SUPPORTING SCHOOLS DURING THE PANDEMIC

It is absolutely remarkable that school districts, charter schools, and private schools across Shasta County have been open since the fall of 2020. This reality is significantly different from most of the state of California in large part due to the work of our schools in coordination with Shasta County Public Health.

Between April and June of 2020, Shasta County Office of Education led the charge in bringing together our district leaders weekly in six different work groups with Shasta County Public Health to determine what it would take to return to schools to start the 2020-21 school year in person. School reopening plans were put in place with guidance available at the time and districts/schools made plans for the start of the year. COVID Liaisons were identified for every school campus to be the main contacts with Shasta County Public Health.

Between August and the end of October, over 100 COVID Liaisons met weekly with representatives from Shasta County Public Health to talk through what was working, clarify protocols, and hear the latest updated guidance coming from the California Department of Public Health. Michelle Larsen from our office took the lead in setting the agendas and facilitating these meetings with Shasta County Public Health, as well as providing all the support in updating shared FAQs and protocol documents. We were able to move to bi-weekly COVID Liaison meetings in November through the end of the school year sharing the latest guidance as it was released by the California Department of Public Health.

It is amazing that 12 of our schools in Shasta County were open the entire school year without needing to move to distance learning and 19 of our schools only were in distance learning or a hybrid model for one short window of time. It is awesome that all of our schools were open with students for full days of learning much more than the majority of the state. It was outstanding to see students throughout the county able to be in schools with safety precautions in place so that they have had the benefit of seeing their friends, connecting with adults in the school community, and learning each and every day!

We are grateful to Dr. Karen Ramstrom, our Shasta County Public Health Officer, for her key role in prioritizing support for education. She met regularly with school administrators, provided staff to support schools/districts, and prioritized educators to receive the vaccine much earlier than many other counties in the state.

We are also thankful for Janessa Hartmann who took the lead on supporting education from Shasta County Public Health. She assisted in the planning teams during the Spring of 2020, met regularly with our COVID Liaisons, and became the face of Shasta County Public Health to the school community. She has passionately advocated for safety within the school system to keep our schools free from outbreaks so that schools were able to stay open.

The Shasta County Board of Education chose to recognize the amazing partnership with Dr. Ramstrom and Janessa Hartmann by honoring them with the “Champions for Education” awards. Below are a few of the remarks shared by Board President Denny Mills:

“It is true that the education of our children is a community effort. When thinking of education, schools and educators quickly come to mind, but there are other agencies and organizations within our community that make it possible for our educators to deliver a quality education to the students of Shasta County.

This year, for the first time, the SCOE board is recognizing such an agency through the Champion for Education Award. There can be no better example of the embodiment of this award than Shasta County Public Health.

It must be emphasized here that the unique partnership between SCOE and Public Health, - the cooperation, collaboration and productive communication - between the two agencies, … has allowed the schools in Shasta County to safely maximize the number of students receiving in-person education. This collaborative partnership between SCOE and Public Health continues today and will serve our community well in the future.”

SHASTA COUNTY AMERICAN INDIAN ADVISORY

An exciting project has been developing here at SCOE and it is quickly spreading across our community and the state. Over two years ago the American Indian Advisory was formed at the urging of a beloved community member, Rod Lindsay. He approached Judy Flores on her first day as superintendent and shared his concerns about our native students. Chronic absenteeism and student/family disconnect from schools were the focus. As a result, the Shasta County American Indian Advisory was formed. Local tribal members, community organizations, educators, and SCOE employees make up the advisory. This Advisory has met on a monthly basis since March 2019.

In working with our local tribes we are learning about the history of Shasta County, both the beauty and the tremendous loss. The genocide that took place here against indigenous peoples is knowledge that few community members hold. Looking at the past can be painful, yet in so doing, we can begin to heal the pain and the trauma that our native tribal members have endured for generations. We are taking an active role in this healing process in two ways. The first is by forming Lesson Study teams of teachers who are creating History Social Science lessons, in collaboration with tribal culture consultants to tell the stories of their people. Until now, their voices have not been heard. Special thanks to Kelly Rizzi and Rebecca Lewis for their role in facilitating this work. The second is by providing educational opportunities for our educators and community members around issues like implicit bias, healing in ceremony, student panels, and indigenous film viewings. We are grateful to Becky Love for her willingness to facilitate and organize the learning opportunities that have been provided.

This work began because of the data which showed our Native American students were chronically absent at very high rates, with almost one in four missing more than ten percent of the school year. One of the realities uncovered is that our Native students do not see themselves within history as portrayed by textbooks. With support from the Shasta County Board of Education, the Lumina Foundation, and United Way of Northern California, we are working to correct this. This project holds great promise for improving the background and understanding of our educators, which we hope in turn will improve attendance and outcomes of our Native American students.

During the 2020-21 school year, we made slow, yet steady progress due to the pandemic. Lessons in classrooms were piloted in the spring and will be available in the 21/22 school year. Our educational offerings included: A student voice panel of local American Indian high school students, an offering of Understanding the Realities of American Indian Students and Families, and two viewings of the film The Only Good Indian.

This is exciting, life giving work and it continues to grow. If you would like to be involved, please contact Kelly Rizzi at krizzi@shastacoe.org.

 

CORE VALUES:

---

 

EQUITY STATEMENT:

SCOE is committed to building understanding of bias and its impacts to ensure equity and inclusion through...
• developing, enhancing, and maintaining equitable systems;
• offering equitable access to programs, services, and resources;
• fostering success for all staff, students, schools, and community partners.

SUPPORTING STUDENT ATTENDANCE

Schools throughout Shasta County continue to focus on providing positive messages about school attendance. Having an engaging school climate and positive relationships with students and families goes a long way toward developing a partnership that is supportive of great attendance. “Students with more school absences have lower test scores and grades, greater risk of dropping out of high school, and higher odds of future unemployment. Absent students are also more likely to use tobacco, alcohol, and other drugs, and they exhibit greater behavioral issues, including social disengagement and alienation.” Absent From School: Understanding and Addressing Student Absenteeism, Gottfried & Hutt, 2019.

Shasta County schools are significantly above the state average when it comes to Chronic Absenteeism rates, which is defined as missing 10% or more of the days for which a student is enrolled in school. If a student is enrolled for the entire school year, being chronically absent is missing 18 days or more (the equivalent of two days every month). The student groups with the highest levels of absenteeism in Shasta County are:

• Ethnic Groups: African American - 16.3%; American Indian & Alaskan Native - 17.5%; Hispanic - 14%; Pacific Islander - 18.4%

• Student Groups: Foster Youth - 18.9%

• [NOTE: students can be identified in both an ethnic group and be in one or more student groups.]

A long-standing model for dealing with attendance issues had been in place throughout most schools in the county. Seven local School Attendance Review Boards (SARB) existed in the county where students and their families were directed when unexcused absences have reached a determined level and interventions have not proven successful. Over the course of the 2019-20 school year, a wide variety of representatives came together to develop a model for supporting student attendance that we implemented and tested over this 2020-21 school year.  Those involved included: local SARB Chairs who are typically school site administrators; school district superintendents; County Agency representatives including law enforcement, Probation, HHSA, the Courts; Community Organizations including Pathways to Hope for Children, Youth Options, First 5 Shasta; and SCOE staff from Homeless, Foster Youth, Student Programs, County SARB, and Administrator Support. T

The plan of support developed and refined over the last two years includes:

•  Positive Attendance Messaging - Schools and districts will continue to build a culture among all school staff with positive messages about the importance of attendance along with a variety of strategies for promoting good and improving attendance while building and strengthening relationships.

• School Attendance Review Teams - 49 school sites received initial training, participated in quarterly check-ins, and received individualized support as needed to develop sound protocols and processes around effectively meeting to reflect upon current site level student attendance data on a weekly or bi-weekly basis. The goal is to identify students and families who are in need of support at the earliest possible opportunity to stop the progression of absences and improve challenging situations for families. Sometimes, families are faced with a challenge that is beyond what the school can provide support. When this occurs, the school site can immediately refer families to our CommunityConnect Case Coordinator who partners with the family to connect students and their families to County and Community resources and provide support early in the absence cycle. Over the course of the 2021-2022 School year, CommunityConnect received 600 referrals from 48 of our county schools to provide additional support. Approximately 80% of the referred families were connected successfully to community agency support and 23% of those families are engaged in care coordination which includes periodic check-ins with a case coordinator or licensed clinical social worker. As a result of routine data analysis of referrals, we consistently observed four major categories of needs that remained constant throughout the year:

•  Basic Needs (33.71%)•  Educational Support (22.47%)

•  Behavioral Services (16.85%) and

•  Mental Health Support (26.97%)

This data led to many productive and resourceful conversations and partnerships with our county agencies and community partners resulting in improved alignment and greater accessibility of services for our families and students.

•  Multidisciplinary Team (MDT) - Early in the process of higher than typical student absences, an online meeting with a multidisciplinary team of County Agencies took place to provide connections and family context. Referrals to the MDT came through CommunityConnect when attempts to contact the family were not successful. Twenty-eight of our 600 referrals have received support through this MDT process.

•  Shasta County School Attendance Review Board (SARB) - Shasta County Office of Education has continued an ongoing commitment to both local and county School Attendance Review Boards (SARB). County and local SARBs were established by Education Code 48321 in order to:

•  maximize the use of all available resources and services

• avoid unnecessary duplication of  resources to resolve attendance and behavior problems; and

• divert students from the juvenile justice system with school-related problems.

The Shasta County Office of Education County SARB provides services to all local school districts to support the reduction of truancy and behavior problems within the elementary, middle school, and high school students. Our goal is to return students to positive attendance and behavior through an early intervention process utilizing positive messaging, sending letters, making phone calls, utilizing local community resources, and parent meetings to find solutions to resolve the issues hindering school attendance and behavior. Our local SARB boards require all available interventions to be held prior to bringing a student to the SARB Board. A School Attendance Review Team (SART), Student Study Team (SST), Student Success Team (SST), and Behavior Intervention Plan (BIP) are some examples of pre-SARB meetings held to offer all available services to the family prior to SARB.

A long-standing model for dealing with attendance issues had been in place throughout most schools in the county that had seven local SARB panels. In a new structure for 2020-21, four local grade span School Attendance Review Boards (SARB) began the school year where students and their families are directed when unexcused absences have reached a determined level and interventions have not proven successful. The new SARB Boards are for Kindergarten through Fifth Grade, Sixth through Eighth Grade, Ninth through Twelfth Grade for all districts except for Shasta Union High School District which has its own SARB Board for all of their high schools. SARB has historically been the first point at which county and community interventions and support are shared with families. County agencies and community organizations are integral to the success of each panel.

Targeted case management has been added through CommunityConnect to follow and support families with SARB contracts. Out of the 35 cases heard, all 35 families accepted the follow up support and are actively engaged with their targeted case manager on a weekly basis or more frequently as needed.

•  Shasta County SARB Board consists of individuals from the Shasta County Office of Education, Law Enforcement, District Attorney’s Office, Probation, Health and Human Services, youth community based service center, Public Defender’s Office, and members of the community.

The SARB process serves students by recommending changes in the school program, recommending the student and/or family to counseling, connecting them to community resources, tutoring if needed, alternative teacher assignments when appropriate, education, and support in navigating roadblocks creating the attendance or behavior problems and ultimately referring to the court system if the attendance problem is not successfully resolved.

Ed Code 48321 guides the work of the County SARB. According to the California Department of Education’s website: Although the goal of SARBs is to keep students in school and provide them with a meaningful educational experience, SARBs do have the power, when necessary, to refer students and their parents or guardians to court.

(5) (A) If a county school attendance review board exists, the county superintendent of schools shall, at the beginning of each school year, convene a meeting of the county school attendance review board for purposes of adopting plans to promote interagency and community cooperation and to reduce the duplication of services provided to youth who have serious school attendance and behavior problems. (f) A county school attendance review board may provide guidance to local school attendance review boards. The Shasta County SARB met to provide training to Local SARB Chairs, Co-Chairs, and any SARB panel members also able to participate. Data from the local SARBs are reviewed to determine if additional resources are needed to meet the needs within the county, whether those resources are for a student group, an intervention gap in the system of support, or for a district/school who is sending a much greater percentage of students forward to SARB. County SARB hears local SARB appeal cases-If a parent/guardian appeals their SARB hearing at their local SARB and due process is not followed, the County SARB Chair reviews the appeal and if granted, County SARB hears the appeal. Appeals are not heard on the basis of dissatisfaction with the outcome, only if it appears there was a breach of due process. County SARB will provide the local SARB Chair and the school with recommendations to rectify the situation if a breach of due process is verified.

• Truancy Court - When student attendance has not improved with all previous efforts, students and their families were summoned to court, along with at least one representative of the school or district with each student.

The development of this new model included time spent understanding what “model SARB programs” had put in place. The California Department of Education Model SARB award recognizes excellence in specific content areas, including establishing goals and objectives, implementing prevention and intervention strategies, and developing collaborations with local agency resources. These exemplary attendance programs have reduced chronic absenteeism rates at the district level and have been able to provide the necessary support to students who are the most vulnerable and at risk of becoming a chronic absentee.

The learning from these model SARB programs led to the formal identification of a process and set of resources that would be available well ahead of a formal SARB meeting with families, in order to intervene early in the hopes of changing the trajectory of absences much earlier in the process.

There is broad recognition of why this work is so important. Through the research on model SARB programs across the state, one of the common elements of highly effective programs was the implementation of School Attendance Review Teams. These site-based teams are the best tool for early detection and early intervention.

Since 2020-21 was the first year in this new model, we analyzed data throughout the school year using a County Attendance Quarterly Check-In process to learn about the students referred to CommunityConnect and the impact this support is having across the system, as well as needs for additional support, service, and/or intervention from county/community partners beyond what is currently available. Our desire is to continuously improve this strength-based model to support families early in the absence cycle and to change patterns of behavior before they are firmly set. We look forward to increasing services and support to our families identified through the school teams which is made possible by our dedicated school site teams and our community agency partnerships.       

 

Instructional Services has the goal to provide service, leadership, and professional development to improve student learning. There are three departments within Instructional Services: Early childhood Services, Professional Learning and Leadership Support Services, and Student Programs. Instructional Services provides an array of training, support, resources and services for educators and families in Shasta County and the nine surrounding counties throughout Region 2. Support services such as preschool, juvenile court school, after school programs, Special Education classes, Independent Study School, administrative credentialing, county wide counseling services, safety plan development, district support, charter school and charter authorizer support, assessment and accountability, curriculum and instruction, coordination of Foster Youth and Homeless Youth services, and professional learning opportunities are just some of the programs we offer to the schools in the north state. In addition, Instructional Services is uniquely positioned to share information from state level committees and the California Department of Education with schools, districts, and counties in the North State. We coordinate various programs and projects to enhance teaching and learning from preschool through high school. We are willing to customize our services to meet the needs of individual schools and districts. We strive to support and assist schools with building the necessary foundations to prepare students to be college and career ready.

For more information, see the web page: https://www.shastacoe.org/instructional-services-division.

PROFESSIONAL LEARNING AND LEADERSHIP SUPPORT SERVICES

The Shasta County Office of Education Professional Learning and Leadership Support Services Department (PLLSS) aims to empower educators by providing guidance, support, high-quality professional learning, and resources to help our districts develop effective instructional systems to build capacity and improve student learning in our educational community.

Our team provides educators a broad array of resources, training and support. The goal is to strengthen and support the County’s educational foundation and meet student achievement needs. Department staff members work with teachers, counselors, instructional coaches, administrators, and other education leaders at both the school and district levels to develop the knowledge and skills needed to engage in a systematic and sustainable improvement process. Areas of support include, but are not limited to, content area proficiency in literacy, mathematics, science, history, arts and STEM. Other focus areas are school attendance and behavior, career and college, and educational equity.

The principles of improvement guide our work with districts in Shasta County identified for Differentiated Assistance and our work as a Geographic Lead Agency for California’s System of Support. The shift to understanding the system and exploring options for improvement is a hopeful direction for positive change. As we provide professional learning opportunities for teachers, paraprofessionals, counselors, and administrators, we are building some improvement principles into the application of new knowledge as we ask, “What did you learn today that you will try? What are you hoping it will accomplish? What evidence will you gather to know whether it was an improvement?” Additional services include support for the development and the implementation of the Local Control Accountability Plan (LCAP), federal entitlement programs that include Title I, II, III, IV and V, Every Student Succeeds Act (ESSA) requirements, School Leadership Team professional development, policy and governance guidance, implementation of curriculum, improvement in instructional practice, and assessment support.

More information about professional learning is available on our website including a calendar and a catalog of professional learning opportunities provided by the Shasta County Office of Education.

Under the leadership of Executive Director, Renee Menefee, the Early Childhood Services (ECS) Department is the central access point to providing education and support services for children, families, and early education professionals in various settings in Shasta County. ECS is a department of Instructional Services, and is composed of five separate divisions: Health and Nutrition, Early Education and Instruction, Inclusive Early Education, Family and Community Support Services, and Operational Services. A few of the ECS programs include subsidized child care, resource and referral services, parent and provider trainings, part and full-day preschool programs, the Early Intervention Program, Help Me Grow, Bridges to School Success, Quality Counts North State, the Local Child Care and Development Planning Council and nutrition education.

Family and Community Support Services provide Resource and Referral (R&R) and the Alternative Payment (AP) child care subsidy programs and the Emergency Foster Bridge program for both Shasta and Tehama counties. A current list of Licensed Family child care providers is maintained in order to assist families in finding child care that meets the needs of both child and family. R&R provides parent and provider trainings and is the early care link to services available in our community. Subsidy programs help pay for child care services while parents work, seek work, or attend education programs. The Emergency Foster Bridge program provides child care vouchers for up to 6 months of care, to resource families (foster parents) who are working and need care for the foster child. The families and child care providers receive training in Trauma-Informed Practices, to better support the child’s mental health.

 

The Shasta County Office of Education Student Programs Department offers a variety of support services at the request of school districts, including but not limited to: interpreters for the Deaf and Hard of Hearing, Orientation and Mobility training for the Visually Impaired, and Excel Academy for students with behavioral and emotional disabilities. The Juvenile Court School housed at the Juvenile Rehabilitation Facility offers education for incarcerated youth ages 12-19. Our Youth Support Services Program provides assistance to Shasta County districts to support Foster Youth Programs, Homeless support, and Tobacco Use Prevention Education. Our program partners with Shasta County Family Services, Shasta County Probation, Shasta County Health and Human Services, and Shasta County Mental Health Services. Shasta County Independent Study is an alternative to conventional educational settings, allowing students to complete coursework independently under the supervision of a credentialed teacher. Students meet individually with an assigned teacher a minimum of one time per week. This program is voluntary and provides the flexibility to meet students’ specific needs, interests, and learning styles. School Attendance Review Board (SARB) works directly with students and their parents to resolve issues in the area of attendance. Shasta Health, Academic, and Recreation Enrichment (SHARE) is a collaborative effort between the Shasta County Office of Education, school districts, and support agencies to provide safe and structured academic activities for our students outside of the regular school day.

FUTURE OF WHISKEYTOWN ENVIRONMENTAL SCHOOL

Although the future of the Whiskeytown Environmental School (WES) remains unclear, several positive steps forward have been taken in 2020-21. We have found safe areas on the former WES campus to rebuild and have identified one unsafe creek that will be avoided. Unfortunately, this creek runs by all of our former administration buildings and the Hatcher Dining Hall. Efforts to plan and provide resources coalesced into a group called WES Forever that first met in the summer of 2019 and continues to meet and plan regularly. Our WES Community nonprofit support group has begun the process of fundraising, with the effort ramping up once they know how much the National Park Service can provide. The Shasta County Office of Education deeply values the Whiskeytown Environmental School as a time-honored tradition for students and an asset to the community. The school models the highest standard for field-based science education, and fosters lifelong stewardship for our natural and cultural treasures. We are hopeful that the resilience of Shasta County and the love of this 50-year-old program will carry us into a new and better era of WES.

WES is provided and maintained by the National Park Service and by the Shasta County Office of Education.

SCHREDER PLANETARIUM

Imagination and understanding of worlds beyond!
As an educational outreach of the Shasta County Office of Education, the planetarium captures the passion and curiosity of the universe from space to Earth. We continue to offer double-feature public programs every two weeks and they have sold out since August, 2016. In 2020 a new Spitz IQ2000 projector was purchased through a matching program between the SCOE Board and the Friends of Schreder Planetarium. Schreder Planetarium was closed due to the pandemic from February 2020 until May 2021.

Contact: (530) 225-0295

SCHREDER PLANETARIUM DIGITAL THEATER
Shasta County Office of Education • 1644 Magnolia Way, Redding, CA 96001
www.shastacoe.org/planetarium

REACH HIGHER Shasta is a local initiative that works to create clear pathways from our children’s first day in the cradle to their first day on the job. We strive to ensure they are ready for kindergarten, motivated and supported through elementary, middle, and high school, and assisted in the transition to career training or college. Along the way we connect them to caring adults and generous business partners who serve as mentors, guides, and coaches. We collect data that measures what’s working and what needs to change. We believe every student deserves every option open for their future following high school, and we know that their success will change the future of our community.

The mission is:  "Working together as a community to provide all students with all options for education and training after high school to pursue a successful, fulfilling career."

At the Shasta County Office of Education, we truly believe that bringing all schools and districts from across Shasta County together around a single focus helps us to improve outcomes for students collectively. Because of this opportunity to support all schools through this work, we have heavily invested our staff in the work of the Reach Higher Shasta Initiatives.

COUNSELING INITIATIVE 2020-21 SCHOOL YEAR

Shasta County school counselors re-invented their practice upon the onset of school closures and virtual learning. The Shasta County School Counselors Collaborative (SCSCC) allowed for sharing and teaching amongst K-12 school counselors. They taught each other how to obtain anonymous phone numbers such as Google numbers so that students and families could reach them while schools were closed. Together, they learned how to use Google Meet, Screencastify and Zoom in order to hold virtual meetings and to record their Tier 1 lessons for streaming and posting on the school websites. Our school counselors became animated, creative, courageous, and tech savvy during the Pandemic! The virtual promotion and graduation ceremonies as well as scholarship assemblies that have been planned and implemented are wonderful examples of the creative capacity and dedication of school counselors. We’ll all look back at the close of the 2020 school year and the start of this school year as incredible times in our professional careers, where we really counted on each other for encouragement, learning, and to feel a sense of community!

The 2020-21 school year provided a very bright light on the inequities our rural students and families endure. We are proud of the numerous school counselors that teamed up with administrators to problem solve issues with access to technology and virtual lessons, strategizing on the many ways to provide outreach to unengaged students and families, and how to address the emotional health of students, staff, and families. They also supported administrators with brainstorming on the most effective and inclusive scheduling options for both distance learning and face to face learning. Currently, school counselors are identifying their students’ social, emotional and academic needs. Most Shasta County secondary schools have reported an increase of “D” and “F” grades this school year. Next year, school counselors will need to start the year with plans to analyze data and to develop and implement Tier 2 (small group) counseling sessions providing support with a combination of content including social emotional learning and academic mindsets. The school counselors are also broadening their scope of services to include deeper levels of mental health and wellness support. The RHS school counseling budget paid for eleven administrators and school counselors to attend the National School Counseling Leadership Conference and for four school counselors to attend the CASEL Exchange Conference that focused on promising social emotional learning and the Three Signature Practices for teaching and leading professional learning sessions. We have enjoyed some really big celebrations this school year.

We have two Shasta County School Counselors of the Year (SCOY). Abby King, from Central Valley HIgh School was selected as the Secondary School Counselor of the Year and Jessyca Upton, from Turtle Bay School was selected as the Elementary School Counselor of the Year. Becky Love, RHS School Counseling Coordinator was awarded the California Association of School Counselors (CASC) 2021 Counselor Advocate of the Year. The award was largely due to the work from the Reach Higher Shasta School Counseling Initiative and the California School Boards Association Golden Bell.

 

 

SCHOOL COUNSELOR

---

 

CLASSIFIED

---

 

 

CASBO AWARDEES

---

 

 

ACSA ADMINISTRATORS OF THE YEAR

---

 

Through these grants and programs, we are able to offer more services to students and teachers in Shasta County.

THE FOLLOWING FIGURES ARE FROM 2020-21:

The Shasta County Office of Education provides a wide range of services to 25 school districts in Shasta County.   They include business services data processing, personnel, administrative, psychological, nursing and community health, curricular assistance, instructional, information technology, and many other services.

School districts in Shasta County operate autonomously with their own elected governing boards and appointed Superintendent.

The Shasta County Office of Education is a service organization and an intermediate unit between local school districts and the California State Department of Education. Programs are offered for at-risk youth, early childhood, special education, and after-school.

For more information about these programs, please visit our website at www.shastacoe.org. The general information line for our main administration office is (530) 225-0200.

 

Judy Flores
Shasta County Superintendent of Schools
1644 Magnolia Ave.
Redding, CA 96001

The following figures are from 2020-21

Shasta County School Districts & Superintendents

Shasta County Charter Schools