Marilu Cano believes in the transformative power of education – for herself and her students. Her achievements as a teacher and administrator are directly related to being a lifelong learner, and it’s that curiosity and thirst for knowledge that she hopes to pass on to her own students.

Cano will have that opportunity in July when she becomes the new principal at Denair Elementary Charter Academy. She will replace the popular Kelly Beard, who announced earlier this spring that she will be moving out of state after this school year.

Cano has been the principal of El Capitan Elementary School, a K-6 campus in the Delhi Unified School District, the past two years. Before that, she spent many years as an administrator and teacher at public and charter schools in Madera. She has extensive experience working with students learning to speak English. And, like DECA, her current campus has a Dual Language Immersion program.

Cano is bilingual, as are in her three adult children and grandchildren.

“It is so important today for children to be able to speak another language, especially when they’re older and looking to begin a career,” she said, adding that she was drawn to DECA because of the reputation and quality of its Dual Language program.

“DECA reminds me of my other two sites,” Cano said. “What I liked the most about it is it has Dual Language, but it is done differently. I’m interested in learning more about how that works.”

Cano’s impressive rise up the teaching ladder consistently has been fueled by her determination to learn new skills. She was already teaching English as a Second Language in Madera when she graduated from National University in Fresno in 2002 with a bachelor’s degree in psychology and a minor in addictive disorders. She received her master’s degree in cross-cultural teaching from National University in 2005, then earned a doctorate in educational leadership from Fresno State in 2019. Most recently, she was part of the superintendents’ academy organized by the Association of California School Administrators.

“I’m very passionate about learning,” said Cano, who enjoys listening to Audible books as she commutes to and from work from her home in Madera. “I’m always looking for opportunities to learn.”

Cano also describes herself as “very systematic and organized.” She can’t wait to meet with her new staff once she starts in July.

“I’m envisioning taking the pulse of school and working with the learning director so we can work on English language development,” she said. “I’m also looking forward to working with teachers on what systems we need to put in place to support them.”

Denair Superintendent Terry Metzger said Cano impressed the interview panel (made up of parents, administrators, teachers and staff) with her “organization, communication and strong instructional leadership.”

“She is coming to Denair with wonderful experience as a principal and English learner coordinator,” Metzger said. “She is bilingual and has worked with Dual Language programs, which will be a huge benefit for DECA.”

Beard announced last month that she will be moving to Texas this summer with her husband, daughter and mother to be closer to their extended family. She has been a fixture at DECA since 2003, when she began as a first-grade teacher. After 13 years in the classroom, she became the principal at Denair Middle School for one year, then returned to DECA as principal in 2017.

“What I love most and am most proud of is the family feel of Denair and the relationships between stakeholders,” Beard said. “Everyone is always willing to go above and beyond and work together to do what is best for students.” 

When the next school year begins in August, all Denair students will be able to get an extra 30 minutes of sleep. That’s because, as expected, Denair Unified School District trustees agreed Thursday night to start school at 8:30 a.m. on all four campuses. The current start time is 8 a.m.

Denair officials really had no choice. A new state law says high schools cannot begin classes before 8:30 a.m. in an effort to address concerns that teen-agers chronically do not get enough sleep. In Denair’s case – with students at all grade levels sharing bus services on two routes – there was no realistic way to have elementary and middle school children start at one time and older students start at another.

“We’ve been talking about this for quite some time,” said Superintendent Terry Metzger. “We considered input from students, parents, staff, the community and our legal counsel.”

No class time will be lost since the end of the school day also will be pushed back by 30 minutes.

Maintaining the same start time for all campuses means that parents who drive their children to and from school will not be forced to do multiple drop-offs and pick-ups, Metzger said.

In conjunction with the revised schedule, the district will expand its before- and after-school academic options. At the March board meeting, Metzger stressed that the Extended Learning Opportunities Program (ELOP) is not a replacement for child-care services currently available. Rather, she explained, it is an effort to mitigate the ongoing academic issues for students associated with the two-year COVID-19 pandemic. The district expects to receive about $845,000 annually in federal funding for the program.

Possible ELOP services could include tutoring, homework help, reading practice, opportunities for middle and high school students to talk one-on-one with teachers or to work on group projects in the library.

Parents will have to register their children for ELOP. Metzger expects as many as 500 students will participate. The federal money will cover the full cost of the program, including staffing, she said.

“This is not child care,” Metzger stressed. “It is intended to be instructional.”

Later in the meeting, Metzger outlined this year’s summer school plans. Classes will run from June 2-30.

More than 500 students participated in 2021 after missing out on face-to-face class time with teachers because of the COVID pandemic. A similar number of students are expected to enroll in classes this year.

The summer program is divided into three areas – credit recovery for high school students in danger of not graduating, summer enrichment for kindergartners through eighth-graders (and some high school students) and a 20-day program for selected special education students.

The enrichment programs will begin June 6 and feature many of the same weeklong camps with smaller class sizes that blend academic themes with electives that are popular with students. Classes will run from 9 a.m. to noon. Registration will begin in May.

“The purpose of summer enrichment is to re-engage students to learning and to build relationships between students and staff through fun activities,” Metzger explained. “We will continue to focus on social-emotional wellbeing and having fun while still including an academic component.”

In other action Thursday night, trustees:

• Voted 4-0 (with Trustee Crystal Sousa absent) to spend $7,000 to poll between 250 and 300 registered voters in the district on whether they might support new school bonds to build or upgrade facilities. Caldwell Flores Winters – which developed the district’s facilities master plan – will conduct the poll by phone and email in multiple languages in the coming months. Any bond proposal is unlikely to be on the ballot before 2024.
• Unanimously approved an adjustment in developer fees to $4.79 per square foot of residential construction and $0.78 per square foot of commercial/industrial construction. The new fees go into effect in 60 days and are in line with what is allowed by the State Allocation Board.
• Voted in favor of the Denair High Class of 2022 senior trip to Disneyland on May 14-15.
• Recognized two Denair High coaches – R.J. Henderson in boys basketball and Miguel Hernandez in boys soccer – who were named coaches of the year in the Southern League in their respective sports. Both teams qualified for the Northern California playoffs this season after capturing league and Sac-Joaquin Section championships.
• Approved resolutions designating May 1-8 as National Teacher Appreciation Week and May 15-21 Week of the Classified Employee.

On most high school campuses, there might be only a few classes in which students can literally talk about and debate important issues ripped straight from today’s headlines.

Topics like Russia invading Ukraine. Human and animal cloning. The value of vaccines. Should the U.S. keep the penny? Is there bias in Oscar nominations and awards? Should tests determine academic futures? Why does the post office exist? Should tolerance be taught in school? Digital privacy and cyber-bullying.

These and other subjects – some weighty, some just fun – are the focus of a new class this year at Denair High School taught by instructor Jorge Ruelas. It’s called Communication and Debate, and it is open to a select group of 10 hand-picked sophomores.

The class is intended to be an incubator for the school district’s efforts to promote what Superintendent Terry Metzger calls “authentic literacy.” 

“We define literate as being able to read, write and speak (and reason) proficiently in all of their classes,” Metzger explained. “That involves the four Cs: critical thinking, creativity, collaboration and communication. Students get to practice all of that in this course.”

The course was the brainchild of Metzger and Denair High Principal Kara Backman, who wanted to offer an intriguing class for young adults focusing on authentic literacy that was wrapped in rigor and high executive functioning skills. 

This class of students will remain together in the Communication and Debate class until they graduate in 2024. Backman said the data collected about them will be analyzed to gauge the effectiveness of how raw authentic literacy guides the impact of presentation, language articulation and a growth mindset.  The hope is that the skills developed by the students in the class can be taught on a larger scale to more Denair High students.

“Denair High School prides itself on providing a high school experience for all of our students,” Backman said. “That requires staff to provide opportunities for students to problem solve, create opinions supported by facts and present those creations in a professional, articulate manner.  A growth mindset is the foundation of all literacy and implementation and must be taught at a high level. Mr. Ruelas does an amazing job with this implementation.”

Unlike most other classes, the Communications and Debate students have enormous influence on what topics will be researched and discussed.

“Every month, the goal is for students to put together a presentation that is well-researched,” Ruelas said. “Most months, it is a debate topic that students bring together from articles we have read as class. Daily, we scour the news to find topics of interest and debate the merit of the argument(s).”

Ruelas said there wasn’t a specific model from a similar class at another school he could follow. Instead, he and his students have continued to push themselves to experiment with different strategies month to month. If it works, they keep it. If it doesn’t, they try something else.

“The greatest goal was for students to be able to engage with topics that related to their specific interests and dive deeply into researching rigorous articles and research that would ultimately come together into a presentation in the form of a PowerPoint, video, debate or Podcasts,” Ruelas explained.

One of the primary purposes of the class is to open the students’ minds to topics and possibilities that they otherwise might not have been exposed to. Requiring them to deeply research those subjects and then report back to the class about what they learned is an important way to sharpen their critical thinking skills.

And despite the course name of Communications and Debate, this is not a forum to develop a competitive high school debate team. The “debating” that is done occurs only within the four walls of the classroom. Presentations can be verbal, use video or PowerPoint – whatever is the most effective way for students to share their message and influence their classmates to agree with their position.

“Ah! The art of persuasion, the delicate dance that we all partake in,” Ruelas said. “I encourage the students to test the boundaries of it in class with the subject matter we have now, so when they use it in the real world, they are fluent in its steps.”

Based on their enthusiasm, the students are thoroughly enjoying the class.

“One of my favorite things about this class is that when we look at the news together, we can have good argumentative discussions about what’s going on,” said student Lynea McIntire. “In this class, I have learned how to better give evidence, rebuttals, and claims that have helped me when discussing with my peers in other classes.

Ruelas said he talks with his colleagues about what’s happening in the class. Many of them are intrigued and have contributed potential ideas for Ruelas’ students to research and debate. 

Metzger said this small group of sophomores were chosen to be academic test lab so their progress could be tracked for three years at Denair High. If things continue to go as well as they have so far, it’s possible that the teaching concepts and methods used by Ruelas could be expanded into other classrooms and other instructors.

“This is a pilot for this year,” Metzger said. “We’re excited because we see a lot of great things going on in this class. It could change how literate these students are in other content areas. The effects of what’s happening in this class are notable.”

The Denair Unified School District has been honored as the best in California for the way it recycles its cafeteria and cardboard waste.

An official from Foodservice Sustainability Solutions presented awards to three Denair employees at Thursday night’s Board of Trustees meeting. Recognized were Facilities and Maintenance Director Mark Hodges, Food Services Coordinator Kim Fuentez and recycling coordinator Leslie Black.

Denair’s program has three key elements:

• Dehydrated food scraps are sent to the Denair High farm as feed for its two hogs, Floppy and Piggy, and to be added to the compost pile
• Styrofoam serving trays are melted after use and recycled
• Cardboard containers, boxes and packaging from throughout the district are baled and recycled 

“It’s a testament to the conscientious efforts of everyone on the Denair USD team to create a culture of stewardship that supports such success here,” said FSS Senior Vice President Kim Eger, who presented the Best in Class K-12 Schools Award to Denair officials.

Denair Unified began its recycling program in 2018 and continued even during the pandemic. The district provided pick-up breakfasts and lunches for families when students were not at school, so food waste still was being generated.

Here’s how the program works:

Food waste, vegetables and other organic material from the district’s three kitchens is collected and loaded into a compost accelerator. Fuentez estimated that the daily volume is 50 or 60 pounds. Over seven to eight hours, the accelerator reduces the waste to what looks like shredded coffee grounds that will fit into a 5-gallon bucket. That material becomes feed for the hogs or is added to the compost pile.

Fuentez said about 1,600 disposable Styrofoam serving trays are used each day by Denair’s students. The trays are fed into a machine called a StyroGenie, which melts them down into a dense brick that can be turned into oil for small engines.

Denair Unified School District Superintendent Terry Metzger recommended to trustees Thursday night that school begin 30 minutes later starting in August to comply with a new state law. Board members took no action Thursday, but are expected to make a final decision at their April meeting.

It is a move that would affect each of the district’s 1,200 kindergarten through 12^th-grade students.

Currently, school begins at 8 a.m. at Denair’s four campuses. A law passed by the California Legislature and signed by the governor in 2019 says districts cannot start before 8 a.m. for middle school students or 8:30 a.m. for high school students. It was based on research regarding sleep deprivation in adolescents and the benefits for them of a later start time.

Metzger told trustees that having different start times on its campuses was not practical for a small district like Denair, primarily for the impact it would have on transportation. Denair has two bus routes. Students at all grades levels ride together. Having any campus start school before 8:30 a.m. would mean high school students would have to arrive early – undermining the intent of the new law.

Equally important, Metzger said, was the impact on parents and others who have children attending multiple campuses and drive their kids to school. 

“They told us they were not doing multiple drop-offs,” Metzger said. 

In conjunction with the revised schedule, the district is in the process of expanding its before- and after-school academic options. Metzger stressed that the Extended Learning Opportunities Program (ELOP) is not a replacement for child-care services currently available. Rather, she explained, it is an effort to mitigate the ongoing academic issues for students associated with the two-year COVID-19 pandemic. The district expects to receive about $845,000 annually in federal funding for the program.

Possible ELOP services could include tutoring, homework help, reading practice, opportunities for middle and high school students to talk one-on-one with teachers or to work on group projects in the library.

“This is the perfect opportunity to rethink what we’re doing,” Metzger said. “It allows us to get in compliance with the law at 8:30 and offer before- and after-school instruction to assist working parents. We’re being strategic in the kinds of programs we’ll be able to engage students in.”

Parents will have to register their children for ELOP. Metzger said more information will be sent home in the next week explaining the program and asking parents if they are likely to be interested. She expects as many as 500 students could participate. The federal money will cover the full cost of the program, including staffing, she said.

“This is not child care,” Metzger stressed. “It is intended to be instructional.”

In other action Thursday night, trustees:

• Listened as Metzger provided an update on the new COVID masking rules laid out by state health officials that take effect Monday. Beginning that day, masks will be optional for students and staff. Metzger said her primary concern is that students don’t feel any extra pressure whether they wear masks or not. “We don’t want them to feel bullied or pressured,” she said. “Whether you wear a mask or not is a non-issue.”
• Voted to remove the “interim” label from the title of Denair Middle School Principal Gabriela Sarmiento. Sarmiento, a former DMS teacher, took over in October when former Principal Amanda Silva become the district’s interim director of special education.
• Voted to accept the Second Interim Budget report. It shows that revenues have declined slightly this year due because of lower attendance (likely related to COVID) and lower enrollment. Still, money received from state and federal sources is expected to grow in the 2022-23 and 2023-24 budget cycles.
• Approved a new contract for various services provided in the 2022-23 school year by the Stanislaus County Office of Education. The total cost is $171,820.920, an increase of about $11,800 from this year.
• Approved the formation of a softball club at Denair Middle School, intended to better prepare girls to play at the high school level.