Celebrate, Inspire, Grow

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vol.1 - edition 1: August 2021

Welcome to Secondary to None, JUSD’s Secondary Education newsletter designed to celebrate, inspire, and grow our practice and results. Editions will include timely information, research, and high-impact strategies in teachers’ classrooms. A singular theme will spotlight edition features, beginning with Teacher-Student Relationships, the foundation for an effective classroom culture and student learning. Ask any teacher why they went into teaching, and most will immediately reveal a love for children, a desire to motivate, or to give back to their community. Teaching and learning is about the human connection. Thank you for taking the time to review Secondary to None, to consider new ideas or practices (or simply to affirm your own effective ones), and most importantly, thank you for contributing to this newsletter. JUSD teachers and staff are the inspiration, as we aim to highlight your classrooms and our students.

Director's Delights - Jay Trujillo

"How will you and students seek connections?"

Teacher-Student Relationships: The Foundation, The Research, The Reward

As we reopen schools and return more and more students to physical classrooms, we experience nostalgia, loss, joy, and a range of emotions. We’re thrilled to see our students repopulate the campus, yet recognize that learning environments have changed. Some students did much better with distance learning, academically and socially, and may choose to continue online. Others craved the social interactions of school or needed more support from a teacher. Still others need significant social and emotional support to re-engage with learning. We understand that remote learning may continue for some, but not most. Students are back! The realization that school may never be the same can test our resilience and passion. But, if we embrace the possibilities, we will move forward to reimagining our classrooms like never before... the next and better normal... classrooms of high impact for all students.

To help quantify impact, we must first understand a commonly used research metric: effect size. An effect size emphasizes the difference in magnitude of given practices for purposes of comparison. An effect size of 0 reveals that the influence had no effect on student achievement. The larger the effect size, the more powerful the influence. John Hattie’s research (2009) suggested an effect size of 0.2 as relatively small, an effect size of 0.4 as medium/average, and an effect size of 0.6 as large. While Hattie has continued to update his research synthesis (e.g., 1250 meta-analysis today vs. 800 in 2009), the story remains the same: an effect size of 0.4 equals average learning results, or better said, one year of learning in one year’s time. In JUSD no one I know desires to be an average teacher or average leader. We strive for better.

The evidence of the influence of strong teacher-student relationships is a positive one, with an effect size of 0.48 (Hattie, 2018). But how does one define or characterize teacher student relationships? Elements of teacher-student relationships (Cornelius-White, 2007) include: teacher empathy (understanding); unconditional positive regard (warmth); genuineness (teacher self-awareness); non-directivity (student initiated and student-regulated activities); encouragement of critical thinking (vs. traditional memory emphasis). Establishing these conditions begins on the first day of school—from the very first interactions students have with their teacher.

Fisher, Frey & Hattie (2021) remind us that the quality of teacher-student relationships is dynamic or ongoing, meaning that it is continually shaped by classroom experiences and context. For example, the element of “teacher empathy” isn’t revealed in day one or week one lessons embedded with positive messages and student affirmations. Empathy is evident over the long haul of classroom challenges, student interactions, and rituals fostered and consistently modeled by teachers. How will you seek connections with students, and they with you? The element of teacher empathy and a positive classroom culture and climate develop by design, not happenstance. The culture is determined by the policies, procedures, and events that happen in a classroom. The climate is how these are felt and perceived by students in the classroom. We're all going to be a little rusty. Be sure to take the time to thoughtfully create the conditions to support student success over the long haul.

Every Kid Needs a Champion - over 12 million views

Chilly Classrooms

Let’s be real… some students will be hard to love, or they will keep us a bit more than one arm’s length away. The reasons for this are many, understandable (most times), maddening, and heartbreaking. Such students can be reserved or quiet, loud or obnoxious, edgy or distrustful, difficult or disruptive—and this may just scratch the surface! But as Rita Pierson eloquently shares in her famous TED Talk, these students can never know we love them less, care about them less, or believe in them less than we do for others. IN FACT, these children need stronger teacher-student relationships—it’s a matter of their survival.

Research shows that teachers unknowingly demonstrate differential teacher treatment of hard to reach or teach students (Good, 1987). These students, often referred to as “low-achieving students,” experience the following:

  • Are criticized more often for failure

  • Are praised less frequently

  • Receive less feedback to guide their learning

  • Are called on less often (i.e., never raise their hands)

  • Experience less eye contact from teacher

  • Have fewer friendly interactions with teacher

  • Experience acceptance of their ideas less often

Developing authentic teacher-student relationships with ALL of your students requires thoughtful planning, monitoring, trial and error, and perseverance. Did you greet students by name as they entered the classroom? How many times did you use their name to elicit ideas (not as a correction)? Did you ask students a personal question or pay them a compliment? Did you provide feedback just in time just for them when and where they needed it most? [BTW... stay tuned for the Feedback edition of Secondary to None, when we delve deeper into the topic of feedback 😊.]
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Classroom Climate for Learning

In 2003, John Hattie wrote a paper titled – Teachers Make a Difference: What is the research evidence? Hattie and his research colleague, Dick Jaeger identified 5 major dimensions (distinctions) of excellent teachers vs. simply experienced ones. One dimension begs mention here: Expert teachers are masters at creating an ideal classroom climate for learning. Specifically, expert teachers build climates where error is welcomed, where student questioning is high, where engagement is the norm, and where students can gain reputations as effective learners (Hattie, p. 7). Further, expert teachers have high respect for students, evidenced by attending to students’ affective attributes (Hattie, p. 9). Step into any highly effective classroom and within minutes, genuine student care, concern, attention, and responsiveness are clearly apparent. These classrooms are psychologically safe for learners.As we launch the return of “in-person instruction” and the 2021-22 school year, never doubt the tremendous impact we have on learners in classrooms, playgrounds, cafeterias, and schools. It begins, first, with relationships—connecting with the human spirit. Be great. Be well.

Look forward to our next Secondary to None edition coming in September/October - Teacher Clarity for Empowered Learners
John Hattie describes Expert vs Experienced

Principal's Place

Mira Loma Middle School Welcomes Students Back

This year, there is a genuine excitement in the air as we prepare for in-person instruction. We can't wait to see our students walk through our school doors and reclaim the halls, lunch tables, basketball courts, library, books, teachers and their friendships. I want to assure all of our students that we understand and recognize the challenges 2020-2021 produced for you, whether social, emotionally and/or academically and we are committed to providing you with all of the tools and resources necessary to make 2021-2022 a successful and wonderful year!

- Mary Boules


Coordinator Connection - Janice Cloward

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Strategies for Relationships with Intention

We all know that teacher-student relationships are a crucial part of our classroom environment. We’ve heard about the research that tells us that our relationships support a student’s social and emotional wellbeing, as well as their academic success. But how often do you take the time to make building those relationships intentional? How often do you implement specific strategies to target relationship building? Developing our relationships with students is too important to simply leave to chance. We need to invest in creating space and time to show students that we value them and that we care.

Here are some strategies for intentionally building relationships:


Learn Student Names

When building relationships, learning a student’s name and pronouncing it correctly is important. Greeting a student by name tells them that you see them and that you care. It helps you to connect to who they are and their identity as individuals. Learning names is the first sign of respect that we can give our students.

How to learn all of your students' names.

How to learn student names quickly: 26 names in 5 minutes.

The 4H Method

It always seems like there is so much to do during a 6-minute passing period, but consider putting it all aside to greet your students at the door. Consider greeting students everyday using one of the 4H’s:

  • Handshake

  • High five

  • Hello (with name)

  • How are you?

Making Connections With Greetings at the Door
Check out Charlotte teacher, Mr. White taking handshakes to the next level.
Charlotte teacher connects to students with handshakes
Take 5

Just Like Me

Take 5 minutes at the start of class to make a small connection with students. Either the teacher or student(s) can lead this activity.

Directions: Everyone is seated and the person leading the activity stands. The leader makes a statement based on his/her interests, family, or other experiences that others may have in common. For example, the leader states “I have a dog.” Everyone to whom the statement applies, stands up and says “Just like me!” then sits down. The activity continues through a predetermined number of statements and others again respond “just like me.”

Just Like Me provides a quick and easy opportunity to get-to-know your students. In the beginning, consider the teacher being the only leader to keep the activity low-risk until you develop a sense of comfort and safety with your students. Then start allowing students to lead.

End-of-the-Day Exit Slips

Most of us use Exit Slips formatively to check for understanding, but have you ever considered using them in a non-academic way? Take 5 minutes at the end of the school day (6th period teachers) to make a connection with students. Ask questions such as:

  • What was your favorite moment today?
  • What was a class activity that you enjoyed from today (this week)?
  • What do you hope to learn tomorrow?
  • Did a teacher make you laugh today? How?

It’s like a parent asking their child, “how was your day?” For some of our students that might not have someone at home to ask or that asks, this is a simple way to show students that you value them. But remember, you’ll only demonstrate that value by taking the time to read every Exit Slip and respond (written or verbal).

Be Empathetic


We all encounter those one or two students we have a more difficult time connecting with, or that student that is more disruptive or less motivated than other students in class. Well, consider spending intentional time with these students to have conversations and to listen. The Two-by-Ten strategy involves the teacher spending two, uninterrupted minutes a day with the student for ten consecutive school days. During your two minutes with the student, have non-academic conversations. In the beginning you may need to ask more questions, but the goal is to maintain a fluid conversation with the student for the entire two minutes. Be sure to be genuine in your questioning and be interested in what they are interested in.

Want to learn more? Read: The two-minute relationship builder.

Interested in a little humor? Check out this video:

How to mantain a fluid conversation using questions?

Simply Listen

Being a teacher requires more from us than just simply teaching our content. Many of our students want someone to acknowledge them and to show they care. Thus, many of our students seek time to make small talk with us about their lives and about the things that matter most to them. In these moments, we need to just simply listen. Stop what you're doing! Put down those papers, move away from that computer screen, and undividedly listen. Make eye contact and allow yourself to be interested. You will make yourself more approachable and will strengthen your relationships with students.

Strategies for students can work for us too: 8 Listening Strategies Students Can Use for Better Communication

Read more: Six strategies for Effective Listening

Be Equitable
Random Response

“When you fail to recognize particular students, you can communicate a low level of confidence in their abilities. Individual students may “tune out” and believe that you don't expect they will be able to answer your questions. This message is compounded when these students see others being called on regularly” (Boynton and Boynton). Consider implementing strategies for calling on students like Cold Calling, random name generators, or good ol’ popsicle sticks. But even more importantly, take time to track the frequency of which students are being called upon. Your results might surprise you.

Acknowledge Every Student Response

Acknowledging students’ responses lets students know that they are a part of the classroom community. It validates the students, their thinking, and their engagement in the learning, which in turn can reinforce their participation in future lessons and discussions. Even when students’ responses are incorrect, we need to acknowledge their responses to show appreciation for their efforts. Further, consider it an opportunity for expanding and deepening students’ learning through questioning strategies. Acknowledgement of students’ contributions to learning will promote a safe environment for students and reinforce positive behaviors.

Read more: Questioning Strategies

Teacher Voices: Teacher-Student Relationships

"The most important methods to creating positive impacts in the classroom are building rapport with students and fostering a love for math."

When students are excited and interested in the material, they are less likely to be disruptive. I do this by finding relevant activities and promoting student led learning. If a student is disruptive, I first try to remain calm and never assume why the behavior is being expressed. I then refer to the classroom expectations, and praise positive behaviors. When the student feels safe and respected, unwanted classroom behaviors curb.

- Phillip Ramirez

Jurupa Valley High School

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Phillip Ramirez, Teacher at Jurupa Valley High School

"I mess up a lot, but everything I do is out of love and compassion."

I try to make my students as comfortable as possible failing in front of me. Failing is how we learn. Similar to sports, you practice in front of your coach, they help you discover what you are doing wrong, you fix it, and you keep practicing. Especially in math, students are afraid of failure. I stress to my class that our relationship of trust is what will help them be successful. If they will communicate with me that they do not understand something, I will never judge them, I will help them. I start the year by telling them that if I begin a lesson and they don’t understand it, they are in the right place! We should be learning something new, something that we don’t know how to do. Most importantly, I think that my students know that I am trying my best, I want good things for them, I love them, and I am proud of them.

- Claudia McMains

Nueva Vista Continuation

"The issue must be addressed by pre-teaching the habits of the heart and mind in order to make it a common structure within the class."

I had a student who had major attention and defiance issues. In order to quickly build rapport with the student and regain control of my classroom, I quickly and discreetly sat with the student and learned their interests. I related to the student by sharing some of the common issues that I faced in my life. This allowed the student to know that I understand and was in an authentic place to help. I shared with the student ways that I overcame some of those common issues in order to give the student context and the belief that they too can use these strategies to be successful. Through getting to know the student, I found that digital and video based learning was the students strong interests. Therefore, I was sure to incorporate this type of engagement within my lessons. This was not successful immediately but overtime I found that I was able to better engage the student and have a better handle on the outcome to be successful overall.

- Todd Martin

Mira Loma Middle School

"I like tacos."

I use my own personal anecdotes as examples which brings humor to the classroom and also tells the students about myself. Having a positive impact in the classroom is important for a variety of reasons. First, students tend to connect and enjoy the class that much more. Students also know that they have an advocate and a trusted adult that they can come to if they ever need anything. Lastly, it creates a safe place where learning can happen.

A few years ago I had a student that was having an off day and was acting out in class. I asked him to step outside and I would go talk to him after I gave the assignment instructions to the rest of the class. He said something under his breath and waited for me outside. After a few minutes, I went to check on him and asked him what was wrong. He was still angry. I said, "don't be mad at me, please, I like tacos." He was really confused and I said, "you told me that you and your dad make tacos for parties on the weekends. I just don't want you to be upset with me because then you won't bring me any leftovers on Monday. How can I help?" He looked at me in disbelief and began to laugh. He apologized and said there were things going on in his personal life that was upsetting him. I told him he could always talk to me or his guidance counselor if he needed to. He thanked me, apologized again, and said he would bring me tacos. I told him that we have all been there, but we need to try to leave it at the door and to come in otherwise he would miss out on a short story that is one of my favorites and I knew he would enjoy it too.

- Janiece Bailey

Rubidoux High School

"Keeping a positive outlook regarding the situation with the student, instead of a negative one is key."

I can remember having a negative and disruptive student that was a freshman at the time. He had informed me that he did not want to take Auto, and that he did not have an interest in the subject. I had to keep him after class several times, and I can remember speaking with him about choices and setting goals. One of the goals was to focus on staying positive and not to disrupt the class. Also, finding out the student interests and building off of that is very helpful as well. This student eventually had my class the whole 4 years of high school. Right before my first day teaching, a former administrator gave me the best piece of advice. "Build relationships before teaching." I have literally taken that advice to heart.

- Richard Leach

Jurupa Valley High School

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"Positive phone calls home are worth the time."

I have called home to parents and could tell they were expecting bad news. When I praised their student, they were in tears. The student came to school very appreciative the next day.

- Elizabeth Wells

Mira Loma Middle School

"I have a passion for making my classroom environment welcoming to all and I am constantly working to become a better educator."

I have a problem with the term "difficult student." When you hear about a “difficult student,'' you already have a negative bias against that child. That is not fair to the student or to you (it creates anxiety and stress before you have even interacted with them). How do you think a child would feel if they knew they were referred to as a “difficult student”? That would feel horrible!

I try to figure out what is causing the interference with their education. I see if it is a need I can help them obtain, but if not, I direct them to our site counselor or our district’s PICO department’s resources.

- Angela Katayama

Del Sol Academy

"I try my best to celebrate each student's individuality and give them room to be themselves with me and their peers.

I read different articles and studies about viewing the "whole person" when looking at my students. This means recognizing that my students are much more than students: they are complete individuals with interests, strengths, areas of improvement, and need. They are children, siblings, cousins, friends, etc. Most importantly, they are people. While it may seem obvious, it is something that I believe can be forgotten easily when we are teaching. I have been able to establish strong rapport and welcome every student into my classroom because I treat them as people first and build mutual respect with them instead of seeing them as only students that I am teaching.

- Eric Hidalgo

Nueva Vista Continuation

"I like to start off the year doing activities that allow students to get to know each other."

These activities allow students to practice team building and communication skills that will help them throughout the year. George Courous says that if you know someone's name and something about them, then you are less likely to bully them or let them get bullied.

- Shane Wells

Mira Loma Middle School

"When you listen, it shows students they hold value, you're supportive of their endeavors, and you care."

When handling a difficult student, I remind myself to breathe and respond to the situation vs being reactive. It usually means I will ask the student to pause the conversation, continue with the lesson, and when appropriate, take the conversation outside the classroom. And I usually start the conversation with the student by asking how are they are doing/feeling (may lead to a separate conversation as we all have bad days). Then I have them recap what happened in their own perspective. Then [I] share my perspective and review expectations. [It] usually addresses the situation with no further action required.

- Roberto Flores

Nueva Vista Continuation

"I consider it imperative for me to relate my content with my student's interests."

I created a passion speech segment to allow students to seek their interests while building on their argumentative skills. The unit was successful due to the level of interest from my students. I had speeches from skateboarding laws, to LGBTQ+ legislation, to nutrition at schools; wide scope of speeches full of power and passion.

- Delia Toscano

Rubidoux High School

"Before you ask them [to] do anything, rapport MUST be created."

I started with talking about non-academic things to try to get to know the kid. I would provide breaks and be warm and welcoming. I would set expectations, routines, and have him get to know my personality and micro-culture. I would use eye-contact and always give him choice and a positive environment. Sometimes you might need to back off and slow down, too. Safety and trust are the bottom of the pyramid that must be established first.

- Patrick B. Thompson

Rubidoux High School

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Student Voices

Communication, Leadership, Kindness

[One teacher that made an impact on me] was already welcoming during Back to School Night. She had brought snacks for all the parents from her own generosity. She had welcomed us with her background story, and said she has after school hours if you need to catch up-- even if it's other school work. She was able to provide tutoring for other subjects. During school when she went over her lessons, she would motivate us to get it all done early in the week and assigned homework saying if you get it all done, you can enjoy your free time and she would provide snacks and you can enjoy free time with our friends in the classroom. She made sure we were all very comfortable in her classroom. If we had any problems with subjects in school, she provided us with comforting space to have to ourselves. She motivated us to be better in school and in ourselves.

- Priscilla Perez, 11th Grade

ASB President, JVHS

Ask How the Day is Going

I didn't really feel uncomfortable unless no one wanted to talk. It was awkward when the teacher asked a question and no one answered in class, but I would answer if I could. I would feel awkward if teachers didn't share as much in class. My Biology teacher was always making sure our day was good. She would say, "good morning," and talk to us like we were in an actual classroom. She was fun and it was a good way to start my day because she was my first period. I liked when they sent a Google Form to see how things are going, and greeting us when we came to class. It feels good when they get your name right.

- Lyonnie-Rose Cabreros, 10th Grade


Communication that goes above and beyond

I was struggling during my Freshman year, and she helped me. Math was my hardest subject, and instead of teaching me the [regular] school way, she showed me her way so I would get it. She tried many ways to help me succeed. She pushed me a lot, and said if we ever need something, we can come see her after school. My AVID teacher really helped with my college career. She was very caring and compassionate about her students going on to college and pursuing their career. She gave me a lot of information about colleges I didn't even know of. She introduced me to the Dual Enrollment Program where you take college courses when you're in high school and get college credit your Freshman year. They need good communication.

- Angel Estrada, 11th Grade


Have Fun While Learning

This one time, a teacher called a student's name, and he wasn't responding. She started getting mad, but he was just having technical issues. I felt bad for him because teachers can't see what's going on through the computer. My Spanish teacher was actually really kind to us-- had mutual respect. He would teach us what he wanted to teach us but also had fun, made jokes, and talked about other things than school. Have fun! Even if we're learning, we can still have fun at the same time.

- Gisele Serrano, 10th Grade


Kindness and Understanding

One of the Teacher's Assistants was very understanding because any time you needed an extension on an assignment, or help with anything, you could just talk to her and she would totally understand, like, "Oh, I'll give you extra time" (if it was a good reason). She'd be there for tutoring if you needed help, and she gave us lots of time to work, so it was never rushed. I never really felt pressured or stressed in that class. She had that "approachable" feel. Being fresh out of college really helped her [connect].

- Haden Hoffman, 10th Grade


Learn About Students

My 8th grade History Teacher was really nice and he took time to connect with us. He would tell us about his past trips, and we would be so interested because he's traveled all over the world. He would motivate us to do what we really want to do. He liked to teach us to be better people in general. He made you want to do things to be kind to people. He made History really, really fun! He made it feel like it wasn't something we had to do. [While] focusing on your class and your school, just connect with your students, and learn a lot about them. You can learn a lot about someone, even in one conversation. Make your students want to learn more.

- Anonymous, 10th Grader


Respect Student-Teacher Confidentiality

Some teachers haven't been very confident to calm their students down, but other than that, they've been really good with their students. They help one another. Teachers should have Student-Teacher confidentiality to say, "you're doing this wrong. Do this instead." That makes me open up to a teacher. I would tell the teacher that some people don't get sarcasm, so don't do it if they don't understand it. Be respectful if a student doesn't want to talk about things with others around, but as long as they're understanding and respectful, that's fine. Don't be afraid to talk to your students. Try to have a relationship with them so they can come to you if they have problems with school or home.

- Deveni Almazan, 11th Grade


Made Us Laugh

The teacher that I had was really nice and understanding for when we needed time to be alone. She helped me a lot when I wasn't in a good time, and she noticed I was trying to fake a smile. She wanted to know if everyone's okay, if I needed time alone. I remember she let me walk the field for a little bit, and then I got back to class. It was just a good feeling that I had a break and then come back and feel better about myself. She really had a good connection: asked how was our day, how is it going at home, did we get enough sleep, did we eat? She had granola bars and waters. Most of the time, she would make everyone feel welcome. She would tell us stories or make us laugh if we were not feeling it.

- Lizbeth Lopez, 11th Grade


Be Patient, Understanding, and Relatable

My Health teacher would play online games on Friday and I felt connected. It was something fun we did. [Teachers] need patience and understanding to see both sides to know what students are going through. [When teachers remember her name] I feel surprised! Sometimes they would tell us about their kids or going to the beach. It let us know more about them even though we were online. They tried to relate to you even they can't go anywhere either.

-Isabella Chandroo, 10th Grade


Editor's Ending - Sheila Szabo

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Sum of All the Parts

Positive and negative experiences can last a lifetime, no matter how insignificant they seem at the time. Having a conversation about challenges in the classroom with the Director, I was reminded of an episode where my teacher made a comment about a mouthy student in class as "the empty barrels make the most noise." It was the first time I heard this idiom, and while it gave the classroom a good laugh, I found it disturbing that a teacher would poke fun at a student who was disruptive. We don't know the backstory to every issue that presents itself in class, so having compassion for each other is tantamount to building inspirational relationships. One of the students I spoke with about Teacher-Student relationships became increasingly enthusiastic about her favorite student experience. She mentioned that it involved a TA who was just out of college and because of that, her teaching style was passionate and caring. That's at the very heart of all the comments, videos, and studies: teachers who resonate with their students (like at the very beginning of their teaching career) make the most profound impact on their Teacher-Student relationships. The students I spoke with all used similar words to describe role model teachers: caring, understanding, kind. They remembered the ones who related personal stories in their lifetime to their students going through similar struggles in their present life. They recalled fond memories of laughter they shared. They all referred to them as leaving a legacy on their outlook and future goals. They were inspired to be better people and carry on that legacy. Great Teachers are legendary. All kids deserve a hero.

CTE News - Roberta Pace

Cyber Security Training Comes to JUSD High Schools

According to The US Bureau of Labor Statistics, cybersecurity jobs are among the fastest-growing career areas nationally. The BLS predicts cybersecurity jobs will grow 31% through 2029-- over seven times faster than the national average job growth of 4%.

This past summer JUSD partnered with Riverside Community College - giving interested high school students the chance to participate in the AFA CyberCamp Program at RCC. This program gets students new to cybersecurity excited about STEM career opportunities while teaching important cyber defense skills through hands-on instruction and activities. But the district’s commitment to cyber security training doesn’t end here.

Nueva Vista High School launched a CTE program for cyber security this fall. The four-semester pathway, taught by CTE Teacher Kevin Brown, is aligned to the information Security and Cyber Defense Certificate program at RCC (23-unit certificate program) and Cyber Patriot, a national youth and college cyber education/competition program sponsored by the US Air Force Association.

Thanks to our partnership with RCC, students at Patriot and Rubidoux High School are now able to take college cyber security classes as part of their regular school day. Students in this dual enrollment program can complete seven to 14 units towards RCC’s 23- unit cyber security certificate program.

Unlike computer science-based technology careers, cyber security does not require advanced preparation in mathematics. In fact, cyber security can be a great fit for people interested in

  • Graphic and performing arts
  • Problem solving
  • Details and solving mysteries
  • New challenges
  • Making a difference for others


ALEKS Training (New and Refresher) at the PDC Lab

Monday, Aug. 2nd, 8am-3pm

10223 Bellegrave Avenue

Jurupa Valley, CA

New teachers from 8:00 am - 12:00 pm, refresher course from 1:00-3:00 pm.

RSVPs are enabled for this event.

Read 180 Training at Parent Center South

Monday, Aug. 23rd, 8am-3:30pm

4850 Pedley Road

Jurupa Valley, CA

New Teacher training.

RSVPs are enabled for this event.

Mark Your Calendar

  • September 6th - Labor Day Holiday
  • September 8th - Math UOS (8:00-3:30) PDC Lab
  • Optional 2nd Math UOS - September 10 (8:00-3:30) PDC Lab
  • September 14 - Principal Meeting
  • September 15 - ELA UOS (8:00-3:30) Parent Center South
  • September 16 End of Report Period
  • Optional 2nd ELA UOS - September 17 (8:00-3:30) PDC Training Room
  • September 20 Teachers Grade Reporting Deadline
  • September 22 Science UOS (8:00-3:30) PDC Training Room
  • September 23 Report Cards Mailed
  • Optional 2nd Science UOS - September 24 (8:00-3:30) PDC Training Room

Sheila's Showcase

Cool Chicken Lettuce Wraps

Summer cooking at its finest: try making these lettuce wraps that are quick, delicious, and low calorie.


  • 1 tablespoon olive oil
  • 1 pound ground chicken
  • 2 cloves garlic, minced
  • 1 onion, diced
  • 1/4 cup hoisin sauce
  • 2 tablespoons soy sauce
  • 1 tablespoon rice wine vinegar
  • 1 tablespoon freshly grated ginger
  • 1 tablespoon Sriracha, optional
  • 1 (8-ounce) can whole water chestnuts, drained and diced
  • 2 green onions, thinly sliced
  • Kosher salt and freshly ground black pepper, to taste
  • 1 head butter lettuce


  1. Heat olive oil in a saucepan over medium high heat. Add ground chicken and cook until browned, about 3-5 minutes, making sure to crumble the chicken as it cooks; drain excess fat.
  2. Stir in garlic, onion, hoisin sauce, soy sauce, rice wine vinegar, ginger and Sriracha until onions have become translucent, about 1-2 minutes.
  3. Stir in chestnuts and green onions until tender, about 1-2 minutes; season with salt and pepper, to taste.
  4. To serve, spoon several tablespoons of the chicken mixture into the center of a lettuce leaf, taco-style.

Education Services/Secondary Education

Do you have feedback or thoughts for future editions?

Want to nominate a teacher or staff member for a featured highlight?

Do you have artwork, a fun side gig, or accomplishment you'd like to showcase?

Write us all about it to sheila_szabo@jusd.k12.ca.us