Norma E. Martinez, Superintendent, Centralia Elementary School District

The Centralia School District is located in North Orange County, California, and serves approximately 4,000 students across eight schools. We consider ourselves a “boutique district” — small enough to maintain close relationships with both parents and students. Our schools are located in three cities—La Palma, Buena Park, and Anaheim—and we also serve a portion of the city of Cypress. The district has a long-standing tradition in this community, with nearly 150 years of history. While we have a rich legacy, today we are a dynamic district that mirrors many others in Southern California, especially in terms of our diversity.

About 50% of our student body is Latino, approximately 26% are Asian or Pacific Islander, close to 12% are White, around 4% identify as mixed race, and nearly 3% are African American. The remainder of our student population represents various other demographics. From an economic perspective, nearly 70% of our students qualify for free or reduced lunch, which is a factor that makes our achievements particularly noteworthy. Despite the challenges often associated with such demographics, our students consistently perform above the expected norms.

Additionally, approximately 25% of our students are classified as English learners, contributing to the rich cultural diversity within our schools. We are also seeing a rise in the number of students identified for special education services, which aligns with national trends. Currently, nearly 17% of our students receive special education services, a figure that is notably high but reflects the evolving needs of our community.

One of the ways we define ourselves as a district is through the recognition we consistently receive. We take great pride in being an “award-winning” district. Recently, I was discussing this with a new employee in our communications department. She remarked on the frequency with which we seem to receive new awards, and expressed surprise at the consistency of this recognition. I explained to her that, while not every district experiences such accolades, this level of achievement is indeed characteristic of our district.

This year alone, we began with the announcement that all of our schools had achieved Platinum status on the State’s Positive Behavioral Interventions and Supports (PBIS) Award list, which reflects our commitment to fostering positive, supportive school environments that enable student success. Shortly after, one of Orange County’s parenting magazines named us the best public school district in North Orange County based on a readers’ poll. In addition, we were recently honored with the Golden Bell Award from the California School Boards Association for the work we do in our Innovation Lab. These recognitions are a testament to the hard work and dedication of our entire team, and we are extremely proud of the impact we’re making in our community.

I believe it’s important to begin by noting that I have served as superintendent here for 10 years. This extended tenure has allowed me to influence the district’s culture in a meaningful way. Typically, the average tenure for a superintendent is about three years, so being here for a decade provides a unique opportunity to engage in deep, sustained efforts to create lasting change.

The factors contributing to our success are, in many ways, quite straightforward. First, we are fortunate to have a board that sets exceptionally high standards. I greatly appreciate the values they uphold, and they expect me to lead the district with four guiding principles: collaboration, making decisions in the best interests of children, effective communication, and ensuring equity in everything we do. Above all, they insist on continuous improvement in student achievement—not just maintaining high standards, but striving to improve each day.

Another key factor in our success is our people. As an educational institution, we are fundamentally a people-driven organization. It is critical for us to recruit and retain highly qualified staff, but equally important is our commitment to ongoing professional development. Once we bring talented individuals on board, we prioritize training to ensure they are fully equipped to meet the diverse needs of our students.

In addition to the board’s values and our exceptional staff, I firmly believe in the power of simplicity. Over the past several years, particularly in the aftermath of the pandemic when we faced frequent and often complex changes in directives, I chose to focus our efforts on clear, attainable goals. Our work centers on three main priorities: addressing the needs of the whole child, supporting academic achievement, and preparing students to be future-ready. Every initiative we undertake fits into one of these three areas, and our focus remains steadfast on ensuring we meet these objectives with clarity and purpose.

First, addressing the needs of the whole child is central to our philosophy. This means ensuring that students feel safe, seen, and supported—not just in terms of their academics, but as individuals with unique backgrounds and needs. We go beyond merely identifying challenges; we take action to address them.

One of the key components of our equity-driven approach is that every school in our district is equipped with either a social worker, counselor, or mental health specialist, in addition to a school climate support professional. These staff members not only provide immediate support for students in need but also help cultivate a positive and welcoming school environment. Some students may require regular check-ins or counseling services, and we ensure that these resources are readily available.

Additionally, we are mindful of the external challenges some of our students and their families may face, such as economic hardship or difficult living situations. It is our priority to create an environment where students look forward to coming to school, where they feel valued, and where they are greeted by familiar faces each day. For instance, it’s not uncommon to have staff members personally greet students at the school gate by name, which has a profound impact on their sense of belonging and self-worth.

Beyond individual support, we recognize that families often require assistance as well. Our district operates an award-winning Neighborhood Resource Center that provides a wide range of services, including emergency hotel vouchers for families facing eviction, laundry detergent for families struggling to wash their children’s clothes, and regular food distributions. About four years ago, we also opened what we call the Centralia Boutique, one of the first of its kind in the state. This initiative offers a dignified shopping experience for families in need. Rather than having individuals line up for free items, we created a boutique setting where parents can make appointments and shop for clothing, shoes, and other essentials in a respectful, comfortable manner. This approach preserves dignity while providing necessary support.

We also offer various medical referrals and other community resources to ensure that families are well cared for, which in turn helps children succeed. For example, if a student has attendance issues and a parent explains they are struggling with transportation or emotional well-being, our center connects them with counseling, transportation assistance, and even clothing for their child to wear to school. By addressing the needs of both the child and the family, we are fostering an environment where all students can thrive.

Turning to academics, one program that has garnered particular success is our emphasis on fostering creativity. Thanks to Proposition 28, which designated funds for the arts in California, we have been able to significantly expand our arts programs. Half of our schools focus on music, while the other half focus on visual arts and dance. We have hired music teachers for each school, developed a comprehensive curriculum that builds progressively from grade to grade, and encourage students to develop expertise in their chosen areas, whether it’s playing an instrument or participating in dance. We believe that the creative development of students is just as important as their academic achievement, and this initiative has proven incredibly beneficial.

Additionally, we are committed to addressing the academic challenges that many students face, particularly in literacy. In response to observed deficits in reading, we became early adopters of the science of reading, investing in a specialized program and providing extensive training for our primary-grade teachers. The results have been remarkable, with students making significant progress in closing reading gaps. By providing additional support through intervention teachers, we ensure that students who need the most help receive targeted instruction to build their literacy skills, which is vital for their long-term academic success.

We have also restructured our after-school programming to include math intervention. Recognizing the national trend of students falling behind in mathematics post-pandemic, we’ve incorporated focused math support into our after-school and summer programs. The early data indicates strong progress, with students making gains and moving closer to grade-level expectations.

Lastly, our efforts to prepare students for the future are something we are particularly proud of. We believe that fostering college and career readiness should begin long before high school. Last year, we launched our inaugural Student Leadership and Career Academy for younger students. The program included a keynote speaker who shared her experiences as a social media influencer and traveler, as well as local business leaders discussing the skills necessary for success in the workforce. The students were engaged and enthusiastic about learning how businesses operate and about financial literacy, with one of our local banks even providing instruction on how to write checks.

In addition to career readiness, innovation is another cornerstone of our district. In 2016, we passed a bond that allowed us to create state-of-the-art innovation labs in every school. Initially underutilized, these labs gained new life after the pandemic, thanks to a renewed focus on how to integrate them into every student’s learning experience. We adopted the design thinking model, a problem-solving approach commonly used in the business world, and incorporated it into the curriculum. Now, students from all grades use these labs to solve real-world challenges, such as designing sustainable buildings or developing solutions to environmental issues. This hands-on, project-based learning has become a favorite among students, fostering critical thinking, collaboration, and creativity.

These efforts have earned us the prestigious Golden Bell Award for innovation and inclusivity. Our students are exposed to real-world professionals, receive feedback on their projects, and gain a deeper understanding of the careers and industries that could shape their futures. By nurturing both their academic and creative potential, we are setting our students on a path to success.

It’s crucial for people to understand that innovation thrives even at the elementary level, particularly here in the Centralia School District. Today’s students, especially young children, are incredibly capable and have been born into a world vastly different from that of previous generations. For them, technology is not a novelty—it’s an everyday tool. While adults might think that introducing new gadgets is the key to innovation, it’s not the technology itself but how we use it that truly matters. Our students are already comfortable with it.

At Centralia, our mission is to give students the opportunity to explore their creative potential, to engage in problem-solving, and to embrace the challenges of an ever-changing world. This is a world vastly different from the one in which I grew up, and our district is committed to addressing the needs of the whole child. We want every student to feel loved, valued, and secure enough to take risks in their learning. We also emphasize strong academic foundations because we believe that literacy is the gateway to future success.

In addition to fostering academic growth, we are deeply committed to preparing our students for the future. We want them to feel confident and equipped to solve the challenges they will face, as their world will be dramatically different from ours. Our district, though nearly 150 years old, continually looks ahead, innovating and evolving to meet the needs of tomorrow.

We don’t believe in limiting our students by their age or grade level. Our students consistently show us that they are capable of more than we might assume. While we are proud to be an award-winning district, it’s our community-oriented approach that truly sets us apart. We are a district that is dedicated to our students and their success. At Centralia, we put students first, and we create an environment where they can thrive, succeed, and reach their full potential.

One key point I’d like to stress is the current landscape of education. We are navigating a rapidly changing environment, with new challenges emerging almost daily. It’s clear that we are in a transformative era, one that requires flexibility and innovation.

At Centralia, we focus on action rather than just recognizing problems. I often liken our district to a speedboat—we move swiftly and are continuously working to support our students and families. While we remain forward-focused, the heart of our success lies in the people who make up this district. It’s their dedication and care for our students that truly sets us apart. During a recent school assembly, I spoke with parents, and every one of them shared the same message: “I love it here. My child is thriving here. Thank you.”

We are committed to creating an environment where our students can succeed and our parents feel confident that they have chosen the right district for their children. This is a cornerstone of our mission, and it’s something that we value deeply.