Negotiation News
supporting our school community
supporting our school community
supporting our school community
We understand that hearing about a possible labor strike can bring uncertainty and worry. Questions about schedules, support for your student, and the impact on teachers and staff are natural, and you’re not alone in wondering what comes next. Our goal is to provide every student, staff member, and family with clear, timely updates so you know what to expect and can plan with confidence. We’re here to answer your questions, share helpful resources, and guide our community through this period with care and clarity.
For the latest updates and answers to common questions:
- Visit: https://www.trusd/NegotiationNews
- Updates through Aeries Communications and ParentSquare.
- District website, News & Announcements https://trusd.net.
- Your school website.
- Social media: https://www.facebook.com/twinriversusd/.
What Families Need to Know in the Event of a Strike
What Families Need to Know in the Event of a Strike
Schools Will Remain Open
- District schools will remain open to maintain stability for students and families and to provide access to meals, programs, and services students rely on each day, including after-school activities.
Attendance
- The District’s regular attendance policy remains in effect. Please note that a teacher strike is not considered an excused absence (See Board Policy BP 5113 Student Absences and Excuses; 2025-2026 Student and Family Handbook, pp. 39-41).
- Students are expected to stay on campus for the full school day unless formally checked out by a parent/guardian.
- If your child needs to leave school, please follow standard checkout procedures.
Instruction/Learning
-
The school day may look and feel different for students with substitutes, administrators, and support staff ensuring they are supervised and engaged in educational activities throughout the day.
Meals Will Be Provided
- Breakfast and lunch programs will run on their normal schedule.
Transportation
- Transportation services will remain fully operational.
Athletics and After-School Activities
After-School Programs
- After-school programs will continue as scheduled.
Athletics/Sports
- Athlectic events will prioritize student safety and supervision, review staffing and transportation, and adjust programs or competitions as needed.
Field Trips
- Information coming.
Student Emergency Information
- Review your contact information through the Aeries Parent Portal to ensure we have the best contact available for you and your child.
Messages to Families
To Our Twin Rivers Families,
In Twin Rivers Unified School District, every school day begins with a simple but powerful partnership: families sending their children through our doors, educators welcoming them into classrooms, and a community placing its trust in all of us. Public education works best when that partnership is grounded in a clear, shared understanding of how our schools operate and how decisions are made. As part of our ongoing series exploring Twin Rivers’ history, growth, and performance, we’re turning our attention to three closely connected topics—class sizes, teacher compensation, and health benefits.
These topics are part of conversations taking place in school districts across California, including here in our school community. Our goal is simple — to share clear, accurate information so you can better understand how Twin Rivers supports our classrooms, our educators, and most importantly, our students.
Class Sizes: Supporting Learning in Every Classroom
Class size plays a critical role in shaping students’ learning experiences. Smaller classes allow for more personalized instruction, stronger relationships, and increased support for every learner. At Twin Rivers, every decision starts with our students, and over the past decade, we’ve worked intentionally to keep classrooms thoughtfully sized, educators fairly compensated, and resources carefully managed. California sets specific targets for class sizes at different grade levels and provides funding incentives to districts that meet those standards. By staying within California’s class size targets we not only create strong, stable learning environments but also ensure our schools qualify for full state funding—allowing them to focus on what matters most: helping students grow, explore, and succeed.
Districtwide Average Class Sizes (February 2026)
These numbers reflect average class sizes across all Twin Rivers schools. Keeping class sizes within these ranges supports positive learning environments and ensures the district receives full state funding to support classroom programs and student services.
Understanding Compensation: Salary and Total Benefits
When we talk about teacher pay, it’s important to understand that compensation includes more than base salary. It also includes health benefits, retirement contributions, and other employer-paid supports. The combination represents the district’s total investment in its workforce.
Average Compensation for Twin Rivers United Educators (TRUE) Members
These figures reflect years of negotiated increases and benefit contributions. Over time, Twin Rivers has consistently passed a significant portion of available state funding increases to employees through salary schedules and health benefit contributions, even during periods of declining enrollment. For example, during the 2024–25 school year, the statewide cost-of-living adjustment (COLA) under the Local Control Fuding Formula (LCFF) was 1.07 percent. Many districts, including Twin Rivers, provided compensation increases that exceeded new funding received.
Salary Growth and Benefits: Statewide Context
State-certified salary and benefits data (Form J-90) show how compensation has increased across California.
Example: Unified District Average (2023–24 to 2024–25)
These estimates reflect differences between available plans and contribution structures. Like most California districts, Twin Rivers operates within negotiated contribution limits and works to balance comprehensive coverage, cost containment, long-term sustainability, and equity across employee groups. Rising healthcare costs affect both employers and employees. Managing these costs responsibly helps protect classroom programs and preserve future compensation growth. Updated 2026 provider quotes will be available in the coming weeks and will be shared with employee groups when finalized.
A Balanced Approach to Supporting Students and Staff
Twin Rivers’ approach is guided by several priorities:
Messages to Families
March 2, 2026 - Negotiation News Information Link
March 2, 2026
To Our Twin Rivers Families,
We know that talk of a potential teachers’ strike may bring up questions about what this means for your student and their school day. To help keep you informed, we’ve created a dedicated Negotiation News webpage where you can find the latest updates and answers to common questions.
You can visit it here: https://www.trusd.net/Negotiation-News
We’ll also continue sharing updates through ParentSquare, our district and school websites, and our official social media channels.
Our focus remains on your children, and we are committed to ensuring that students feel safe, supported, and are able to continue learning while negotiations continue.
Thank you,
TRUSD Communications
To Our Twin Rivers Families,
We know that talk of a potential teachers’ strike may bring up questions about what this means for your student and their school day. To help keep you informed, we’ve created a dedicated Negotiation News webpage where you can find the latest updates and answers to common questions.
You can visit it here: https://www.trusd.net/Negotiation-News
We’ll also continue sharing updates through ParentSquare, our district and school websites, and our official social media channels.
Our focus remains on your children, and we are committed to ensuring that students feel safe, supported, and are able to continue learning while negotiations continue.
Thank you,
TRUSD Communications
February 26, 2026 - Important Negotiations Information for our Twin Rivers Families
Feb. 26, 2026
To Our Twin Rivers Families,
Negotiations for a new contract between Twin Rivers Unified and its teachers’ association—TRUE—continued on February 25 with a fact-finding session aimed at resolving outstanding issues. A final agreement has not yet been reached. An independent reviewer has examined proposals and detailed financial information from both sides to prepare recommendations to help guide the process forward. The report is expected March 2.
Even though the independent fact-finding report has not yet been issued or reviewed, TRUE has publicly announced plans to begin a strike on March 5 if an agreement is not reached in negotiations.
If a strike occurs, District schools will remain open so students can continue learning in a safe, supportive environment with access to meals, programs, and services they rely on each day. Families and staff will receive timely updates as new information becomes available.
The District remains committed to working through the fact-finding process and negotiating in good faith, with a focus on providing a contract that increases teachers’ compensation and expands health benefits while maintaining sustainable fiscal solvency for years to come. We are hopeful that the independent fact-finding report will help bridge the remaining gaps and move us closer to a resolution that supports our entire school community—especially our students’ long-term success.
At the same time, District leaders are concerned that broader statewide strategies advanced by the California Teachers Association may be influencing a collective bargaining process that has traditionally been locally focused in Twin Rivers, particularly as the District continues advocating for increased statewide funding for K–12 schools.
Despite these challenges, we remain committed to working collaboratively and locally to reach an agreement.
TRUSD Communications Department
Negotiations for a new contract between Twin Rivers Unified and its teachers’ association—TRUE—continued on February 25 with a fact-finding session aimed at resolving outstanding issues. A final agreement has not yet been reached. An independent reviewer has examined proposals and detailed financial information from both sides to prepare recommendations to help guide the process forward. The report is expected March 2.
Even though the independent fact-finding report has not yet been issued or reviewed, TRUE has publicly announced plans to begin a strike on March 5 if an agreement is not reached in negotiations.
If a strike occurs, District schools will remain open so students can continue learning in a safe, supportive environment with access to meals, programs, and services they rely on each day. Families and staff will receive timely updates as new information becomes available.
The District remains committed to working through the fact-finding process and negotiating in good faith, with a focus on providing a contract that increases teachers’ compensation and expands health benefits while maintaining sustainable fiscal solvency for years to come. We are hopeful that the independent fact-finding report will help bridge the remaining gaps and move us closer to a resolution that supports our entire school community—especially our students’ long-term success.
At the same time, District leaders are concerned that broader statewide strategies advanced by the California Teachers Association may be influencing a collective bargaining process that has traditionally been locally focused in Twin Rivers, particularly as the District continues advocating for increased statewide funding for K–12 schools.
Despite these challenges, we remain committed to working collaboratively and locally to reach an agreement.
TRUSD Communications Department
February 25, 2026 - Why Long-Term Planning Matters
Feb. 25, 2026
To Our Twin Rivers Families
Over the past few weeks, we’ve shared pieces of the Twin Rivers story — where the district started, how student outcomes have improved, and why careful financial decisions have supported stable classrooms.
Today, we want to place that story in a broader statewide context.
Across California, many school districts are now facing extremely difficult budget decisions. These situations did not happen overnight. They are typically the result of years where ongoing expenses — especially salaries, benefits, and programs — grew faster than ongoing funding and enrollment.
When that gap widens long enough, districts eventually must make reductions to bring budgets back into balance. And right now, we are seeing that reality unfold in real time.
Sacramento City Unified School District is addressing very large projected deficits that require eliminating hundreds of positions and reducing services to stabilize finances. They are also facing a reduction in essential support services for students. In the Bay Area, San Francisco schools are working through layoffs and considering school closures after costs increased faster than sustainable revenue. Other large districts — including West Contra Costa, San Diego, and Los Angeles — are also discussing staffing reductions, program changes, and facility consolidations as they confront structural deficits tied to declining enrollment and rising operating costs.
These situations are painful for communities because they directly affect students — counselors, electives, enrichment programs, and sometimes entire school sites, not to mention the hardworking staff who face layoffs.
The common thread is not geography or leadership style. It is math.
When long-term commitments are built assuming revenue growth that does not materialize, the adjustment will inevitably reach classrooms.
What This Means for Twin Rivers
Twin Rivers has worked intentionally over the past decade to avoid this cycle. That approach required difficult decisions at times — pacing new spending, aligning compensation increases with reliable funding, and building financial reserves even when pressures existed to spend immediately. This is precisely how we’ve avoided a single layoff in the past 13 years.
The goal was simple: protect students from disruption.
Because of that long-term planning, the district has been able to:
- Maintain stable school operations during statewide enrollment decline
- Avoid large-scale program reductions
- Preserve student opportunities such as arts, athletics, and career pathways
- Continue improving academic outcomes while other districts make cuts
Financial stability is not an end in itself. It is what allows classrooms to remain focused on teaching and learning instead of reacting to emergencies.
Across California, many districts are now working hard to rebuild that stability after facing difficult adjustments. Twin Rivers’ responsibility is to learn from those examples and continue making decisions that keep schools steady for families.
This community has fought hard to build a sustainable district. Over the past several weeks, we’ve shared the story of Twin Rivers — where we began, the challenges we faced, the careful decisions made along the way, and the progress our students are achieving today. None of this happened by accident. It took years of steady work by educators, families, staff, and community members choosing stability over short-term promises and students over headlines. The result is a district that is stronger, safer, and delivering more opportunities for children than ever before. Our responsibility now is to protect that progress.
The choices we make moving forward will determine whether we continue building on this foundation or risk undoing it. Together, as a community, we can keep Twin Rivers moving forward — ensuring our schools remain places of opportunity, pride, and possibility for every student who walks through our doors.
Our commitment remains unchanged: make decisions today that protect students tomorrow.
TRUSD Communications Department
February 23, 2026 - Family and Community Update
Feb. 23, 2026
To Our Twin Rivers Families,
Over the past several weeks, we have shared information about student progress, academic investments, compensation, and class sizes to help our community better understand how decisions in public education connect to classroom outcomes.
Today, we want to step back and connect those pieces together — because none of these topics exist on their own.
Every staffing decision, program expansion, benefit offering, and class size commitment ultimately answers one question: How do we sustain progress for students — not just this year, but for years to come?
A System Built Around Students
Public school systems operate differently than most organizations. We do not plan for one year — we plan for students who enter kindergarten and graduate thirteen years later.That means every decision must balance three responsibilities at the same time:
- Support students today
- Protect programs tomorrow
- Ensure schools remain stable long-term
Over the last decade, Twin Rivers has focused on strengthening that balance. The result is a district that has expanded academic opportunities while maintaining financial stability — something not all districts have been able to achieve in the current statewide environment of declining enrollment and budget uncertainty.
How Investments Connect
Earlier updates described individual areas — where we came from, academics, staffing, compensation, and class size. Here is how they work together.
Academic Supports Require Staff Stability
Intervention teachers, counselors, instructional aides, and specialists help students succeed. But those positions only remain in place if the district can sustain them every year — not just when one-time funds are available.
Competitive Compensation Supports Recruitment & Retention
Schools cannot deliver consistent instruction when classrooms change teachers frequently. Competitive pay and benefits help keep experienced educators in front of students.
Reasonable Class Sizes Support Learning
Balanced class sizes allow teachers to build relationships and respond to individual student needs — but they must be maintained in a way the district can afford year after year.
Financial Stewardship Protects All of the Above
When spending commitments grow faster than ongoing funding, districts are forced to cut programs, increase class sizes, or eliminate staff. The goal is not choosing one priority over another — it is sustaining all of them together.
Why Long-Term Stability Matters
Across California, districts facing structural deficits often must make rapid reductions when funding changes. That can mean:
- Program cuts mid-year
- Staffing layoffs
- Larger class sizes
- Reduced student services
What This Means for Families
For students, stability looks simple:
- A familiar teacher returning next year
- Programs that continue instead of disappear
- Counselors and support staff remaining available
- Class sizes that stay consistent
- Graduation pathways that remain open
Our Commitment
Our responsibility is to support educators, respect our workforce, and remain transparent with our community — while also ensuring that today’s decisions do not create tomorrow’s cuts.
Twin Rivers will continue sharing clear information, so families understand not only what decisions are being made, but why they matter for students.
Because at the end of every discussion — budgets, staffing, class sizes, or compensation — the focus remains the same: Stable schools create stronger learning environments, and stronger learning environments create better outcomes for students.
TRUSD Communications Department
February 20, 2026 - Class Size, Compensation, and Benefits at Twin Rivers
Feb. 20, 2026
To Our Twin Rivers Families,
In Twin Rivers Unified School District, every school day begins with a simple but powerful partnership: families sending their children through our doors, educators welcoming them into classrooms, and a community placing its trust in all of us. Public education works best when that partnership is grounded in a clear, shared understanding of how our schools operate and how decisions are made. As part of our ongoing series exploring Twin Rivers’ history, growth, and performance, we’re turning our attention to three closely connected topics—class sizes, teacher compensation, and health benefits.
These topics are part of conversations taking place in school districts across California, including here in our school community. Our goal is simple — to share clear, accurate information so you can better understand how Twin Rivers supports our classrooms, our educators, and most importantly, our students.
Class Sizes: Supporting Learning in Every Classroom
Class size plays a critical role in shaping students’ learning experiences. Smaller classes allow for more personalized instruction, stronger relationships, and increased support for every learner. At Twin Rivers, every decision starts with our students, and over the past decade, we’ve worked intentionally to keep classrooms thoughtfully sized, educators fairly compensated, and resources carefully managed. California sets specific targets for class sizes at different grade levels and provides funding incentives to districts that meet those standards. By staying within California’s class size targets we not only create strong, stable learning environments but also ensure our schools qualify for full state funding—allowing them to focus on what matters most: helping students grow, explore, and succeed.
Districtwide Average Class Sizes (February 2026)
|
Grade Level
|
TRUSD Average
|
State Standard
|
|
Transitional Kindergarten
|
19.1
|
20 maximum
|
|
Kindergarten
|
20.1
|
24 average
|
|
Grade 1
|
22.9
|
24 average
|
|
Grade 2
|
22.7
|
24 average
|
|
Grade 3
|
24.0
|
24 average
|
|
Grades 4–5
|
27.1–27.8
|
29.9 average
|
|
Grade 6
|
27.4
|
29.9 average
|
|
Grades 7–12
|
19.5
|
No state cap
|
These numbers reflect average class sizes across all Twin Rivers schools. Keeping class sizes within these ranges supports positive learning environments and ensures the district receives full state funding to support classroom programs and student services.
Understanding Compensation: Salary and Total Benefits
When we talk about teacher pay, it’s important to understand that compensation includes more than base salary. It also includes health benefits, retirement contributions, and other employer-paid supports. The combination represents the district’s total investment in its workforce.
Average Compensation for Twin Rivers United Educators (TRUE) Members
|
Category
|
Average Amount
|
|
Total Salary & Benefits
|
$134,084 – $152,288
|
|
Average Salary (TRUE Members)
|
$93,249 – $105,315
|
|
Average Salary (Teachers Only)
|
$92,025 – $102,577
|
These figures reflect years of negotiated increases and benefit contributions. Over time, Twin Rivers has consistently passed a significant portion of available state funding increases to employees through salary schedules and health benefit contributions, even during periods of declining enrollment. For example, during the 2024–25 school year, the statewide cost-of-living adjustment (COLA) under the Local Control Fuding Formula (LCFF) was 1.07 percent. Many districts, including Twin Rivers, provided compensation increases that exceeded new funding received.
Salary Growth and Benefits: Statewide Context
State-certified salary and benefits data (Form J-90) show how compensation has increased across California.
Example: Unified District Average (2023–24 to 2024–25)
|
Category
|
2023–24
|
2024–25
|
Change
|
% Increase
|
|
*BA+30, Step 1
|
$65,495
|
$67,275
|
+$1,780
|
+2.7%
|
|
*BA+60, Step 10
|
$94,203
|
$96,496
|
+$2,294
|
+2.4%
|
|
Maximum
|
$124,991
|
$128,582
|
+$3,591
|
+2.9%
|
|
Benefits
|
$16,810
|
$17,836
|
+$1,026
|
+6.1%
|
*Bachelor’s degree plus 30 or 60 additional semester hours.
These increases reflect both salary adjustments and rising benefit costs. Important to know: benefit figures represent the additional amount contributed by school districts. They do not include the full premium charged by providers, which is often higher.
Health Benefits: Understanding Plan Options and Costs
Health benefits are a significant component of total compensation and one of the fastest-growing expenses for school districts statewide. At the most recent 2025 renewal, analysis showed that non-Kaiser employees could have realized substantial annual savings through plan selection:
Estimated Annual Premium Savings (2025 Renewal)
These increases reflect both salary adjustments and rising benefit costs. Important to know: benefit figures represent the additional amount contributed by school districts. They do not include the full premium charged by providers, which is often higher.
Health Benefits: Understanding Plan Options and Costs
Health benefits are a significant component of total compensation and one of the fastest-growing expenses for school districts statewide. At the most recent 2025 renewal, analysis showed that non-Kaiser employees could have realized substantial annual savings through plan selection:
Estimated Annual Premium Savings (2025 Renewal)
|
Coverage Type
|
Potential Savings
|
|
Employee Only
|
Up to $6,175.92
|
|
Employee + One
|
Up to $12,423.84
|
|
Employee + Family
|
Up to $16,143.72
|
These estimates reflect differences between available plans and contribution structures. Like most California districts, Twin Rivers operates within negotiated contribution limits and works to balance comprehensive coverage, cost containment, long-term sustainability, and equity across employee groups. Rising healthcare costs affect both employers and employees. Managing these costs responsibly helps protect classroom programs and preserve future compensation growth. Updated 2026 provider quotes will be available in the coming weeks and will be shared with employee groups when finalized.
A Balanced Approach to Supporting Students and Staff
Twin Rivers’ approach is guided by several priorities:
- Maintaining class sizes that meet or exceed state standards
- Offering competitive salaries and benefits—the second highest in the region
- Preserving instructional stability
- Investing in student supports
- Protecting long-term financial health
Looking Ahead
Providing a high-quality education for our students takes thoughtful planning and a clear vision for the future. Twin Rivers is focused on expanding opportunities, fostering innovation in teaching, and ensuring every learner has the tools and support to reach their full potential. By carefully managing class sizes, compensation, and benefits, we maintain the stability schools need to focus on teaching, learning, and student success.
These thoughtful decisions have helped drive higher graduation rates, stronger academic programs, and expanded opportunities for students across our community. We remain committed to working collaboratively with educators, staff, families, and the community to continue building strong, supportive schools where every student can thrive—today and for generations to come.
TRUSD Communications Department
Providing a high-quality education for our students takes thoughtful planning and a clear vision for the future. Twin Rivers is focused on expanding opportunities, fostering innovation in teaching, and ensuring every learner has the tools and support to reach their full potential. By carefully managing class sizes, compensation, and benefits, we maintain the stability schools need to focus on teaching, learning, and student success.
These thoughtful decisions have helped drive higher graduation rates, stronger academic programs, and expanded opportunities for students across our community. We remain committed to working collaboratively with educators, staff, families, and the community to continue building strong, supportive schools where every student can thrive—today and for generations to come.
TRUSD Communications Department
February 17, 2026 - Delivering Results: How Twin Rivers Is Improving Academic Outcomes
Feb. 17, 2026
To Our TR Families,
As part of our ongoing series on Twin Rivers’ growth and progress, today we’re highlighting how our students are learning and achieving, and the support the District provides to help them succeed. Our 25,000 students come from diverse backgrounds, with families who speak 53 different languages. We are committed to supporting every child’s success by providing the programs, resources, and guidance that help our students thrive.
Strong Graduation and Retention Outcomes
One of the most meaningful ways to see student growth is by looking at how many students stay on track to graduate. Twin Rivers’ districtwide graduation rate is currently 92 percent (2024-25 school year), exceeding both Sacramento County and statewide averages. Even more encouraging, our dropout rate has dropped from 19.4 percent to just 4.6 percent since 2011–12, reflecting sustained improvements in student engagement and support systems.
These results reflect the care and support happening every day in our schools — from early identification when students need extra help, to credit recovery options, counseling support, and personalized academic planning that keeps students moving toward graduation.
Expanding College and Career Readiness Through Dual Enrollment and AVID
Twin Rivers students now have more ways to get a head start on college and careers. Through our Dual Enrollment partnership with American River College (ARC), students can take college courses while still in high school. Tuition and books are provided at no cost to families.
Dual Enrollment Quick Facts:
To Our TR Families,
As part of our ongoing series on Twin Rivers’ growth and progress, today we’re highlighting how our students are learning and achieving, and the support the District provides to help them succeed. Our 25,000 students come from diverse backgrounds, with families who speak 53 different languages. We are committed to supporting every child’s success by providing the programs, resources, and guidance that help our students thrive.
Strong Graduation and Retention Outcomes
One of the most meaningful ways to see student growth is by looking at how many students stay on track to graduate. Twin Rivers’ districtwide graduation rate is currently 92 percent (2024-25 school year), exceeding both Sacramento County and statewide averages. Even more encouraging, our dropout rate has dropped from 19.4 percent to just 4.6 percent since 2011–12, reflecting sustained improvements in student engagement and support systems.
These results reflect the care and support happening every day in our schools — from early identification when students need extra help, to credit recovery options, counseling support, and personalized academic planning that keeps students moving toward graduation.
Expanding College and Career Readiness Through Dual Enrollment and AVID
Twin Rivers students now have more ways to get a head start on college and careers. Through our Dual Enrollment partnership with American River College (ARC), students can take college courses while still in high school. Tuition and books are provided at no cost to families.
Dual Enrollment Quick Facts:
- Since 2023, nine TR students have graduated with both their high school diploma and associate degree
- 870 students are currently enrolled in the Dual Enrollment Program (2025-26)
- 1,005 students participated in Dual Enrollment during the 2024-25 school year
The District’s AVID (Advancement Via Individual Determination) program helps students strengthen study skills, build confidence, and prepare for college success. The program is especially effective in helping students who have been historically underrepresented in higher education succeed and prepare for college.
AVID Quick Facts:
AVID Quick Facts:
- 886 students in grades 7-12 are currently enrolled in AVID (2025-26)
- 70.3 percent of AVID seniors met four-year college eligibility requirements (2024-25)
Career Technical Education Pathways
Twin Rivers offers more than 37 Career Technical Education (CTE) pathways, connecting academic learning with workforce preparation. CTE participation is associated with higher student engagement and improved graduation outcomes.
Twin Rivers offers more than 37 Career Technical Education (CTE) pathways, connecting academic learning with workforce preparation. CTE participation is associated with higher student engagement and improved graduation outcomes.
- 2,915 students enrolled in CTE programs (2025-26)
- Pathways include Engineering, Healthcare, Construction, Computer Science, Culinary Arts, and Early Childhood Education
Academic Rigor and Enrichment - Advanced Placement and Seal of Biliteracy
- 1,153 students enrolled in Advanced Placement (AP) courses (2025-26)
- This spring, 1,668 graduating seniors will have the opportunity to earn the California State Seal of Biliteracy, celebrating their proficiency in two or more languages
- 1,074 seniors have received the State Seal of Biliteracy since 2016
These recognitions reflect strong academic preparation and global readiness.
Tutoring and Academic Support
Twin Rivers also provides targeted academic assistance outside the regular school day. During the 2024-25 school year, students completed more than 2,500 online tutoring sessions through the District’s partnership with Paper, providing individualized support in core subject areas. These services help close learning gaps and reinforce classroom instruction.
Data-Driven Instruction and Continuous Improvement
Academic growth at Twin Rivers is supported by consistent use of data at every level. We regularly review classroom assessments, benchmark data, attendance patterns, credit completion, and graduation progress.
Professional learning communities and data teams meet routinely to share strategies and coordinate student supports, ensuring that academic decisions are grounded in evidence. These reviews inform instructional adjustments, intervention placement, and resource allocation.
Recognized Excellence
The District’s academic and instructional efforts have been recognized through numerous awards, including:
Tutoring and Academic Support
Twin Rivers also provides targeted academic assistance outside the regular school day. During the 2024-25 school year, students completed more than 2,500 online tutoring sessions through the District’s partnership with Paper, providing individualized support in core subject areas. These services help close learning gaps and reinforce classroom instruction.
Data-Driven Instruction and Continuous Improvement
Academic growth at Twin Rivers is supported by consistent use of data at every level. We regularly review classroom assessments, benchmark data, attendance patterns, credit completion, and graduation progress.
Professional learning communities and data teams meet routinely to share strategies and coordinate student supports, ensuring that academic decisions are grounded in evidence. These reviews inform instructional adjustments, intervention placement, and resource allocation.
Recognized Excellence
The District’s academic and instructional efforts have been recognized through numerous awards, including:
- California Distinguished Schools
- Gold Ribbon Schools
- Golden Bell Award for Multi-Tiered System of Supports
- California Exemplary Dual Enrollment School
- California Pivotal Practice Award
These honors reflect consistent implementation of high-quality instructional practices.
Behind every award and every statistic is a real student — each one growing, learning, and achieving. While strong performance is important, our true goal is sustained success for every student, today and in the years to come.
TRUSD Communications Department
Behind every award and every statistic is a real student — each one growing, learning, and achieving. While strong performance is important, our true goal is sustained success for every student, today and in the years to come.
TRUSD Communications Department
February 13, 2026 - Twin Rivers Refinances 2016 Bonds, Saving Taxpayers $13.6M
Feb. 13, 2026
To Our TR Families,
Twin Rivers Unified School District recently refinanced two 2016 bonds, a move that will save local property owners more than $13.6 million. The refinancings are scheduled to close May 5, 2026.
Refinancing allowed the District to lower the average interest rate on the two bonds from 4.14% to 2.90% without changing the repayment schedules. “The savings from the refinancing are great for taxpayers because they result in lower property tax bills,” said the District’s financial advisor, Keygent.
As part of the financing process, the District received an ‘A+’ rating from Standard & Poor’s. The rating agency cited the District’s history of stable financial performance, realistic management policies and procedures, available reserve balances, and positive population and tax base trends as rationale for the rating.
“We are very pleased with the outcome of the refinancings,” said Ryan DiGiulio, Chief Business Official of the District. “When we became aware of a refinancing opportunity which would help our community and taxpayers, our Superintendent and Board did not hesitate to pursue it.”
TRUSD Communications Department
Twin Rivers Unified School District recently refinanced two 2016 bonds, a move that will save local property owners more than $13.6 million. The refinancings are scheduled to close May 5, 2026.
Refinancing allowed the District to lower the average interest rate on the two bonds from 4.14% to 2.90% without changing the repayment schedules. “The savings from the refinancing are great for taxpayers because they result in lower property tax bills,” said the District’s financial advisor, Keygent.
As part of the financing process, the District received an ‘A+’ rating from Standard & Poor’s. The rating agency cited the District’s history of stable financial performance, realistic management policies and procedures, available reserve balances, and positive population and tax base trends as rationale for the rating.
“We are very pleased with the outcome of the refinancings,” said Ryan DiGiulio, Chief Business Official of the District. “When we became aware of a refinancing opportunity which would help our community and taxpayers, our Superintendent and Board did not hesitate to pursue it.”
TRUSD Communications Department
February 12, 2026 - Responsible Stewardship: How Twin Rivers Strengthened Its Finances
Feb. 12, 2026
To Our TR Families,
In 2013, when Twin Rivers faced $169 million in long-term debt, aging facilities, and shifting enrollment, students, families, and teachers felt the strain every day—programs were at risk, classrooms needed support, and uncertainty loomed.
In our February 10 letter to families and the community, we shared where Twin Rivers began and the challenges we inherited. Today, we want to show how careful, responsible financial leadership helped stabilize the district while keeping students at the center of every decision.
Budget pressures were constant. Facilities required major investment. And like many districts, we faced uncertainty about future funding. These realities demanded careful, disciplined decision-making.
Over the next several years, Twin Rivers focused on restoring financial stability while protecting classrooms and supporting students.
Between 2013 and 2020, the district eliminated all inherited long-term debt and achieved debt-free status. During this time, Twin Rivers also navigated a $3.8 million budget deficit in 2018–19 without devastating program cuts or widespread layoffs, ensuring students continued to have access to the programs and support they needed.
For more than a decade, including during the COVID-19 pandemic, the district maintained zero layoffs. This stability protected classrooms, preserved relationships, and allowed schools to remain focused on learning.
Our commitment to fiscal responsibility has been recognized beyond our community. Twin Rivers earned an A+ bond rating from Standard & Poor’s, reflecting strong financial management and long-term planning.
In 2022, voters approved Measures J and K—$270 million in school facility bonds. This approval reflected community confidence in our approach to managing public resources and investing in students. These funds are being used to modernize aging schools, improve safety, and create learning environments that support today’s students—all without increasing the taxpayer burden beyond what voters approved.
Responsible stewardship also means planning for the future. Twin Rivers has invested in sustainability and efficiency, including the first electric school bus fleets in North America.
Just as importantly, financial responsibility has allowed Twin Rivers to reinvest directly in students. Through careful budgeting, one-time funds, and grants, the district has expanded access to dual enrollment, strengthened graduation supports, improved facilities, expanded student services, invested in counselors and after-school programs, and enhanced instructional programs—all while maintaining long-term stability.
Our approach has always been simple:
- Use every dollar wisely.
- Protect classrooms first.
- Plan for the future.
- Build and maintain community trust.
Together, we’re seeing how thoughtful financial decisions strengthen schools and support students. On February 17, we’ll share how these investments are making a profound difference for students every day.
TRUSD Communications Department
February 10, 2026 - From Merger to Mission: Our District's Story Begins
Feb. 10, 2026
To Our TR Families,
For years, students, families, and educators across our community lived through change that was fast, unfamiliar, and often unsettling.
In 2008, classrooms came from different districts. Traditions came from different schools. Expectations came from different systems. Those differences were brought together under one new name: Twin Rivers Unified School District.
The idea was ambitious—to create a unified system that could better serve every child. But unity does not happen simply because systems merge. It has to be built, over time, through trust, shared purpose, and commitment.
Each of the four districts that formed Twin Rivers—Del Paso Heights, Grant Joint Union High School, North Sacramento, and Rio Linda Union—brought its own culture and history. Educators who had spent their careers in one system suddenly found themselves working alongside colleagues they had never met, following procedures that didn’t always align. Departments operated in silos. Relationships were new, and trust was limited.
A district had been created. A community had not—yet.
By 2013, the challenges were significant. Twin Rivers cycled through three superintendents in five years. The district carried $169 million in long-term debt. Our graduation rate stood at 75.3 percent, with nearly one in four students leaving school without a diploma. Only 17 percent of graduates were considered college-ready. Many of our school facilities, averaging 57 years old, showed the strain of decades of use.
Families understandably asked hard questions about whether this new district could deliver its promise. Yet even in that uncertainty, one belief held firm: Every child in our community deserves a school system built on strong instruction, meaningful support, and opportunities that inspire learning and belonging.
We believed education was more than test scores and textbooks. It included the experiences that connect students to school and to one another—athletics, marching band, cheerleading, drama, visual and performing arts, student leadership, career pathways, Advancement Via Individual Determination (AVID), dual enrollment, enrichment programs, and field trips. These are not “extras.” They are often the moments that motivate students to show up, stay engaged, and believe in what is possible for themselves.
Our work was never simply to manage a struggling system. Our work was to rebuild one—together.
That rebuilding required patience, partnership, and long-term commitment. It meant strengthening instruction, aligning systems, supporting educators, and restoring trust with families and the community.
That work began in 2013, and it continues today.
As we look to the future, it is just as important to remember where we came from. Over the coming weeks, we will share more of this story—how the district moved from fragmentation to focus, from instability to strength, and from uncertainty to opportunity.
This is our shared history. And the next chapter is one we continue to write together.
TRUSD Communications Department
To Our TR Families,
For 17 years and counting, Twin Rivers has proudly served the northern Sacramento region, delivering a high-quality education while fostering a strong, connected community unmatched by any other district. As we look toward the exciting future ahead of us, we pause to celebrate our accomplishments and reflect on the journey that brought us here. This is the first in a series sharing our district’s story with the families and communities we serve.
For years, students, families, and educators across our community lived through change that was fast, unfamiliar, and often unsettling.
In 2008, classrooms came from different districts. Traditions came from different schools. Expectations came from different systems. Those differences were brought together under one new name: Twin Rivers Unified School District.
The idea was ambitious—to create a unified system that could better serve every child. But unity does not happen simply because systems merge. It has to be built, over time, through trust, shared purpose, and commitment.
Each of the four districts that formed Twin Rivers—Del Paso Heights, Grant Joint Union High School, North Sacramento, and Rio Linda Union—brought its own culture and history. Educators who had spent their careers in one system suddenly found themselves working alongside colleagues they had never met, following procedures that didn’t always align. Departments operated in silos. Relationships were new, and trust was limited.
A district had been created. A community had not—yet.
By 2013, the challenges were significant. Twin Rivers cycled through three superintendents in five years. The district carried $169 million in long-term debt. Our graduation rate stood at 75.3 percent, with nearly one in four students leaving school without a diploma. Only 17 percent of graduates were considered college-ready. Many of our school facilities, averaging 57 years old, showed the strain of decades of use.
Families understandably asked hard questions about whether this new district could deliver its promise. Yet even in that uncertainty, one belief held firm: Every child in our community deserves a school system built on strong instruction, meaningful support, and opportunities that inspire learning and belonging.
We believed education was more than test scores and textbooks. It included the experiences that connect students to school and to one another—athletics, marching band, cheerleading, drama, visual and performing arts, student leadership, career pathways, Advancement Via Individual Determination (AVID), dual enrollment, enrichment programs, and field trips. These are not “extras.” They are often the moments that motivate students to show up, stay engaged, and believe in what is possible for themselves.
Our work was never simply to manage a struggling system. Our work was to rebuild one—together.
That rebuilding required patience, partnership, and long-term commitment. It meant strengthening instruction, aligning systems, supporting educators, and restoring trust with families and the community.
That work began in 2013, and it continues today.
As we look to the future, it is just as important to remember where we came from. Over the coming weeks, we will share more of this story—how the district moved from fragmentation to focus, from instability to strength, and from uncertainty to opportunity.
This is our shared history. And the next chapter is one we continue to write together.
TRUSD Communications Department
February 4, 2026 - TRUSD Class Size Facts
Feb. 4, 2026
To Our TR Families,
As conversations about staffing and class sizes continue in our community, we want to ensure families and neighbors have accurate, factual information about class sizes in Twin Rivers Unified School District.
Understanding the Context
California State Law Requirements:
California’s Local Control Funding Formula (LCFF) provides financial incentives for districts to maintain average class sizes of 20 or fewer students in grades TK and 24 or fewer in grades K–3 at each school site. State law sets maximum penalties if K–3 averages exceed 30–31 students. Twin Rivers meets all state requirements and qualifies for full LCFF funding.
For grades 4–8, state law caps average class sizes at 29.9 students. Twin Rivers is well below this threshold.
What the California Teachers Association Advocates:
According to CTA’s official “Class Size Matters” policy, the union’s “optimum maximum” goals are 20 students per class in elementary grades and 20 students in secondary classes with no more than 100 student contacts per day.
It’s important to note that these are aspirational goals the CTA advocates for statewide, not legal requirements. No California school district is required to meet these targets, and most districts across the state do not.
What TRUE Is Claiming:
Twin Rivers United Educators (TRUE), as part of the statewide CTA “We Can’t Wait” campaign involving 32 unions across California, is calling for “lower class sizes” as part of contract negotiations. This coordinated campaign launched in February 2025 and is occurring simultaneously across multiple Sacramento-area districts including Sacramento City Unified and Natomas Unified.
The Facts:
Summary
Twin Rivers Unified School District is fully compliant with all California class size requirements and receives full LCFF funding for meeting TK–3 targets. Our class sizes are competitive with neighboring districts and, in secondary grades, already meet the aspirational benchmarks that unions advocate for statewide.
The district remains committed to maintaining reasonable class sizes while balancing investments across all areas that support student success, including counselors, intervention specialists, support staff, and enrichment programs.
TRUSD Communications Department
To Our TR Families,
As conversations about staffing and class sizes continue in our community, we want to ensure families and neighbors have accurate, factual information about class sizes in Twin Rivers Unified School District.
Current Districtwide Class Size Averages
|
Grade Level
|
TRUSD Average
(As of 02-04-2026)
|
State Requirement
|
|
Transitional Kindergarten
|
19.1
|
20 maximum
|
|
Kindergarten
|
20.1
|
24 average
|
|
Grade 1
|
22.9
|
24 average
|
|
Grade 2
|
22.7
|
24 average
|
|
Grade 3
|
24.0
|
24 average
|
|
Grades 4–5
|
27.1–27.8
|
29.9 average
|
|
Grade 6
|
27.4
|
29.9 average
|
|
Grades 7–12
|
19.5
|
No state cap
|
Understanding the Context
California State Law Requirements:
California’s Local Control Funding Formula (LCFF) provides financial incentives for districts to maintain average class sizes of 20 or fewer students in grades TK and 24 or fewer in grades K–3 at each school site. State law sets maximum penalties if K–3 averages exceed 30–31 students. Twin Rivers meets all state requirements and qualifies for full LCFF funding.
For grades 4–8, state law caps average class sizes at 29.9 students. Twin Rivers is well below this threshold.
What the California Teachers Association Advocates:
According to CTA’s official “Class Size Matters” policy, the union’s “optimum maximum” goals are 20 students per class in elementary grades and 20 students in secondary classes with no more than 100 student contacts per day.
It’s important to note that these are aspirational goals the CTA advocates for statewide, not legal requirements. No California school district is required to meet these targets, and most districts across the state do not.
What TRUE Is Claiming:
Twin Rivers United Educators (TRUE), as part of the statewide CTA “We Can’t Wait” campaign involving 32 unions across California, is calling for “lower class sizes” as part of contract negotiations. This coordinated campaign launched in February 2025 and is occurring simultaneously across multiple Sacramento-area districts including Sacramento City Unified and Natomas Unified.
The Facts:
- Twin Rivers’ TK class sizes (19.1 to 20), K–3 class sizes (22.4 to 24.0) meet or exceed state targets
- Our secondary average of 19.5 students is already at or below CTA’s aspirational goal of 20
- These are district-wide averages; individual classrooms may vary slightly based on enrollment patterns (i.e., band, Physical Education, and CTE classes at the high school level)
- Reducing class sizes further would require hiring additional teachers and building additional classrooms, representing significant ongoing costs
Summary
Twin Rivers Unified School District is fully compliant with all California class size requirements and receives full LCFF funding for meeting TK–3 targets. Our class sizes are competitive with neighboring districts and, in secondary grades, already meet the aspirational benchmarks that unions advocate for statewide.
The district remains committed to maintaining reasonable class sizes while balancing investments across all areas that support student success, including counselors, intervention specialists, support staff, and enrichment programs.
TRUSD Communications Department
February 3, 2026 - Parent/Community Negotiations Update
Feb. 3, 2026
To Our TR Families,
Negotiations with our teacher’s union have entered a phase called factfinding. This is a normal step in California’s collective bargaining process that occurs when both sides reach an impasse and seek the support of a neutral panel to help move discussions forward. The panel, with a neutral chairperson, reviews information from both the district and the union and offers findings and recommendations to guide the next steps.
Factfinding has no immediate impact on school operations. Schools remain open, fully staffed, and learning continues as usual.
We are also preparing for all possibilities with the goal of minimizing any disruption for students. Given the phase of negotiations, we will regularly and consistently communicate with updates and pertinent information.
Our focus remains on your children. While the district respects employees’ rights to engage in lawful labor actions, we believe continued dialogue and bargaining are the most effective ways to resolve differences and maintain stability for students and families.
Sincerely,
TRUSD Communications Department
Negotiations with our teacher’s union have entered a phase called factfinding. This is a normal step in California’s collective bargaining process that occurs when both sides reach an impasse and seek the support of a neutral panel to help move discussions forward. The panel, with a neutral chairperson, reviews information from both the district and the union and offers findings and recommendations to guide the next steps.
Factfinding has no immediate impact on school operations. Schools remain open, fully staffed, and learning continues as usual.
We are also preparing for all possibilities with the goal of minimizing any disruption for students. Given the phase of negotiations, we will regularly and consistently communicate with updates and pertinent information.
Our focus remains on your children. While the district respects employees’ rights to engage in lawful labor actions, we believe continued dialogue and bargaining are the most effective ways to resolve differences and maintain stability for students and families.
Sincerely,
TRUSD Communications Department
Frequently Asked Questions
Frequently Asked Questions
Are employees of a striking union paid if they strike?
No. Any member of a striking union who chooses to strike will not be paid the daily rate of pay for each day they are absent.
Does being on strike impact an employee’s state retirement plans?
It might. A striking employee’s retirement service credit can be negatively impacted during a strike.
Any day an employee chooses to strike is not a day of “creditable service.” Therefore, an employee will jeopardize completing a full year of service credit toward their retirement if they strike. This can be deemed an unpaid leave and a break in service, which can negatively impact an employee’s planned retirement date. Recent state legislation can further affect this calculation. Further information may be available through STRS and PERS regarding the impact of a decision to strike on service credit and retirement plans.
May employees take sick leave or personal leave while they are on strike?
No. Taking sick leave, personal leave, or other leave to avoid a pay deduction by a striking employee is prohibited.
The TRUE collective bargaining agreement does not authorize the use of accumulated sick leave or personal necessity leave during a work stoppage. The district recognizes that serious emergencies with an employee can occur at any time, and any exceptions will be addressed on a case-by-case basis.
What protection does the district offer an employee who chooses to work?
Safety of students and staff is always a top priority. The district has a safety plan in place if a strike occurs and has been communicating with local agencies about the possibility of a strike.
The district has developed a safety plan for each school site in the event of a strike. The plan focuses on the safety of students and staff who come to school and on the continuity of services to students. The district has taken additional measures to promote the safety of students and staff at schools in the event of a strike. The district has also been communicating with local agencies in each city within the district’s boundaries about a potential strike and are grateful to those agencies for their support.
While on strike, may an employee have access to the campus?
No. Striking employees will not be allowed on any school campuses, including district buildings, bathrooms, or classrooms, during a strike.
How are student absences handled during a strike?
District attendance policies remain in effect, and students are expected to be in school unless they have an excused absence.
May employees encourage students to walk the strike line in a show of support?
No. Compulsory education is the law in California for school-age children. This means that any adult who encourages a student not to attend school, or to “cut” school, may be contributing to the delinquency of a minor, which is a crime under California law.
The district fully respects its employees' rights to participate in lawful union activity and to protest. However, because of the compulsory education laws, we do not support any district employee encouraging our students to be absent from school during a teacher strike. Attendance will be recorded daily and by period at the secondary level, and we want to ensure our students and families comply with the attendance requirements mandated by the state of California and district policy. Thus, any conduct by a district employee encouraging students to be absent from school because of a strike without a legitimate excuse from the child’s parent or guardian is strictly prohibited.
Financial Facts - UNDERSTANDING STUDENT SUPPORT FUNDING (LCAP)
Financial Facts - UNDERSTANDING STUDENT SUPPORT FUNDING (LCAP)
Student Support Funding
We are committed to clear, honest communication regarding District finances. There have been claims that $19 million in "hidden" funds could be redirected toward teacher salary increases. It is important to understand that these funds are not discretionary "extra" dollars—they are targeted funds designed to meet the needs of high-need students and improve student outcomes.
The District allocated these funds through the Local Control and Accountability Plan (LCAP) for student support services—a legally defined funding purpose under California law.
Twin Rivers has invested $93.4 million in LCAP student supports, with major categories including:
- Academic Supports: $60 million
- Mental Health Supports: $16 million
- Student Engagement & Activities: $11 million
- Other Supports: $6 million
Supplementary and Concentration Funds
Some of these supports, over $27 million, provide direct services to students outside the classroom that support learning and safety.
The “student supports outside the classroom:” category is not administrative overhead. These funds overwhelmingly pay for essential staffing and services—not bureaucracy—that directly support student learning, mental health, safety, and academic access every day.
These targeted funds provide our schools with:
- English Language Arts (ELA) and Math Coaches
- English Learner Support Teams
- Elementary and secondary counselors
- Foster youth support
- Social workers
- Behavior support teams
- Psychologists
- Nurses
- Campus safety specialists
- Custodians
- Vice principals
The Reality of LCAP Funding
The vast majority of LCAP investments are for staffing and direct student services, not consultants or overhead. These investments give teachers the support they need so they can focus on instruction.
Examples include:
Mental Health & Student Well-Being
- Elementary Counselors at each school: $3.9M
- Additional Secondary Counselors: $2.7M
- Behavioral Support Team: $1.4M
- Positive Behavioral Interventions and Supports (PBIS) Specialists & Student Services Specialists: $870K
- Additional Psychologists: $690K
- Multi-Tiered System of Supports (MTSS) Specialists: $3.3M
- Yard Duty Assistants: $1M
Academic & Instructional Supports
- Instructional Quality & Teaching Conditions: $30M
- English Learner (EL) Services, Foster Youth Counselor, Long-Term English Learner (LTEL) teams: $5.8M
- College & Career Readiness Programs: $5.5M
- Academic Interventions & Tutoring: $3.9M
- Professional Learning & Teacher Development: $2.8M
Student Engagement & Enrichment
- Visual & Performing Arts: $5M
- Field Trips & Activities: $2.7M
- Activities Directors: $1.4M
- Teacher-led Clubs: $125K
Safety, Operations & Student Access
- Custodial, Maintenance, Grounds Staffing: $3M
- Campus Safety Specialists: $1.4M
- Additional Custodial Staff (after school/events): $1.2M
- Additional Nursing Staff: $400K
- Family Engagement Programming: $175K
Supporting Teachers and Classrooms
These investments are designed to create a healthier, more productive environment for both students and staff. By funding specialized roles, the District ensures that teachers are not expected to be social workers, mental health counselors, and safety officers all at once.
These supports reduce teacher workload, improve classroom conditions, and help teachers to focus on instruction. Cutting these positions would place added demands on teachers and affect classroom conditions.
Examples:
- Student Health & Safety: Nurses, Psychologists, Social Workers, and Campus Safety Specialists.
- Academic Leadership: English Language Arts (ELA) and Math Coaches, Vice Principals.
- Specialized Support: English Learner (EL) Support Teams, Foster Youth Support, and Behavior Support Teams Multi-Tiered System of Supports and Positive Behavioral Interventions and Supports.
- Campus Operations: Para-educators and Custodians.
LCAP Transparency
The LCAP investments are clearly documented, audited, and publicly presented.
The presentation details:
- Annual increases in LCAP student support funding
- Line-item allocations by program and staffing type
- Funding sources (Supplementary and Concentration Funds, Title I, Expaned Learning Opportunities Program (ELOP), Equity Multiplier, etc.)
- Explicit lists of funded roles and services
This demonstrates transparent, responsible fiscal stewardship. Redirecting these funds toward salaries would undermine our commitment to student success and violate funding intent.
Funding Tied to Student Needs
District funding is not just about numbers; it is about meeting the specific needs of our most vulnerable populations. These funds are strictly tied to student needs and state-mandated legal restrictions.
Redirecting these funds would require the elimination of:
- Student Safety & Wellbeing: Counselors, Social Workers, Mental Health Supports, and Safety Staff.
- Campus Operations: Custodians and Para-educators.
- Academic Growth: Targeted Intervention Programs.
The loss of these services would disproportionately impact:
- English Learners
- Foster Youth & Homeless Youth
- Students with Disabilities
- Low-Income Families
- Students Needing Behavioral & Mental Health Support
The Bottom Line
Redirecting these restricted funds toward general salaries would not only impact student learning and increase teacher workload, but it would also violate the legal intent of the funding. We are committed to a sustainable agreement that supports our staff without dismantling the programs our students rely on.
TRUE’s $19 million claim is misleading.
These funds were not squandered and were not diverted from teachers. They were:
These funds were not squandered and were not diverted from teachers. They were:
- Legally allocated through the LCAP
- Transparently budgeted
- Invested in people and programs that directly support students
- Used to strengthen safety, mental health, learning conditions, and equity
Twin Rivers’ investments in student supports are producing real, measurable results. Over the past several years, the District has made tremendous gains in academic performance, graduation rates, student engagement, and overall school stability. Expanded counseling services, academic interventions, mental health supports, and enrichment programs have strengthened learning conditions and helped more students stay on track to graduate, access college and career pathways, and succeed in the classroom.
These outcomes reflect responsible stewardship of public funds and a sustained commitment to equity, safety, and excellence. The progress Twin Rivers is seeing today is not accidental — it is the direct result of intentional investments in the people and programs that support student success.
