish District Interpreters/Translators do exceptional work and have distinguished themselves in the execution and fulfillment of their duties; They are hard-working, and do everything in their power to do their job. They all have the disposition to work with families, and communities and go above and beyond to help others. Without the interpreters, it will be almost impossible for there to be communication because Interpreters/translators bridge the language gap between individuals or groups who do not share a common language between the provider and the families.

The GUHSD interpreters play a vital role in fostering communication, understanding, and collaboration across linguistic and cultural boundaries, contributing to a more connected and inclusive community and knowing each interpreter on a personal level, if any of them were to lose their jobs,  I can foresee that it will be a great loss to the District and to all the families they gracefully serve." -GUHSD Employee

"A critical part of the IEP equation is informed consent. Parents need to be fully apprised of any arrangements that are part of the IEP. Parents with Limited English Proficiency will struggle to understand the nuances of IEP.  Without adequate access to translation and interpretation, parents and guardians cannot fully participate in the IEP process nor give informed consent, which may significantly delay and/or limit the services and support that their children receive. Holding LEAs accountable to providing accurate and timely translations of IEPs is crucial to ensuring that parents have the resources needed to both advocate for their child and fully participate in their child’s education. If you need a language or American Sign Language (ASL) interpreter to participate at the IEP meeting, one must be provided at no expense to you. [34 C.F.R. Sec. 300.322(e); Cal.

Translation Services are crucial and to lose them it would be not only illegal but detrimental to the school sites and students. Without adequate access to translation and interpretation, parents and guardians cannot fully participate in the IEP process nor give informed consent, which may significantly delay and/or limit the services and support that their children receive." -GUHSD employee 

• Identifies newly enrolled students to GUHSD whose home language survey flags them as possibly English Learners (this year over 350 students throughout the year)

• Interviews families of newcomer students to discover students' backgrounds and schedule initial testing

• Gives initial ELPAC to any qualifying student within 30 days of registration

• Verifies EL students in CalPads (state data system) and/or creates new ids to begin the transition into CA schools

• Evaluates all incoming freshman in Infinite Campus

• Evaluates all incoming freshmen cums for essential documents

"Camila is amazing. She works hard to connect with every new possible English Learner students' family after they register to set up testing and also to ask and answer basic questions. She is my first call when I am not sure what a newcomer EL's background is." -GUHSD Employee

• Welcomes newcomers to the US (many who do not speak English) to GUHSD as she is one of the first GUHSD staff to reach once the student has enrolled. 

• Evaluates foreign transcripts to give appropriate credit and placement and to make scheduling recommendations

• Evalutes all students (EL and homeless/foster youth) for AB2121

• Evaluates all seniors for seal of biliteracy

• Evaluates all incoming freshmen cums for essential documents

• Verifies EL students in CalPads (state data system)

• Evaluates all EL students for reclassification and processes the paperwork

• Gives initial ELPAC to any qualifying student within 30 days of registration

"Rebecca is someone who works behind the scenes. Her work is at the heart of so much that is done for English Learners. She is always a phone call away for any site, and she makes the process of getting students into classes so they can be learning possible for students coming from other countries. #elprogramsmatters #elsupportisesssential" -GUHSD Employee

"Joann Phillips has been collaborating with me for many years and she has helped me improve and implement a curriculum that supports EL students. She not only does this, she has also developed curriculum that is on the EL website.  " -GUHSD Employee

"If district leaders and the Board are truly concerned about meeting the needs of ALL students, then I don't understand how they could have possibly considered pink-slipping Joann and the whole EL team. English Learners are among some of the most vulnerable student populations that they serve. I am so appreciative that Joann is a passionate advocate for them since these proposed cuts make it clear that they are certainly at risk of not being adequately served by GUHSD." -GUHSD Teacher

"The support of Joann Phillips has been crucial for me in my teaching of Academic Language Development courses. As a science teacher, I do not have the language-learning background to best serve our students and therefore have relied on Joann’s expertise to help guide my lessons." -GUHSD Science and ALD Teacher

• Oversees English Learner Programs, Language Support Services, and Foreign Student Programs

• Leads sites in learning about and supporting English Learning and multilingual learning

• Oversees Title III and the federal program monitoring  

• Evaluates and analyzes the English Learner population in order to find ways to best support students at each site 

• Forms community relationships with outside organizations and GUSHD feeder school to better understand and support student learning.

• Guides site English Learner coordinators in understanding state expectations and guidelines in supporting ELs at their sites 

• Plans and organizes professional learning for designated and integrated teachers

• Innovates in designing and empowering teachers in supporting English Learners

"Without [NamePendingConsent]'s guidance English Learner programs would not be. She works tirelessly to support and grow the expertise of others. She is always a call or email away if there are any questions about anything having to do with English Learners. She is a champion for this group." -GUHSD Employee

"[NamePendingConsent] is my mentor and my friend. I have been working closely with her to further develop my leadership skills. We meet to discuss my areas of growth and she is one of my biggest cheerleaders. As a Latina, I appreciate seeing some like me in a position of authority. She has come in to my classroom to also give our girls in EL talks about women's empowerment. I have learned so much from [NamePendingConsent] and hope she can continue her role as program director so that I can continue to grow with her guidance." -GUHSD Employee

• Support sites with many things related to Special Education

• Deep understanding of the educational needs and legal requirements related to Special Education

• Develop trainings and curriculum

• Ensure IEP compliance

• Facilitate incoming 9th grade transition meetings

• Support with student behavior

• Support with student mental health needs

• Support with transition of students between sites

• Support teams in accessing available resources

• Years of relationships with staff, parents and most importantly kids

"Most importantly, they provide the support that allows the amazing teachers and support staff the ability to do great things for students." -Community Member

• Took over responsibility for what had been a wildly disorganized GUHSD credit recovery program 

• From the beginning, made herself available for every credit recovery teacher in the district, including answering emails evenings and weekends

• Coordinated, organized, and in some instances created, a comprehensive set of credit recovery standards and practices for the district 

• Has been an invaluable liaison between teachers and the district. If there is a problem or question, [NamePendingConsent] is the person who has become indispensable in solving it.

• [NamePendingConsent]’s personal intervention when there has been a mistake made by a counselor, Acellus, or Edgenuity has been directly responsible for saving the graduation prospects of several of my students.

• Because she communicates so effectively, which is not something that the district always does well, GUHSD credit recovery teachers no longer feel as though they have to figure things out on their own.

"I have been teaching credit recovery courses exclusively, from 5-6 periods per day, for more than a dozen years. When I started in credit recovery, lessons were exclusively taught using photocopied work packets and second hand textbooks. The district then introduced online learning (via e2020, Acellus, and then Edgenuity). Aside from sporadic training sessions, there were no cohesive credit recovery standards or protocols for the district. Because of this, each school site came up with their own practices, with varying degrees of success. 

At my school site, Granite Hills, we came up with a system that allowed us to enjoy a degree of success that was unmatched by most other school sites for the amount of credits recovered. This was done because of the degree of communication between myself and the counselors, with very little direction or guidance from the district. This began to change as the use of online credit recovery became more prevalent. Not only were more teachers per site now being given sections of credit recovery, but the training that they received amounted to a half-day tutorial, with no recourse for help from the district aside from a link on the district website. Frustration was exceptionally high from teachers who felt they were not properly trained, especially to help online students who had questions outside of the teacher’s subject. This was further exacerbated when the district made the baffling decision to switch from e2020 to Acellus in the middle of a pandemic.  

I have gotten more kids through credit recovery than just about anybody in the district, and since it is all I have done for so long, I am the person that people at my school, and throughout the district, came to when they had questions. My frustration arose when we would receive either little to no direction from the district, or be told unilaterally to change what we were doing at our site, with no explanation as to why. I even went to the extent of meeting with my principal and the Director of Student Support Services to try to organize some type of formal set of standards for credit recovery in the district, or even to make credit recovery a formal department at each site so there could be some consistency, but to no avail. I left that meeting feeling that my 150 credit recovery students did not have a voice in the district.

That all changed when [NamePendingConsent] took over the responsibility for being the liaison at the district, whether it was in her job description or not. Besides all of the amazing attributes mentioned in the bullet points above, Andie has done so much for so many people. Not just for our credit recovery teachers and students, but for the district as well. For the first time in over a dozen years, we feel that our voices are being heard at the district by someone with the empathy to care about our problems, and with the determination to help us solve our problems.

You could go through my emails and you would be astounded by the amount of times [NamePendingConsent] has responded to help me with a problem in the evenings, on the weekends, or even while she is on vacation. You would also be amazed at the response time from [NamePendingConsent]. If I have a problem with Edgenuity, whose customer service is notorious, I don’t think that I have ever waited more than a few hours for her to get back to me, and the wait time is usually more like a few minutes. She does this for every credit recovery teacher in the district. I know this, because I have spoken with many of them, and we all thank our lucky stars for the day the district was wise enough to put [NamePendingConsent] in her current position.

Whether she is coalescing districtwide teacher questions and feedback into her Edgenuity Updates, or she is personally logging into a student’s Edgenuity account to open a new course for a student whose counselor is absent so that student does not have to wait, [NamePendingConsent] has been the most friendly, helpful, and productive resource the credit recovery students of GUHSD have ever had. She is our representative at the district, and because of her, we feel like we are not on our own. She is a tremendous asset to the district, and she is simply not replaceable. Allowing her pink slip to stand would be undoing years worth of work, and would be a direct detriment to every credit recovery student in the district. I know this because I was around before [NamePendingConsent] came to her current position, and frankly, until [NamePendingConsent], the district was coming up short in their responsibility to help a very worthy group of kids.

My students write thank you cards to the people who have helped them on their journey towards graduation. Every year, there is only one district employee outside of Granite Hills, and that is [NamePendingConsent]. I realize that all 91 employees who received pink slips have contributed to the district in a variety of ways. But when it comes to one person personally making a difference in the lives of hundreds of kids every year, I know of no one who has done a better job than [NamePendingConsent]." -Dan Neighbors, Credit Recovery/English Teacher, Granite Hills High School

• Teacher librarians at our 9 comprehensive high schools rely on her services, which benefit all students at these high schools..

• Provides consistent, accurate, and prompt cataloguing of all Library Materials for all libraries in the school district. She is a huge improvement from the services we had in the past. 

• Travels to schools that do not have a library tech to provide book repairs, book covering, and to provide library services when school sites can't secure an experienced library substitute. 

• Travels to schools to function as a floating library tech for school sites that lack a library tech. 

• Travels to El Capitan to help with their library renovation, pack books, un pack books, organize and assist the librarian. 

• Manages a shared library budget to supply all district libraries just-in-time essential supplies like book covers, book tape, spine labels, label tape, and book repair materials.

"Karen has been so proactive in her library services. She learned the position quickly and then went beyond that and found ways to streamline what she does and how she can help the librarians."

"Karen is a breath of fresh air for libraries. She left a high paying career to devote her time to schools. Her warmth, friendliness, and unfailing support of our work has been incredible. She independently noticed that the book records had some inconsistencies, so she created a systematic and transparent approach to correct these problems. This system has helped all libraries provide better service to our patrons." -Stephanie Macceca, Teacher-Librarian

"Karen has been an incredible match for the unique needs of Library & Media Services. She has transitioned into this position exceeding all of our expectations. Since the position is isolated in terms of its location and lack of in-person supervision and support, it is one that requires someone who has a high level of integrity and initiative, and Karen has both. She has proven to be a highly self-motivated learner, working diligently to learn the technical library knowledge required. Beyond this, she has collaborated with Library Council members in order to improve existing procedures to be more efficient and accurate. Thanks to Karen's strong relationship-building and communication skills, she has become an essential member of the team. She finds ways to help across site libraries to meet pressing needs, whether physically transporting books to help process a large order, helping at El Capitan with their newly remodeled facility, or providing extra support for a site with no library technician when the teacher librarian has had to be on an unexpected leave. While we have only had the fortune of working with Karen for half a year, she has already gained such a high level of respect and trust, and we are so grateful for her." -GUHSD Teacher Librarian

"Karen has worked in this position for barely six months and in that time, she has utterly transformed the impact of this highly underpaid position. Serving within a generalized office assistant position, she has jumped into learning the intricacies of the highly technical library automation and cataloging world. This has required a lot of self-directed learning to make sense of everything from MARC records and Dewey Decimal Classification to navigating orders with Business Plus and vendors. 

The library & media services department twenty years ago was a whole team with a supervisor and about at least four (I think) office assistants who did similar work. Since technology affected the library world a lot, the department has managed to minimally meet the needs of school libraries as positions were continually cut, but this final district position is absolutely essential for the consistent function of our school library that have been simultaneously cut from having staffing of 3-4 library employees (1-2 teacher librarians, 1 library technician, and 1 library or computer lab assistant) or to 1-2 (1 teacher librarian and maybe 1 other person of varying titles and degrees) now on top of taking on extra duties with Chromebooks and often with textbooks with the widespread elimination of classified employees including textbook clerks, duplicating clerks, etc.

If this position is retained, our concern remains that Karen is the perfect person for this particular specialized position and so there is concern with who else might bump into the position. In addition to meeting the general requirements of the job like creating catalog records, Karen has gone above and beyond jumping into learning how to help process books in terms of covering and labeling, even going to sites to help with large orders. She has helped out at a library that was recently renovated, a multi-month endeavor of labor. She has helped support libraries when staff have been absent, because it is nearly impossible to have people sub effectively in libraries because of the specialized skills and knowledge of the Destiny Integrated Library System that are required. And, on top of all of that, Karen is the most kind, gracious, welcoming person to all staff and students alike. She is an absolute treasure, a one in a million type of of person, and we hope that she will be retained in our district and in this capacity!" -GUHSD Teacher Librarian

• 34 year veteran teacher-- Valhalla, Chaparral, IDEA Center, Granite Hills

• Teacher of the Year-- Valhalla

• Teacher of the Year-- IDEA Center

• Golden Apple Recipient-- Valhalla

• Outstanding Theatre Educator-- California Theatre Education Association

• Excellence in Innovation and Collaboration Award-- GUHSD

• Curriculum Writer-- San Diego County Office of Education, Digital Theatre Plus-- UK, La Jolla Playhouse, Teach Tech Theatre

• Theatre Teaching Artist-- La Jolla Playhouse

• Theatre Teacher Trainer-- Teach Tech Theatre

• Co-Writer and Collaborator-- GUHSD VAPA Strategic Plan-- 2004

• VAPA Teachers have been working diligently to have a voice for the arts in the District, specifically a VAPA Coordinator District Level position. Two Strategic Plans later (both plans Board ratified), a VAPA TOSA position was created and she is honored to be the person chosen for this work.

• In just over a year, she has:

  • Helped the district begin to chart the complexities of Proposition 20-- Arts and Music Funding for Schools;

  • Worked with Fiscal services and HR to ensure GUHSD compliance in spending Prop. 28 monies;

  • Working with school sites to create a vision, as well as long- and short-term goals for arts programs at their sites;

  • Worked with HR to create common Performance Experts job expectations;

  • Created a plan for organized and focused Standards-Based grading Professional Development;

  • Collaborated with San Diego County and State Arts Leaders to keep GUHSD Arts programs at the forefront of arts education;

  • Offered support for new and veteran teachers as needed-- curriculum, advice, supplies etc;

  • Revised every VAPA Course description (71 in total) for clarity;

  • Submitted 8 courses for UC/CSU approval;

  • Created an organized VAPA Scope and Sequence for all 8 arts disciplines;

  • and more.

• Instrumental in making sure all sites are aware of Prop 28 funds and has made sure to keep sites updated with the latest information and guidelines

• Created multiple professional development days for VAPA this year, thereby alleviating a major source of overwork for the volunteer position of Art Council president

• Cleaned up the VAPA courses and made sure all are in alignment with current standards and grading practices

• Is a voice for VAPA in the district offices and with the Board

"For the first time ever, visual and performing arts has had a spot at the table in the hundred years of the Grossmont Union High School District. Kirsten's knowledge and experience as an arts educator makes her incredibly valuable. She knows how to bridge the visual and performing arts community together. The work and collaboration we have accomplished just this year at the hand of Kirsten's hard work and dedication has helped unify our arts education. She's been involved in multiple projects throughout our district and is continuing the conversation how to implement Prop28 ,which is a huge responsibility. Her knowledge in Prop28 is the MAIN reason schools have been so supported in using this very important grant." -GUHSD Teacher

"Kirsten has taken on a role that VAPA has been begging for for decades. VAPA teachers have had to do work above and beyond what our contract calls for because we did not have a leader at the district. We have had to develop our own professional development, figure out our own course structures, advocate for our courses as individual teachers, figuring out funding for shows and grants on our own and navigate a system that often sees us as an afterthought. Having Kirsten in this role this year has saved us countless hours and she has done the job with grace." -VAPA Teacher

"Kirsten Giard has been essential to the success of the visual and performing arts in our district. When I was hired at GUHSD, she was among the first to welcome me to the district. She immediately connected me with other teachers and resources such as professional development opportunities and grants for funding. Kirsten took the time to answer my countless questions on everything from Prop 28 to table saws. In addition to helping me with my program, Kirsten has created opportunities for VAPA teachers to meet across the district so that we can collaborate with one another and address the unique needs of our programs. Having representation at the district level from an individual who truly understands our jobs has been invaluable. In the last year she has assessed theatre safety practices, facilitated updates to the curriculum district wide, hosted collaborative discussions for unit development, and more! She has done so much for us already and still has more to offer.  We might be able to bring back a VAPA coordinator in the future, but we can never replace Kirsten and her years of experience and knowledge. There just isn't anyone else out there!" -Theatre Teacher

• Honored with a Golden Bell award from the CA School Board Association for an English learner academy program. 

• Honored with Leadership in Biliteracy for GUHSD. 

• Annika is the glue/liaison for all the district science departments.

• Create, plan, and facilitate professional learning for science teachers district-wide for the Next Generation Science Standards and research-based instructional strategies. Types of professional learning include workshops, customized department workshops, coaching, book studies, virtual Zoom workshops, and more. 

  • Annika’s reach is far, but also so hands-on, even down to helping us get last minute lab supplies in a pinch. She helps us make connections outside of our department, fostering collaborative workshops, required trainings, and curriculum sharing.

• Find, vet, and recommend quality curriculum resources for science teachers. 

  • She also produces a monthly newsletter, and keeps us informed of field trip, grant, and conference opportunities. 

• Support teachers with developing and implementing NGSS-aligned curriculum, instruction, and assessment. 

  •  Our district does not have a dedicated curriculum for science. This means we rely on each other and ourselves to find things to teach in accordance to the NGSS performance expectations. We all rely on Annika to find us relevant and standards-based lessons and labs to teach, attend ALL the science conferences, and network with contacts in the curriculum biz. 

• Leverage assessment data to guide instructional practices. 

• "I do not understand how the board can see the work Annika Goodin has done in the past 5+ years and say: 'that’s expendable'. Not having her or other specialists is going to affect ALL teachers. Science curriculum at GUHSD will suffer."

• "Annika researches and evaluates NGSS resources and makes recommendations for quality lessons and practices. She provides strategies for making NGSS learning accessible for diverse learners. Her professional development sessions are at the top of the list for why I want to teach in this district. I always come away with a better understanding of 3-dimensional learning and inspiration for engaging my students."

"When it comes to the core subjects, science has often been underserved in GUHSD. Having Annika as an advocate and leader for science instruction has been essential in creating more aligned, rigorous, and interesting learning experiences for students across the district." -GUHSD Teacher

"As a teacher at the beginning of my career, I’ve participated in many professional development sessions over the last few years. Some don’t leave much of a memory and served to 'check a box'. 

Annika’s trainings have always left me more knowledgeable and confident implementing new things into my practice. Her CCC workshop and NGSS SEP rubric sessions have served to  unify your department, clarify the details of NGSS 3-dimensional teaching, and give me something real that I could implement the very next day. 

She also saved me when I planned a massive 3 day lab and the buffer I needed was delayed months in shipping. She rushed to two other schools and practically ran from the parking lot to get me what I needed. In the middle of her work day. So that the students could still do this lab I had planned. That was not part of her job duties but she made it happen because she is the link between the science departments. She knew who to contact, where the supplies were and got the job done. I’ll never forget that level of dedication." -Science Teacher at El Cajon Valley High School

"Annika is a great support for my science teaching and I wouldn't be as good a teacher without her. In her position she is able to seek and vet the best practices in science teaching and provide them to us with hands-on training in their implementation that is ready for the classroom. Annika is knowledgeable in all science subjects and so provides support that is specific to each subject. Additionally, Annika has expertise in teaching English learners, and helps us with student literacy. Annika is easy to learn from and to confide in because of her supportive personality. As a teacher we simply don't have the time or the connections to search for the most relevant science teaching methods for the NGSS standards and having Annika do that for us means that GUHSD science teachers can be the best in the nation." -GUHSD Biology Teacher 

"I am a new teacher in the district, and I am immensely grateful to Annika for her expertise and support as our science curriculum specialist and liaison between the science departments. Annika has done an incredible job of fostering relationships with teachers across the district. She is a steadfast advocate for teachers and students. When I think of why I enjoy this district, Annika’s professional development sessions are at the top of my list. I have worked with Annika now from within two different science teams in the district, and every experience with her has been highly informative and invigorating. Annika has helped shift and strengthen my mindset while planning and assessing 3-dimensional learning experiences for my students. I find myself using resources that she has introduced me to almost daily. Her position is absolutely vital to enhancing professional growth and collaboration among our science teachers, which inevitably provides our students with the best possible resources and learning outcomes." -Granite Hills High School Science Teacher

• Bryan is extremely knowledgeable about best math practices.  

• Curriculum Writing:

  • Built the Integrated Math I, Integrated Math II, and Financial Literacy curriculum used at GUHSD

  • Math is a subject that is historically difficult for students evident by every day observation and school/district test scores.  Bryan works actively to change that by writing new, more inclusive curriculum for Integrated Math 1 and 2 and has piloted a successful financial literacy course.  

  • Our specialist has built out curriculum for one class in its entirety, assisted in moving toward standards based/mastery based gradings, and also built the foundation for several other courses. 

• Professional Development:

  • Planned and led countless workshops for new math teachers and for math teachers wanting more training in the progressive teaching and grading practices

  • He provides new teacher training and hosts math labs that provides resources and inspiring teaching methods to all those who participate.

  • He has provided an enormous amount of PD, on site in our departments, across the district and one-on-one support. All math departments currently rely on him for support. 

  • Meets with math departments at different sites to lead training for the department

  • Holds Financial Literacy workshops for current financial literacy teachers 6 times a year

• His depth of understanding regarding math education is what helps us all so much. He is in the middle of several projects---helping build out and refine new and current courses, creating meaningful PD, working with GCCCD and SDSU on trying to streamline some of the processes regarding dual enrollment or opening up more teacher being able to teach it. I think there's a lot more.

• Created a math disposition survey as well as a math performance task to gather more well rounded data about our student’s math understandings at the end of the year.

"Our math department has grown so much because of the work we have done with Bryan, part of the reason I chose to stay working in GUHSD as opposed to closer to home was the transformational shift we are making as a math department. I would hate to see that go. The learning labs and philosophical shift through PD and our work with Bryan has been immense.  I am afraid of the regression in math pedagogy we face in this district." -Brian Girard, GHHS Math Teacher

"Bryan is so thoughtful about math education. Every lab or training I have attended, I leave inspired and ready to successfully implement a new strategy. He always provides additional reading material concerning best practices and is just an email or text away if support is needed. Teaching can be so difficult, especially in the first few years and I think his support to new (or new to the district) teachers makes people want to stay. On a personal level, Bryan always stands up for what is right even if he has to live the consequences, something I truly admire. It would be a great loss to the GUHSD community to not only lose someone so knowledgeable but someone honorable." -Math Teacher 

"Bryan has been quintessential in building our department into what it has become. His support has allowed us to diver deeper into better practices on many fronts, leading us in professional development actively, and supporting our efforts continuously through the year. This is all to use research based practices of what's best for students in math." -Marlissa Boles, GUHSD Math Teacher

"Bryan’s knowledge, consideration, and passion for what happens in the high school math classroom is unmatched. He gives teachers the guidance and the tools to grow into the math educator he knows they can become. He gave me the confidence to try lessons I was so afraid to try and always believed in my potential. This is true for so many math teachers in the district. I see him work with teachers wanting to be better and giving them the tools necessary to reach their goals. Our Financial Literacy curriculum spearheaded and developed by Bryan allows students to experience understanding and joy in math. So many of my students share how this feels like the most useful class they have ever taken and how much the math just makes sense. I am so thankful for Bryan and his impact on my teaching and on my students." -Emilie King, Math Teacher, Grossmont High School

"Bryan has consistently demonstrated an exceptional level of expertise and dedication in the field of mathematics education. Throughout our collaboration, I have witnessed his commitment to fostering a deep understanding of mathematical concepts among students and educators alike. One of Bryan's greatest strengths is his ability to develop innovative and engaging curriculum materials that cater to diverse learning styles and abilities. Whether it be designing interactive lessons, creating hands-on activities, or integrating technology into the curriculum, Bryan approaches each task with creativity and enthusiasm. Their curriculum designs not only align with educational standards but also inspire a love for mathematics in students. Bryan consistently demonstrate a genuine passion for improving mathematics education and is always willing to go above and beyond to support his colleagues and students. He is a pioneer and a champion for math education and has paved paths for our math programs that have lead to incredible student outcomes. It is essential that he remain in his position and continue the moving the needle in math education for our math students." -Tiffany Jokerst, Math and Engineering Teacher, West Hills High School

"Bryan has been an exceptional mentor and support system during my first year as a math teacher. His approachable and open to discussion nature makes communication effortless. He is also incredibly easy to contact, either by email or text! Bryan's depth of knowledge in progressive math teaching strategies has encouraged me to try new approaches in the classroom. He often provides valuable insights and practical solutions tailored to address any challenge in the math classroom. Thanks to Bryan's guidance, I've grown immensely as an educator. It would be a great loss for all the math departments, teachers, and students in the district if Bryan was not here next year."-Aram Sepulveda, GHHS Math Teacher

• Collaborates with English Council and Library Council to support ELA curriculum and instruction

• Shares resources with ELA teachers through Literacy Link Newsletter

• Supports teachers with use of ELA-related curriculum and software such as TurnItIn

• Co-led the effort to design a course that fulfills California's Ethnic Studies requirement 

"[NamePendingConsent] has been with the district for over 15 years and in that time she has grown to become one of our leading educational experts. She has come numerous times to my site to work with my department as well as individual teachers (myself included). She guided the book study on KUDs at my site and even helped me create rubrics. She is incredibly forward thinking and a great support for teachers." -GUHSD Teacher

"[NamePendingConsent] has worked extensively on a lot of curriculum development and alignment projects that classroom English teachers, who are notoriously the most overloaded teachers in terms of grading, do not have time or bandwidth to do. Some of these projects include organizing a review process for adoption of CommonLit360 as an OER textbook options for grades 9 and 10 with 11 and 12 coming soon hopefully. This was a huge need for our schools, not only because we need students to have access to the quality curriculum, but also because this is a huge savings of money that would otherwise be wasted on purchasing outdated textbooks simply for appearance only in order to meet the requirements of the Williams Settlement. [NamePendingConsent] has even contributed outside of her subject area as needed to support the soon-to-be required by California state law Ethnic Studies course. This is a massive undertaking since it has required collaborating with social science teachers who have had to develop a whole new course never taught in our district before. And, beyond that, [NamePendingConsent] has helped share information with her Literacy Link, support teachers using TurnItIn for plagiarism detection, and more." -GUHSD Teacher

"This year, I had the pleasure of working with [NamePendingConsent] to design a course that fulfills California's Ethnic Studies requirement. [NamePendingConsent] is diligent in her work, focused in her leadership, and she does not play when it comes to formatting a document. When creating curriculum that will be mandated district-wide, accessibility is key. I am confident that teachers across the district who may be nervous about teaching a new course will be reassured by the clear, uniform, GUHSD priorities-aligned lesson plans that we have created. That would not be true without [NamePendingConsent]'s attention to detail. 

As a leader in designing the course, [NamePendingConsent] challenges us all to be better: to be intentional when aligning lesson plans to target skills; to consider the needs of all students; to search just a bit longer for that resource that will open a student's mind. She critiques and tweaks and pushes us with a clear desire to provide a relevant and rigorous course for our students." -GUHSD teacher 

• The GUHSDtech team was honored to be one of five districts included in developing the first-ever National Assistive Technology Framework through our partnership with CAST and CITES. 

• They represent GUHSD at conferences around the country. Most recently, director Tiffani Borwn was able to speak about their work with assistive frameworks and special education collaboration at CoSN at a Superintendents’ session on best practices for serving at-risk students. 

The entire GUHSDtech team was pink-slipped. Together, they provide the following:

• Provide Professional Development: 

  • Organize and conduct training sessions and workshops for teachers and staff to enhance their technology skills. This is the team's main focus. The team supports staff via large-scale training, small groups and PLCs, departmental training, and 1 on 1 coaching. Every offering is customized to the needs of the learners. They also support in the classroom, often demonstrating strategies or tools for teachers so that they feel more comfortable replicating them on their own. Teachers often share they cannot do this work without them. 

  • They are also a key piece of the teacher onboarding fabric. As new hires come to GUHSD they are inundated with all things new. The empathetic and knowledgeable team has committed to training these teachers on all of the critical technology tools they need to be successful. They have a working calendar that allows them to circle back with these teachers to check on their well-being as well as their questions about any tools. Furthermore, they are an integral part of an ongoing induction training series, ensuring teachers have multiple opportunities to access learning around our tools. 

  • They offer year-long learning series around the following topics: Schoology 100, Schoology 200 Crafting your learning environment, Schoology 300 Assessments, Schoology ProTips, WeVideo, Peardeck, EdPuzzle, Screencastify, Talking Points, Talking Points for Administrators, Education Modified, Pear Deck, Artificial Intelligence, Artificial Intelligence 2.0, Assistive Technologies, Google Forms and Sheets, Newline teaching panels, Byte-Sized PD, and other topics as requested by staff. 

• Lead Innovation: Foster a culture of innovation by encouraging experimentation and exploration of new technology tools and pedagogical approaches including going 1:1, Virtual Reality in the classroom, AI for teaching and learning, Multiple means of engagement and expression using creation tools (WeVideo, EdPuzzle, Screencastify, Immersive Reader, Schoology.)

• Creation of job aids and resources for staff: If you visit tech.guhsd.net, you’ll notice that much of the staff-facing hub contains job aids, templates, tools for classroom implementation, and more. These resources save teachers time and sanity. They also help to ensure coherence around district-wide initiatives. For example, they have a semester rollover document that helps teachers prepare their Schoology courses, gradebooks, Google resources, and more for the semester or term rollover. This document has been viewed over 1000 times. Another frequently accessed job aid is our Schoology Training Quick Tips reminder document that was a takeaway tool from the Schoology 100 training. It's meant to be an at-a-glance set of reminders for Schoology's most frequently asked questions. 

• Troubleshoot Technical Issues: Assist in resolving technical problems related to hardware, software, networking, and other technology issues. They are part of the Application Support Mojo ticket system and handle all troubleshooting tickets related to Schoology, Education Modified, and other programs under our purview. 

• Collaborate with Partner Departments: Work closely with teachers, administrators, and technology leadership (Teacher Librarians, technology specialists, SSTs, Desktop Staff, IT staff, and other stakeholders to align technology initiatives with educational goals.

• Stay Current with Trends: Keep informed of new developments in educational technology and trends in the industry to ensure the institution remains competitive.

• Support our students with varied learning needs: The team works closely with the assistive technology team to ensure cohesive messaging and support for our vulnerable learners. Most notably, they formed the SPEDtech tech team whose combined mission is to support students directly in the classroom. Over the past 2 years, they have trained not only staff, but 20+ study skills classes in how to use support programs such as Read and Write for Google and TutorMe.

• Participate in Committees and Professional Organizations: Engage with professional networks and organizations to share best practices, collaborate with peers, and stay informed about industry developments. 

Regarding the entire GUHSDtech team: "I COULD NOT do my job in 2024 without the support of our DLC team. Our job requires tech support, and EVERY time I've reached out to Tiffani, [NamePendingConsent], or Matt, their responses were immediate, prompt, and solution-focused. [NamePendingConsent] has come to my site personally to help troubleshoot new teacher access to SGY and Turnitin ; Matt has zoomed numerous times with me over the COVID period about SGY issues, and Tiffani is a capable and necessary manager of the services we provide staff and students. What will teachers do if they cannot post curriculum, access grades, or send emails in this day and age? We need EXPERTS who can promptly help teachers so teachers can TEACH instead of wasting time problem solving tech issues. I am SO appreciative of this department and fail to see how in a digital world, a district would eliminate a tech support hub. All of the millions  poured into training and resources would be superfluous without these critical PEOPLE." -GHHS English teacher

Read email regarding Instructional Technology (GUHSDtech) team -Suzanne Sannwald, Teacher Librarian, West Hills High School

"Digital Learning Coaches - they are critical!!!! They have helped to create functional, data systems at ECV. They have helped support grant progress reports through spreadsheets. They offer a support I can’t get anywhere else. It would be a HUGE loss if they didn’t exist." -GUHSD Employee

"There is no way I could teach in 2024 without the help and support I’ve received from the DLCs. They trained me on everything from how to create, edit, share, and look up the history of a Google Doc to how to use Schoology. They taught me how to make it so that my student can all share their artwork in one Google Slide and how to teach my students how to make their own websites. They taught me how to use Instagram to post student artwork and how to use Google Sheets to keep track of where the student artwork is hanging up. They taught me about Screencastify and how to make demonstration videos so students can watch my Demos any time of the day or night. They taught me about Pear Deck which helps me to see what each and every student is learning while I’m teaching them. They taught me how to use GoGuardian to monitor my students while they are on their Chromebooks in class. Without the DLCs, I could not effectively do my job." -Teacher

"[NamePendingConsent] and Brent have been incredibly supportive in helping me explore and implement new technologies in my classroom. Through their guidance, I was able to integrate technology tools into my lessons, resulting in engagement and enthusiasm from the students. Their communication and assistance made the entire process smooth and enjoyable. It’s great to have people like the digital learning coaches available as a resource for all teachers." -Aram Sepulveda, GHHS Math Teacher

"The Science Digital Learning Coaches, Brent Enerva and [NamePendingConsent], have both been invaluable to me as a support for everything from large science projects, to learning new platforms for teaching, to including higher level critical thinking into my lessons, to quick tech fixes that are game-changers for me and more. Their help is fast and efficient. I count on their expertise to aid me and I don’t have the time or the tech acumen to research and implement the things they have taught me on my own. I have learned most everything that I know about teaching apps and science platforms from [NamePendingConsent] and [NamePendingConsent] over the years that I have been working with them. It is crucial that they be available to support teachers. My teaching is immeasurably better because of them." -GUHSD Science Teacher

"The district's DLCs provide excellent PDs that save time and broaden supports in the classroom. I have attended several. Some changes I have implemented include: 

- Class time focused on Google Read & Write and other translation and reading tools for students to utilize throughout the year. 

- Organizing my Schoology page to provide the most accessible language and UI for my students. 

- Organizing my own Google Drive and Google windows/tabs so I am not constantly searching for documents and re-opening tabs. 

- Utilizing AI to create glossaries, modify reading levels of texts, edit assessment prompts, and streamline rubrics. 

These changes have been positive for my students, and have freed up so much of my time. With this extra time, I have been able to make regular calls home and attend many IEP meetings, two things I struggled to accomplish in my first year teaching." -GUHSD teacher 

"Our DLC's have helped improve my classroom practices in so many ways. They have even come and taught my Newcomers technology lessons such as recording their Collaborative work on WeVideo so that I can better grade assess their skills and needs. The lessons were so good that my Newcomers were able to take what they learned to the next level by creating Video Poetry! 

During the Covid lockdown I was able to see how people like Dan McDowell and other DLCs have kept our District far beyond others in terms of technology usage. While teachers and schools were scrambling to figure out what to do, our students were already used to utilizing technology and chromebooks for lessons.

Brent Enerva, [NamePendingConsent], and Matt Norris have taught me how to use technology to improve instruction. They help me to incorporate lessons which make my students more engaged. They continue to learn innovative practices and immediately bring it back to teachers.

We need our DLC's." -Natalie, English Teacher 

"I am honored to write a testimonial for my friend and former colleague, Brent Enerva, who served as a Digital Learning Coach at GUHSD. During our four years of collaboration, Brent was a constant source of energy and enthusiasm.

Brent's primary role was to assist teachers in integrating technology into our classrooms, but his influence extended far beyond that. He was a constant source of innovative ideas, insights drawn from his vast experience, and thoughtful reflections that enriched my teaching practice. His proactive approach included regular text messages, emails and calls, sparking ongoing dialogues that significantly improved my courses.

One of the technology tools that Brent introduced to me was Peardeck, which changed how I created engaging presentations. Another tool, Wevideo, became integral to my classes, allowing my students to express their learning creatively through video. Brent’s guidance made the rollout of Schoology manageable, alleviating my usual anxieties around new technologies with his reliable support and clear instructions.

Our professional relationship deepened over time, and I confided in Brent about my struggles with classroom management. His hands-on assistance was invaluable. He visited my classroom biweekly, observing and getting to know my students, and provided detailed feedback and actionable plans that led to noticeable improvements in student behavior and engagement.

In the final months of my tenure at El Capitan High School, Brent played a pivotal role in a project linking our students with the San Diego Chinese Historical Museum. Despite the tight timeframe, he increased his support, helping to develop a detailed plan and ensuring the project's success through regular check-ins and encouragement.

Brent’s passion for coaching and his commitment to teacher development have been instrumental in my growth as a teacher. His ability to inspire, calm, and introduce innovative teaching methods not only sustained me through challenging times but also greatly benefited my students. It is truly unfortunate that the district will no longer benefit from his exceptional coaching skills."

• 2016 GUHSD Teacher of the Year

• 2022 Superintendent's Values Award

• Assist teachers on effective implementation and integration of our Learning Management Systems.

  • Design and implement professional development learning opportunites for teachers intended to build capacity and expertise in the use of instructional technology and Learning Management Systems and strategies to support all students.

  • Develop resource materials to support teachers and administrators.

  • Serve as the primary technical support for teachers implementing Learning-Centered Grading practices within the Schoology and Infinite Campus ecosystems.

• Serve as the primary Schoology Manager for the District. 

  • Work collaboratively with the Instructional Technology team, Application Support, site administrators, SSTs, Counselors, and teachers to coordinate, plan, and troubleshoot implementation of our Learning Management tools. 

  • Assist with course setup and customization for roughly 3500 class sections per semester, serving over 16,000 students and roughly 1000 certificated and classified staff.

  • Maintain “class of” groups for Counselors

  • Managing API tools that integrate with Schoology, including EdPuzzle, Google Apps, YouTube, Desmos, etc.

  • Serve as the point person for Schoology concerns from ETS/HelpDesk. 

• Provide technology assistance and coaching, including training teachers and staff members on use of Schoology

  • Helps teachers design and organize lessons and materials to be most useful for students, paraprofessionals, tutors, parents who help students, and help with grading work flows

  • Provide technical assistance for the creation and implementation of mastery-based remediation units for Grade Repair or Credit Recovery options. 

  • Helps identify the issue and a remedy when grade books do not work properly

  • When something does not function properly, meets the teacher in person to better understand, and works with our GUHSD Application Support and various service provider tech support to document issues and provide information to best identify and duplicate the issue to fix

• Support all Learning Platforms including Acellus, Edgenuity, Talking Points, Education Modified and GoGuardian

  • Provide support to the Student Support Services Curriculum Specialist with Acellus (or similar tool) as needed. 

  • Support the expansion of Education Modified to include students with 504s and English Language Learners. 

  • Maintain manual rostering and cleanup of Education Modified rosters with credit recovery and Repair Classes.

• Conduct demonstration lessons and assist with curriculum design and pacing.

• Works with many SPED and site grant management personnel to organize data, data collection, adequate documentation of services per grant requirements, IEP goal progress documentation, WASC, etc.

• Support the annual launch of summer school and start of the school year.

• Maintain and participate in an active professional learning network to stay current on instructional technology trends and changes.

"Matt Norris has been extremely helpful in my first year at GUHSD. His knowledge is needed in order to navigate our digital world. He has provided me with classroom strategies that help make teaching more interactive, dynamic, and accessible for our diverse student population. His role is critical in ensuring all teachers understand how to properly implement technology into our classrooms. Removing his role would hurt our classrooms as the use of technology helps extend learning beyond traditional ways of instruction." -GUHSD Temporary Teacher

"Matt is available around the clock and frequently responds within minutes with any questions I have. Matt has met with our department to help us come up with a system to integrate standards based grading using Schoology and Infinite Campus. He made a complex and useful spreadsheet to help us with this. 

I have 2 different co-teachers AND honors and college prep all in the same class. This makes syncing my different sections on Schoology a nightmare. Matt responded to my constant questions with such understanding and patience in the beginning of the year and worked with me to get all courses synced with all teachers having access. When the second semester started I was dreading the process again - having already forgotten the steps needed to sync the classes. Lucky for me, Matt had already sent me an email saying he synced the classes for me, all without me asking. The gesture made such an impact and gave me a glimpse into his invaluable work ethic and incredible resource. By making a note and taking care of this at the start of the second semester he allowed me to free up time and mental space to help get new students introduced to the course and my returning students readjusted." -Emilie King, Math Teacher, Grossmont High School

"When they released the pink slip lists, I thought that there was no way that our district would ever be foolish enough to include someone like Matt on it. He's one of those rare individuals who does the workload of multiple people and has a totally unique position supporting all of the critical technologies that students and teachers use on a daily basis, including Infinite Campus and Schoology. He will go above and beyond to make sure that teachers have what they need to get learning to run smoothly, whether it takes tinkering with his awesome spreadsheet skills, troubleshooting tirelessly with software configuration, patiently pursuing help from vendor technical support, and more. If the district thinks that ETS will be able to fill the role that Matt and the DLCs provide, they are sorely mistaken. ETS people surely do essential work, but they do not understand the needs of classroom teachers and they do not provide the customer service to educators like the Instructional Technology team. I definitely knew that the cuts were not at all well thought out as soon as I heard that they included Matt. I desperately hope that they will not follow through with these cuts and I only wish they hadn't put him and all the rest of us through this unnecessary stress and disruptive worry." -GUHSD Teacher

"Matt Norris has been there for me many times to help with technology problems that have had me stopped. I would not have been able to fix the issues. My grades were inaccurate because I needed help with the Learning Management Systems and Matt helps quickly anytime I need it. I have learned so much from Matt through the years that he has been working in the district. Multiple employees from our Community Center Coordinator to leaders in the Special Education Department have said that Matt has supported them with data organization that led to grant acquisition to support entire programs or website lesson plan deliverables for teachers that they have said was not possible without the expertise and hard work of Matt Norris." -GUHSD Science Teacher

"Matt Norris has played an integral role in helping our entire Visual Arts Tech development across the district with his  work in helping us make  our student’s district art  exhibit  run more smoothly in a number of different ways, including our continued online archive, spreadsheets that build other documents, and fresh new ideas to make our  work more streamlined. 

My classroom tech work with students has become more streamlined as well with the things Matt has taught me. 

I count on Matt and other digital learning coaches who have expertise in these areas to keep my work more student-based, rather than spending countless hours behind the scenes on weekends doing things the old-fashioned way.

Not all teachers need the same tech solutions. That’s why having different coaches who dedicate blocks of time to different subjects and different specific needs  makes keeping this position invaluable.

I’m very concerned that we will have to go backwards, rather than keep moving forward if we lose the type of support that Matt and other D.L.Cs provides. 

How can we stay competitive with other districts without this crucial tech support?

It’s no longer a cut and paste world! 

We need to stay relevant!

Is our district now ready for the backlash that getting rid of tech support will bring?

The students are already sometimes choosing other options . Do we really  want to stop supporting their technical education by pulling this support out from under our teacher’s classrooms?" -Paula Annicchiarico, GUHSD Visual Art teacher

• 2022 CUE Gold Disk Winner- 10 years of service to Innovation in Education

• Implement Educational Technology Initiatives: Oversee the implementation of technology initiatives that enhance teaching and learning, such as LMS platforms, digital tools, and online resources. This includes cycles of learning and inquiry around the effectiveness of our tools and training, feedback from staff, as well as revision when needed. 

• Evaluate and Select Technology Solutions: Research, evaluate, and recommend new educational technologies and software that align with the needs of the institution. Recently, she had the opportunity to work with the PIO’s office to explore solutions related to messaging families and with the Student Services team to work on merging our 504 process into our Education Modified Platform. 

• Develop Strategic Plans: Create long-term goals and objectives for integrating technology effectively in learning and teaching. Because innovation is a large part of our mission, vision, playbook, LCAP, and core values, I am often part of the strategic planning and development as well as goal-setting initiatives. 

• Manage Budgets: Work on budget planning and allocating technology resources, software, hardware, and staff training. This includes all of the Future Forward planning, student Chromebooks, assistive Chromebooks (touchscreens), staff laptop refresh, contracts with technology-based vendors, professional learning for staff, and peripherals such as voice amplification during teaching with masks. 

• Ensure Compliance and Data Security: In partnership with ETS, implement and enforce policies and procedures regarding student data privacy and security in compliance with regulations.

• Assess and Analyze Data: Use data analytics to track the effectiveness of technology integration and inform decision-making processes.

• Communication with Staff and Technology Leadership: Communicate via email, newsletters, and in-person opportunities so that staff are aware of upcoming changes and additions in the technology space.

• Communicate with Parents and Community: Communicate with parents and the community about technology initiatives, policies, and the benefits of technology integration in education. Over the past 2 years, she - along with other pink-slipped DLCs - have built the parent outreach series. The department oversees the Parent Access Nights helping to ensure parents have access to their students’ LMS activity and grading system. Additionally, by seeking innovative solutions to reduce barriers for our families, the team's research allowed us to vet, implement, and train on Talking Points. This platform allows for 2-way parent communication, translated into over 55 languages by real translators. This tool is now part of our LCAP plan. 

• Support Online Learning: Oversee the development and maintenance of online learning platforms and resources for distance learning programs. During the Global Pandemic, our team brought 100% of students and staff into the digital learning space with LMS access and professional learning options via synchronous and asynchronous learning modules, 1:1 virtual coaching, and full-staff virtual training. 

• Develop Policies and Procedures: Establish guidelines and protocols for the use of technology in educational settings to ensure consistency and coherence across the institution. Most recently, my office helped generate guidance around the use of Artificial Intelligence, cell phones on campus, and the use of Education Modified for IEP acknowledgment. 

• Oversee and Support Library Council: See emailed letter to the Board, Superintendent, and Assistant Superintendent from Library Council member Suzanne Sannwald.

• Manage Chromebook inventory on an ongoing basis throughout the year, ensuring students have the  the devices they need. 

"Tiffani is a tireless advocate for students and teachers. Two good examples of this include: 1) The Classroom Chromebook initiative that has helped classroom teachers ensure that students have access to the learning technologies that they need without losing valuble instruction time and 2) Helping with ensuring wireless access options for students who do not have Internet access, which was a necessary requirement for technology resources like OER materials to be used to meet Williams Act Compliance, something that not only saves our district a TON of money but also gives students access to higher quality learning materials. There is so much more she has done and does!" -GUHSD Teacher

"This happens all the time: Computer applications update their services for security or other reasons. I can’t count how many times we have had issues with YouTube integration, or Google Drive integration, etc. Since returning from spring break, Google changed the way they are integrated within Schoology for security reason., This has made uploading assignments a challenge for students. No one knew about the change until Tiffani Brown messaged all teachers. Matt Norris, DLC, made a video explanation and a paper explanation with images to help all teachers and students with the significant change to the program. Tiffani’s office provides teachers and students with all of the tech support needed for us to provide a meaningful education for our students. What will we do in the future if we don’t have these specialists to help teachers and students with these constant updates? " -Stephanie Macceca, Teacher-Librarian, Valhalla High School 

"Tiffani has helped me to make certain my students can actually hear me in my large and busy classroom, by working with me to make sure I have the right equipment (mic and speaker) that works on my room.

She has helped keep my equipment updated and functioning so that I can make sure my online work with students is viable. And, that the programs are working for what we do.

With this huge organization, I don’t see how we can  make it all work without her position and strong leadership." -Concerned GUHSD teacher

• Has helped lead the induction program at GUHSD and has been available around the clock for any questions

• She runs all of the PD for induction, including leading workshops for new mentors in the induction program

• She, along with Dan, matches mentors and inductees

• She reviews and supports the work of our district newer teachers in our induction program, ensuring state compliance for this requirement for new teachers

• Has helped lead workshops for new math teachers at GUHSD

• She reviews all submitted documents from inductees and contacts them and mentors when documents are missing or incomplete.

• She troubleshoots any problems that arise with documents, sibme, and personal relationships between the mentor and inductee. 

• She personally visits each site mentor to support struggling new teachers; her warm and personable presence encourages new teachers; mentors can call or email her any time with private questions about protocol to support their mentee teachers. 

"[NamePendingConsent] demonstrates such passion and care for the work she brings to the induction program. As a new mentor taking on an induction candidate can be overwhelming. [NamePendingConsent]’s trainings made me feel comfortable to step into the role of a mentor. [NamePendingConsent] is available at any time for questions in the program and meets each question with such compassion and care. I am so grateful to have the opportunity to work with [NamePendingConsent] and I cannot imagine the induction program without her and her work." -Emilie King, Math Teacher, Grossmont High School

"[NamePendingConsent] has been a great asset to the induction program. She is organized, clear in her instructions, helpful when problems arise, and professional in her dealings with all employees involved. She works tirelessly to make sure the program runs smoothly and everyone is fulfilling their induction obligations. Without her, we will not have a real induction program. Mentors can not do all of it alone. We do not interface with the state, create the documents, or handle clearing the credentials." -Mentor and teacher

"[NamePendingConsent] has been an incredible support in both induction and math professional development events. Her positive attitude and advice have been invaluable during challenging times. [NamePendingConsent]'s guidance is always delivered with positivity and has not only helped me navigate difficulties but also encouraged my professional growth." -Aram Sepulveda, GHHS Math Teacher

"[NamePendingConsent] is an indispensable part of our Induction program; Dan McDowell leads the department, along with many other ventures, so [NamePendingConsent] MUST stay on so she can do the leg work of being the hands and feet of this department. She personally visits each site mentor to support struggling new teachers; her warm and personable presence encourages new teachers; mentors can call or email her any time with private questions about protocol to support their mentee teachers." -GHHS English teacher

• Honored with an award for exceptional work with the multilingual learners (ELLs) in the GUHSD

• Presents at conferences, most recently at the induction conference.

• GUHSD leader in equity and belonging in the classroom

• Facilitates district-wide professional learning sessions

• Supports first year teachers in the induction program and through professional development sessions.

• Key leader in developing the GUHSD plan for Ethnic Studies, a requirement of Assembly Bill No. 101

• Facilitates professional learning for the group of site learning specialists and coaches who conduct teacher coaching/improvement cycles at every GUHSD school site

• Has individually created or been a part of the creation of all of the documents, professional development/training, and guidelines for the new site learning/instructional leadership team position. 

• Supports teachers throughout the district on numerous committees and teams including Differentiated Assistance team which is responsible for trying to address the persistent and troubling pattern of GUHSD not adequately serving the needs of our marginalized students (multilingual, SWD, Black/African American, Latinx)

• Comes out to sites to help the coaches implement the ILT and to help with coaching cycles. Without her we would be lost and feel alone in our work.

• Has provided opportunities to strengthen the district's co-taught classrooms through workshops and coaching specific to this area. 

"[NamePendingConsent] has played a critical role in my experience at GUHSD. As a first year teacher and induction student, I have attended multiple PD’s and meetings where [NamePendingConsent] is leading us in quality education. Specifically, she provides information that applies to real classroom settings. After leaving the meetings I can directly make adjustments that help improve my instructional strategies, classroom management, and overall performance as a teacher. Being a first year teacher is difficult, especially in today’s world. Without [NamePendingConsent], the Ed services team, and the induction program, I fear I may have felt lost and unsupported. This program has truly benefitted not only myself, but improved my students experience in my classroom. It would be a disservice to our district, teachers, students, and families to remove it." -GUHSD First Year Teacher

"[NamePendingConsent] has been a leader in the GUHSD since her days of leading work in Social Science and multilingual learner support at El Cajon Valley High School. In her current role as a curriculum specialist in the department of Learning and Innovation, she has been absolutely crucial in the development and education of all of the Site Learning Specialists/Coaches who conduct coaching/improvement cycles with teachers at every school site in the district. She has been a critical partner in creating meaningful professional learning sessions throughout the district as well as being an induction mentor and leader toward creating a plan for Ethnic Studies in the GUHSD. She is an invaluable district leader who promotes an asset-based lens as we work with our students and emphasizes creating an educational environment that provides equal access and inclusion for all students." -Gavin Preston, Site Learning Specialist & Coach, World Language Department Chair, Granite Hills High School

"[NamePendingConsent] is the queen of innovation and equitable forward-thinking practices. I had the privilege of being part of her summer book club and I learned so much. I was able to bring this work to my site with [NamePendingConsent]'s support and encouragement. She is an amazing educator and director of innovation." -GUHSD Teacher

"[NamePendingConsent] has been a great resource for site learning specialists. This is a new program and none of us knew what we were doing in the beginning. She trained all of us and did so in an organized and purposeful way. She has rethought her own way of doing things in order to find the best, research backed ways of developing and presenting curriculum and coaching. Without her, we would not have the ILTs or the coaching cycles as they are at each site." -Site Learning Specialist/teacher

"I met [NamePendingConsent] before I knew what GUHSD was. She was teaching a course on strategies for teaching in a multilingual classroom at SDSU where I was working toward my teaching credential. [NamePendingConsent] took something many new teachers may see as a nerve-racking challenge (a classroom full of newcomer EL students) and turned it into an exciting opportunity. To date, I have not encountered an educator with a more assets-based approach. Knowing that people like [NamePendingConsent] worked at GUHSD influenced my decision to accept a job here. 

Since becoming a teacher at GUHSD, [NamePendingConsent] has continued to shape my growth. I was introduced to a variety of co-teaching methods in a workshop of hers, and my co-taught classrooms have benefitted from it. After attending an induction workshop of hers, I finally gained the confidence to attempt structured fish bowl discussions in my classroom (with great success). Her vision and insight has directly improved my students' ability to 'communicate effectively and creatively,' a Student Learning Outcome at my site. 

This year, I have been fortunate to work with [NamePendingConsent] on designing district-wide curriculum to satisfy California's Ethnic Studies requirement. Under the leadership of [NamePendingConsent], [NamePendingConsent], and [NamePendingConsent] (teacher at Monte Vista), we are on track to deliver a robust, accessible, community-responsive curriculum by May. This would not have been possible without [NamePendingConsent]'s guidance. Every month, [NamePendingConsent] challenges our thinking while creating a space for intellectual growth and experimentation. Most importantly, she keeps the needs of our students at the forefront of every discussion." -GUHSD Teacher 

• Tireless advocate for equity and student access

• Transformed the district with the innovation necessary to develop a modern authentic curriculum that competes with that present at other schools and districts

• Created the GUHSD instructional priorities and provides guidance on instructional strategies to support implementation

• Has helped hundreds of both new and veteran teachers transition to effective evidence-based practices through his work in the district and at SDSU developing and leading professional development and action research initiatives

• Led the charge for GUHSD becoming a 1:1 district with Chromebook access for all students and maintains GUHSD’s status as a technologically proficient high school district

• Created and coordinates an insightful induction program for all new GUHSD educators to ensure they are supported and have access to quality professional learning on evidenced-based best practices

• Meets regularly with admin to support learning on campuses

• Promotes equity by facilitating staff learning about shifting to skills-based grading, leading staff-wide workshops on equitable grading practices

• Leads, trains, and supports the group of site learning specialists and coaches who conduct teacher coaching/improvement cycles at every GUHSD school site

• Started the Instructional Leadership Teams (ILTs) at each site and provides training in how to lead them

• Provides all GUHSD educators with a UDL planner with data for each of their students to better understand and meet their needs

• Surveys the staff and students with GUHSDLearns to find better ways for the district to support us

• Visited each site to have individualized conversations with teachers around LCAP goals for the district

"Dan McDowell has been a pillar of the GUHSD community for decades and has improved the educational experiences of countless students in the district. His vision of students having equal access to technology and to a relevant and rigorous educational experience lead by the strongest possible team of educators has shaped numerous successful and impactful GUHSD initiatives, such as: 1 to 1 Chromebook access, the GUHSD Digital Learning Coaches who support and educate staff in an ever-evolving digital world, the GUHSD Google Ninja program, incorporating UDL practices at all school sites to increase student access to content, Site Learning Specialists/Coaches at each school site to conduct coaching cycles with staff and promote data-driven instructional practices, incorporating Instructional Leadership Teams at each school site, facilitating meaningful and successful PLC work at school sites, improving the GUHSD Induction program for probationary GUHSD teachers, ensuring the demoralized and over-worked GUHSD educators were able to submit timesheets for tutorial hours during the devastating distance-learning time, creating book studies and professional learning series to support teachers shifting to skills-based grading and new learning management systems such as Schoology, and so much more. Without his vision, leadership, and skill with large-systems thinking- I cannot imagine where this district would be left. Dan is a beacon and a lifeline to so many educators in the GUHSD. We will not accept a decision to remove him and undermine this essential work." -Gavin Preston, Site Learning Specialist & Coach, World Language Department Chair, Granite Hills High School

"Dan is the best leader I have ever have the fortune of working with. He truly listens, treats each person with respect and kindness, makes sure to take all viewpoints into account, is willing to change his mind and switch direction on the fly, and has the best interests of the students and teachers in this district at the heart of everything he does. I have said multiple times that I do not know what this district would do without him. He does not create meaningless PD or busywork. He create programs that are genuinely beneficial for everyone. " -Teacher, Site Learning Coach

"Dan was my professional mentor, professor, and high school teacher. His skillset is irreplaceable considering his experience and passion in GUHSD to innovate and modernize education for this community. His entire career has been in service of this district. Everything he does is for the sake of the schools, staff, and students of this district. The quality of professionalism and care he has for this educational community is truly irreplaceable." -Former GUHSD Teacher and West Hills Alumna

"What doesn't Dan McDowell do in our district? He's been and seen almost all levels within our district as a teacher, tech specialist. And professional learning coach. He's led multiple training hundreds of teachers in our district. He's innovating ways to improve education and is a critical role our students benefit from. Dan McDowell is one of the most dedicated people that I have ever met he invites educators to collaborate and improve by ensuring education is reaching to all the edges of all students." -GUHSD Teacher

"Dan McDowell was the visionary behind GUHSD's 1:1 student to computer program. Dan brought 1:1 computers to GUHSD before most districts in San Diego county. He designed a roll out that was thoughtful about which schools were ready and which needed more support during the three years towards full implementation. Throughout the implementation time, Dan led teachers and leaders through learning opportunities to ensure student engagement and classroom transformation with his Google Ninja program. As a result, when COVID-19 hit, GUHSD was more posed than most San Diego districts to more instruction online. Losing him as a transformational leader in GUHSD will hinder the innovation seen in the classrooms across the district and ultimately, from students from being prepared for their future." -Former GUHSD Employee

"Mr. McDowell supports students and administrators alike. He learns firsthand how to use new technologies and integrate them into student and teacher life in order to help everyone. He is eager to help but more importantly eager to learn in order to continue GUHSD’s path forward. He is the most knowledgeable and insightful person who brings this district into the digital age." -Former Student

"As someone relatively new to the district I have had the opportunity to both complete the induction program created by Dan McDowell as well as become a mentor for the program. Having been on both sides I can say that his induction program is one of the smoothest, easiest to follow, and beneficial program I can imagine. Dan takes so much care with what he asks the mentor and the induction candidate to complete and all steps feel needed for the candidate’s growth. From the online organization that Dan employs to get each candidate and mentor the materials they need over Google Drive (I am always in awe of how he makes this work) to the informative workshops he leads. I cannot imagine what induction would be like without him and I do not wish to know.

Dan McDowell also puts tremendous time and effort into amplifying and advocating for our vulnerable student groups. Whether it is training teachers on more equitable grading practices, providing staff with UDL information books with invaluable information on our students, or meeting with staff individually to help shape the district’s LCAP goals. When it comes to teaching and uplifting our vulnerable student groups Dan does not shy away from the work he knows needs to get done. I have a real fear around what will happen to the success of these student groups with Dan’s absence from our district office." -Emilie King, Math Teacher, Grossmont High School

"Dan McDowell is a huge advocate for research based practices in the teacher profession and has put a lot of thought and effort into supporting teachers throughout the district, whether that's through PLC work at our site, or the overhaul and improvement of the induction program. He has done SO much for our district. He has assisted in a huge coordination of PD related to improving PLC and student talk practices at Granite Hills. He oversees induction and this is the biggest. BTSA was awful to go through, in that it was meaningless for new teachers and did not provide a meaningful way to support us. Enter Dan McDowell and he does so much more with it than before. The cycles of inquiry are meaningful to the candidates. The organization of the entire program is very clear, as are the expectations. This program is actually benefiting our newest teachers, thanks to him (and the staff that help him like [NamePendingConsent] and [NamePendingConsent]). I hope we never go back to the way BTSA was run, and keep what's happened so far under his guidance." -Marlissa Boles, Math Teacher/Mentor for Induction

"Dan McDowell has become synonymous with GUHSD and what our district stands for which is innovation. Dan has been a part of the growth many of us have gone through as educators. From the inception of the Google ninja program, to the 1:1 student tech ratio that put us ahead of the curve when COVID hit, to enhancing the quality of BTSA as well as creating new learning opportunities for senior teachers as well, Dan McDowell is a pioneer in education and we have been so fortunate to call him a mentor and a leader. It is his foresight into what the future may hold in education that has put us leaders in the world of education in Southern California. Dan McDowell is not easily replaced, and his contributions to education are invaluable for staff and students alike." -GUHSD Employee

"Dan McDowell's leadership in the district's teacher induction program has been critical in ensuring that all new teachers receive the support they need to succeed. The induction team provides clear guidance and support, ensuring that teachers understand and fulfill all program requirements efficiently. Dan's commitment to innovation is evident from his teachings at SDSU, inspiring educators to explore new technologies and teaching approaches. His proactive approach to induction not only supports new teachers but also expedites their credentialing process. I am grateful for Dan's role and the opportunities he provides for professional growth." -Aram Sepulveda, GHHS Math Teacher

"When I was first learning about how to make my teaching tech savvy, Dan was there for pointing me in the right direction to get the help I needed. He has organized so much online information that I began to understand what I needed to learn, and he led the way in building P.D. With our experts to make the learning viable.

Not only this, But Dan also helped me himself to personally build an entire course online, when I had VERY little knowledge about how I’d teach this course in the first place because it was something very technical that I’d never taught before, but my school needed me to teach it.   

So, without his help and expertise I would not be able to fulfill the education course requirements to teach it. And, my school would not have the class covered at all." -Paula Annicchiarico, Art teacher