How Our School Nurtures Students’ Positive Behaviors
Our students are encouraged to reach their fullest potential in their social, emotional, and academic skill development. Sakamoto School created the following system of support for three tiers of student growth needs (see PBIS: Positive Behavioral Intervention & Supports at www.pbis.org):
- Tier 1 intervention provides Quality First Instruction for all students. Students are given added academic support with afterschool academic camps, Saturday programs, peer projects, and individualized strategies that nurture growth.
- Tier 2 supplemental programs include a pull out five day a week reading program for students who need added support in how to effectively comprehend what is being read at grade level instruction. Many of these students test at one to two grade levels below their current grade levels.
- Tier 3 students are given individualized tutorial support. These students also receive comprehensive help in their beliefs about their abilities to excel over time. Some students struggle with focusing in class. Others may eventually qualify for a resource specialist in reading. Many speak more than one language and need extra support to process reading sound decoding in English. Some are lacking the self-confidence that reading is challenging and become easily frustrated. When we simplify the learning process for these students, they start to feel more confident in their learning abilities. Over time, these students develop the skills and self-confidence required to adapt to challenging reading assignments.
Throughout the school year, our teachers are expanding innovative instructional strategies. Their classroom level programs continue to expand as we meet the individualized learning needs of more students.
In the comments section below, share how your child’s school effectively meets students’ learning needs.
Dr. Rafael Zavala became passionate about learning at an early age. As a child of farmworkers in the Salinas Valley, Rafael attended Santa Clara University for his undergraduate degree and completed Masters’ Degrees at Saint Louis University and Harvard. Most recently, Dr. Zavala completed his Ed.D. from San Jose State University.
Mr. Zavala started teaching in 2002 at Solidad Unified School District in California and later at Cambridge Public Schools and Malden Public Schools in Massachusetts. After returning to California in 2015, Dr. Zavala served in diverse administrative roles including Assistant Principal, Administrator of School Climate and Culture, and Administrator II of Personnel Services. Rafael became the Principal of Sakamoto Elementary School in San Jose, California in 2021.
A primary focus of his work is to ensure the equitable educational support services for all students by implementing Positive Behavioral Interventions and Supports (PBIS). Mr. Zavala firmly believes that when district and school staff collaborate to create effective tiered behavioral support strategies, students will succeed at grade level and beyond.