San Vicente School Weekly Bulletin

A Professional Learning Community-- April 19 - 30

"What you do makes a difference, and you have to decide what kind of difference you want to make." {Jane Goodall}

Principal's Message

Hello San Vicente family,

Welcome back from spring break. I hope you all had a very restful and much-needed vacation. Prior to spring break, we had our spring strings concert. Ms. Alyze Rabideau and her students gave an excellent performance. Thank you so much to our families, staff, board members, and community members for attending. It truly makes our students feel proud to demonstrate their ever-increasing proficiency knowing that they have the love and support from us all.

I would like to recognize and congratulate our two employees of the month: Mrs. Sofia Ramirez our Family Liaison and Ms. Margarita Santos Sixth Grade PBL Lead teacher. Both of these ladies were also nominated for the classified and certificated employees of the year. These ladies work tirelessly to ensure that our kids have everything they need to be "Up" above. Our students, staff, and community are truly blessed to have them.

Thank you to everyone who helped make our parent-teacher conferences a success. It is so wonderful to have so many people willing to support our kids and their families. Thank you to our teachers for devoting your time to meeting with your families and for assisting everyone with the technology required to make it through successfully.

Finally, I would like to thank all of our district personnel and our behind-the-scenes folks who are working tirelessly to ensure a safe and secure reopening of our school. Custodians, cafe ladies, pupil supervisors, instructional aides, office staff, and community members are all adored and respected for their very important contributions to our school. Thank you for all that you do for our Panthers.

Panther Proud,

Dr. Bailey

Safety (LCAP Goal 3)

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Food for Thought (LCAP Goal 2) (Edutopia)

Connecting SEL and Equity in Hybrid Learning Classrooms

Common social and emotional learning strategies also promote equity, contributing to all students’ feeling of belonging in school.

By Chenita Evans

April 1, 2021

MBI / Alamy Stock Photo

Covid-19 has had a huge impact on students and teachers across the world. When the pandemic began, educators scrambled to ensure that both remote and face-to-face learners’ academic needs were being met. Over the last year, the priority has expanded from focusing largely on students’ academic learning to include equitable practices as well as social and emotional learning (SEL)—the same priorities many educators had in previous years.

Equitable practices include SEL engagement while focusing on cultural proficiency, creating a welcoming environment, using restorative practices, and encouraging student voice to ensure that all students get what they need regardless of their race, gender, or religious background. When students feel safe in the learning environment, they are much more capable of learning. In fact, students who learn in equitable environments and learn strategies that promote SEL practices have demonstrated improved classroom behavior, better attitudes, and increased academic performance.

Today, we find ourselves trying to balance effective instructional practices, addressing students’ social and emotional needs, and ensuring equitable practices in hybrid learning environments. The thought can be overwhelming, but balance can be achieved. Many educators employ common practices that can be expanded to provide an equitable environment for traditionally marginalized students.


1. Improving relationships with and among students: Many teachers use conversation circles, a strategy that can be implemented during scheduled home room, morning meetings, or reading instruction. Conversation circles can also be practiced in remote environments to allow students to respond to current news headlines that focus on social justice or discrimination.

Teachers may feel more comfortable beginning such conversations by tying the topics to standards that align with history or government. Some states begin discussing social justice topics as early as first grade—for example, by looking at the life of civil rights activist Ruby Bridges. A text-to-self reflection after a reading assignment can also allow students to connect to the curriculum and learn more about different cultures and the experiences of their peers on a deeper level.

A focus on relationships helps teachers when grouping students for collaborative assignments. You may choose to place students with similar backgrounds together to reaffirm their beliefs and experiences, or create small diverse groups to ensure that students have an opportunity to collaborate with and learn from perspectives that are culturally different from their own.

2. Facilitating critical conversations: Encourage students to share respectfully using restorative questions. This proactively builds the students’ social and emotional capacity and teaches behaviors to prevent the use of punitive consequences that often contribute to a disproportionate number of behavioral referrals for Black and Brown students. When discussing assignments, or when sharing a difficult topic, the teacher can ask restorative questions to guide dialogue and walk students through their feelings.

If the conversation is needed as a response to disruptive behavior, the teacher can meet with the student to assist with understanding what caused their actions. Asking restorative questions can build the student’s communication skills and make them a part of the process. Sample restorative questions for behavior conversations:

  • What did you think when you realized what happened?
  • What impact has this incident had on you and others?
  • What has been the hardest thing for you?
  • What do you think needs to happen to make things right?

3. Creating a supportive classroom climate: Creating a supportive climate allows students to be actively engaged in classroom activities. Many teachers use the elbow partners strategy or assign collaborative projects. These strategies build community by providing opportunities for students from varying backgrounds to connect with each other. In a hybrid environment, remote learners can think as a group in breakout rooms while face-to-face learners turn and talk. After students have collaborated, they can share with the larger group.

This is extremely important for traditionally marginalized groups who may not share the same race or culture as their teacher, which has the potential to cause them to feel disconnected. Creating a supportive environment is also important for our remote learners who have less opportunities to socialize.

Including behavioral norms as part of the daily learning targets that require students to have cameras on for collaborative work, practice active listening, track the speaker with their eyes, or take turns to speak establishes SEL expectations for all learners regardless of their location or identity. Teachers can also outline expectations for student interaction during group assignments to create a safe environment.

4. Enhancing students’ self-awareness: Self-awareness is a foundational principle of an equitable learning space. Periodic use of self-reflection tools can help students and teachers be aware of beliefs and assumptions so that genuine relationships can be fostered in an inclusive and supportive space. As students and teachers share their own beliefs and experiences, they build trust with one another and are more ready for learning.

It’s important to consistently and intentionally use equitable strategies to best help our students now and in the future. Many of these strategies are common practices that can be extended to hybrid classrooms to ensure students from all backgrounds are heard and feel connected to their learning.

As our students continue with hybrid learning, it’s important to provide equitable instruction that supports every learner’s social and emotional needs to ensure that they feel included and supported every day.

Classified and Certificated Employees of the Month (LCAP Goal 5)

Mrs. Sofia Ramirez

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Ms. Margarita Santos

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A Few of Our Spring Strings Concert Performers

Marilyn Pena Ramirez

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Miss Sofia Pantoja: A Special Message

San Vicente Panther, Sofia Pantoja

Parent Corner (LCAP GOAL 4)

Dear parents,

Our district has asked each of you to fill out a parent survey concerning the return to school. Your opinion matters to us so I would like to encourage you to please fill it out if you have not done so already. It is located on our Soledad Unified School District website. In addition, all of our fifth-grade parents and students were asked to complete our annual Healthy Kids Survey in February. However, we have only received four parent responses. I have asked our fifth-grade teachers to post links on their ClassDojo portals to allow you to fill them out. I have also asked some of our support staff to make phone calls to you to ask you to please fill those out as once again we need your input to ensure that our kids have everything they need to be healthy and safe at school.

Next, please continue to check in on ClassDojo, Seesaw, and Google Classroom regularly to ensure that you are receiving current news and information about your child's/children's class(es) from their teacher(s). Your children's teacher and I would appreciate it if you would support us in ensuring that your children are logging in, staying logged in, participating, completing all assignments, and attending their teacher's office hours daily.

Lunch continues to be served daily so please stop by our school site between the hours of 12:00 pm and 1:30 pm to pick up a lunch to go. We are no longer offering science kits to students as our partnership with Greenfield Science has come to an end. PLEASE NOTE: Our office hours are from 7:45-3:00 pm. If your child's iPad requires repair due to physical damage, please take it directly to the school district office. Please do not hesitate to reach out to us for assistance and support! We are here for you!

Finally, please continue to check our school's website, Facebook page, and school marquee regularly for updates and upcoming events. We value your input and our kids thrive from partnerships.

Thank you for supporting our school!

Important Events This Week

Apr. 19- Virtual IEP Marathon Day

Apr. 20- Virtual Transitional Pre-Kinder Meeting 1-2pm

Apr. 21- Weekly Engagements due to Dr. Bailey

Apr. 21- Freshwater Adventure 6th Grade Trip 11am-12:30pm

Apr. 21- Continuation of Virtual Pre-Kinder Transitional Meetings

Apr. 22- Freshwater Adventure 6th Grade Trip 11am-12:30pm

Apr. 23- Save the Whales 6th Grade Virtual Presentation 9:15am

Apr. 23- Aeries Opens for Progress Reports

Upcoming Events

Apr. 26- Virtual IEP Marathon Day

Apr. 27- Virtual 6th Grade Transitional Meeting 1-2pm

Apr. 28- Weekly Engagements due to Dr. Bailey

Apr. 28- Virtual 6th Grade Transitional Meeting 1-2pm

Apr. 29- Virtual 6th Grade Transitional Meeting 1-2pm

Apr. 30- Virtual 6th Grade Transitional Meeting 1-2pm

Library Corner

Keep up the good work!
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Counselor's Corner

Check out the Counselor's February Newsletter below:



PHONE: (831) 200-3457

M-F 8AM-5:00PM


San Vicente Elementary School

"Home of the Panthers"

Dr. Gaige Bailey


1300 Metz Rd, Soledad, CA