2026 Kent Award Winners Announced
May 5, 2026
Nineteen programs from 12 of the county’s 24 school districts will receive 2026 Kent Awards at the San Mateo County School Boards Association’s annual meeting and awards ceremony on Friday, May 8, 2026. The following is a list of the winners and a summary of their award-winning program that is making a difference in the education and support of students in San Mateo County.
BELMONT-REDWOOD SHORES SCHOOL DISTRICT
EduProtocol Implementation – EduProtocols is an innovative instructional framework that empowers teachers to deliver rigorous, engaging learning experiences through adaptable, repeatable lesson designs. Developed by educators for educators, EduProtocols replaces one-off lesson planning with structured learning “frames” that promote collaboration, critical thinking, literacy, and student discourse across all grade levels and subject areas.
By focusing on high-frequency formative assessment, visible thinking routines, and purposeful academic talk, EduProtocols increases student engagement while reducing teacher workload. Schools implementing EduProtocols consistently report gains in student achievement, stronger classroom culture, and improved teacher efficacy. Its scalable design supports equity by providing all learners with consistent access to high-quality instructional strategies, making EduProtocols a transformative and sustainable approach to increasing student achievement.
Puma Pantry – Nesbit School’s Puma Pantry is a school-based community care program grounded in two core goals: strengthening community through meaningful outreach and ensuring families have access to essential resources so students can thrive. Serving a diverse K–8 population with significant economic needs, the Puma Pantry operates with dignity, discretion, and strong community partnerships at its core. Through donations and local collaborations, the Puma Pantry provides food, clothing, and essential household items year-round, with particular support during school breaks and times of crisis. These efforts help ensure that a child’s success is never limited by unmet basic needs and that every family feels seen, supported, and valued.
Since its inception, the Puma Pantry has hosted a range of community-centered initiatives, including multiple open clothing closet events, community potlucks, a CalFresh relief gift card drive, and a holiday toy drive—each designed to build connection, care, and collective responsibility within the Nesbit community.
BURLINGAME SCHOOL DISTRICT
Restorative Recess – Restorative Recess is a structured, principal-led intervention held weekly during recess that provides students with explicit instruction and guided practice in fair play, conflict resolution, and positive peer interaction within a safe and supportive environment. Now in its third year of implementation at Washington Elementary, the program blends assigned and voluntary participants to create authentic opportunities for modeling and skill-building.
Designed as a Tier 2 support within an MTSS framework, Restorative Recess serves approximately 10% of the student population each week and functions as a proactive alternative to exclusionary discipline. By reinforcing PBIS expectations in real-life play situations, the program strengthens student relationships, increases school connectedness, and improves overall school climate while remaining cost-effective and easily replicable in other school communities.
CABRILLO UNIFIED SCHOOL DISTRICT
CUSD Trauma-Informed Restorative Practices Initiative – The CUSD Trauma-Informed Restorative Practices Initiative is a districtwide, grant-funded effort supported by San Mateo County Get Healthy and the California Department of Health Care Services. The initiative is designed to transform how schools respond to conflict, address trauma, and strengthen community. Grounded in a fully implemented restorative model at Pilarcitos Alternative High School, the initiative integrates restorative circles, trauma-informed care, and tiered accountability systems across campuses serving approximately 2,481 students.
As a fully restorative school, Pilarcitos incorporates restorative practices into staff development, parent engagement, School Site Council processes, discipline protocols, and daily classroom structures. Rather than relying solely on exclusionary discipline, CUSD has invested in systems that prioritize relationship, responsibility, and student voice. Through classroom circles, leadership groups, structured repair processes, therapeutic integration, and community engagement, the initiative fosters connection across students, families, and staff. This work reflects a commitment to building school environments where accountability and belonging coexist, and where students are supported not only in academic success, but in resilience and human connection.
HILLSBOROUGH CITY SCHOOL DISTRICT
Facility Dog Program – The Facility Dog Program began in the Hillsborough City School District in 2014 when they welcomed their first dog, Rhett, to the community. The handlers worked with Canine Companions to expertly train their dog with a goal of enhancing instruction and providing therapy to promote participation and reduce anxiety among students who receive special education services. Initially, Rhett was used solely within the special day class setting (referred to as the “Learning Center”) at North Elementary School to assist students in strengthening communication and fine/gross motor skills, and to serve as a comforting, calming presence, allowing students to connect with their general education peers across environments.
In July 2025, we welcomed Tanzi to follow in Rhett’s pawprints (2014-2023) to work across the district’s four schools. By transitioning from a single-classroom model to a district-wide initiative with Tanzi, we can provide targeted therapeutic interventions and social-emotional support across all campuses and the District Office. Tanzi serves as a bridge for inclusion, a motivator, and a calming presence for students experiencing stress or distress. One of Tanzi’s superpowers is that she also is a calming presence for the adults in the building, including staff members, community members, and Trustees, and brings moments of connection, calm, and shared joy across the District’s campuses.
JEFFERSON UNION HIGH SCHOOL DISTRICT
Jefferson High School Engineering Pathway – Jefferson High School’s Engineering Pathway is leading the way in sustainability education by embedding clean energy, electric vehicle technology, and industry-recognized certifications directly into the classroom. Through innovative partnerships and a clear focus on workforce readiness, the program is preparing students for high-demand green careers while advancing California’s transition to a sustainable future.
Transforming Systems of Equity from Within – The Jefferson Union High School District’s (JUHSD’s) Equity Redesign Network builds a sustainable, districtwide system to advance equitable student experiences and outcomes. Through a partnership with the National Equity Project, JUHSD established district, site, and student equity teams that use data, student voice, and continuous improvement cycles to examine systems, identify root causes, and test locally responsive strategies. Grounded in an equity leadership approach that is reflective, collaborative, and adaptive, this work strengthens conditions for belonging, engagement, and access to rigorous learning. By developing shared leadership structures and building internal capacity, the district is embedding equity into its decision-making processes so that meaningful change can be sustained over time across all schools.
LAS LOMITAS ELEMENTARY SCHOOL DISTRICT
Third Grade Roarriors Program – The Third Grade Roarriors program at Las Lomitas Elementary (serving students in grades TK–3) is a student leadership and service initiative designed to foster inclusion, belonging, and positive school culture. Third Grade Roarriors serve as ambassadors for the school by welcoming new students with campus tours and providing friendship and play support during recess. They oversee the buddy bench to ensure no student feels left out, assist in maintaining a caring campus by collecting lost-and-found items, and model responsibility and empathy. Roarriors also take on visible leadership roles by introducing monthly character traits at schoolwide assemblies, creating posters to promote school events, and leading kindergarten lunch recess activities that reinforce those character traits through play. To further develop leadership skills and continuity across grade levels, Roarriors meet twice a year with seventh- and eighth-grade student leaders at the district middle school, La Entrada, strengthening mentorship and a shared commitment to community values across the district. Las Lomitas’s vision statement is “All students matter, All students belong, and All students thrive.” The Roarriors bring this vision to life through their actions and support Las Lomitas in being an inclusive community of learners.
MENLO PARK CITY SCHOOL DISTRICT
Play and Learn Studio (PALS) – The Play and Learn Studio (PALS) acts as a bridge between social-emotional theory and classroom reality. Using a workshop model (mini lesson-play-reflect), kindergarten–5th grade classes visit a space where they approach play with the same intentionality and curriculum design as core academic instruction. With the support of an instructional coach and the classroom teacher, students move from parallel play to true cooperative problem-solving, receiving real-time coaching on self-regulation and conflict resolution. It’s an opportunity to see students apply complex vocabulary and social skills in an authentic setting, proving that the joy of play is actually the strongest foundation for academic readiness.
PORTOLA VALLEY SCHOOL DISTRICT
Viajando por el Mundo – Viajando por el Mundo is a beloved program that brings the entire school community together in a joyful celebration of diversity, culture, and connection. Held every other year, this vibrant event features 12 to 15 countries from around the world, each represented by families who proudly share their heritage. Through colorful traditional clothing, delicious foods, lively dances, engaging games, and fascinating fun facts, parents and children work hand in hand to create immersive cultural experiences for all students. Viajando transforms the school into a living tapestry of global traditions, fostering curiosity, respect, and a deep appreciation for the many cultures that enrich the community.
REDWOOD CITY SCHOOL DISTRICT
RCSD Expanded Learning Opportunities Program (ELOP) – Redwood City School District’s Expanded Learning Opportunities Program (ELOP) is a districtwide, equity-centered expanded day model serving more than 2,200 students daily across 11 school sites and three community partner locations. Designed as a seamless extension of the school day, the program integrates academic support, social-emotional learning, STEAM, arts, music, and physical activity within a safe, culturally responsive environment. Prioritizing English learners, foster youth, students experiencing homelessness, and low-income families, ELOP removes barriers to access while strengthening attendance, belonging, and whole-child development. Through strong district leadership, collaborative community partnerships, expanded mental health services, and a robust continuous improvement system, RCSD has transformed traditional after-school care into a comprehensive student support system that fosters engagement, opportunity, and success beyond the bell.
SAN CARLOS SCHOOL DISTRICT
AI Task Force: Advancing AI Literacy and Implementation Across the District – San Carlos School District AI Task Force began as a small leadership team in a strategic effort to prepare students and educators for a rapidly evolving landscape by thoughtfully integrating AI literacy into teaching and learning. The District recognizes that the world for which they are preparing students is not defined and is changing rapidly. This reality makes it even more important that the District equip students to be Curious Problem Solvers, Reflective Learners, and Kind & Responsible Citizens, all key components of the District’s Learner Profile.
Since its inception, the AI Task Force has established a shared vision for responsible, ethical, and instructionally meaningful use of AI aligned to the district Strategic Plan and Learner Profile, implemented multiple classroom-based pilots, and empowered educators as teacher leaders to pursue further professional learning and share that learning with their colleagues.
Transitional Kindergarten Extended Learning Program (TKELP) – The Transitional Kindergarten Extended Learning Program provides a nurturing, developmentally intentional environment for the District’s youngest learners at all four San Carlos Elementary Schools – Arundel, Brittan Acres, Heather, and White Oaks. Designed to extend learning beyond the regular school day, TKELP blends structured play, hands-on STEAM exploration, social-emotional development, and Spanish Language Enrichment to foster curiosity, confidence, and a love of learning. The program bridges early childhood education and K–12 standards, ensuring students build a strong foundation for lifelong academic and social success.
SAN MATEO-FOSTER CITY SCHOOL DISTRICT
Community Schools Initiative/Restorative Practices – The San Mateo-Foster City School District’s Community Schools initiative is a transformative, equity-driven model that centers restorative justice practices to create supportive, inclusive, and culturally affirming learning environments across five community schools. Grounded in deep partnerships with families, students, and local organizations, the District’s approach integrates social-emotional supports, healing-centered engagement, and community resources to dismantle punitive discipline, reduce disparities, and foster belonging. Through collaborative problem-solving, proactive restorative circles, and coordinated services that meet students’ holistic needs, the District has strengthened relationships, improved climate, and ensured every learner feels seen, heard, and valued. This initiative exemplifies how schools can be hubs of community and justice, advancing academic success alongside wellbeing for all students.
SMFCSD Early Literacy Program – The San Mateo-Foster City School District’s Early Literacy Program is a research-grounded, District-wide transformation, dedicated to ensuring every student becomes a proficient, joyful reader by third grade. By embracing the Science of Reading and implementing the PAF Reading Program across all K-2 classrooms, the District has embraced a Structured Literacy framework. In alignment with its strategic plan, the District’s success has been powered by a dedicated team of K-2 teachers, school principals, and 21 site-based Language & Literacy TOSAs working side-by-side. SMFCSD’s efforts in closing the achievement gap help ensure that literacy is a fundamental right for every child in their community.
SOUTH SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Elementary Science Instructional Innovator Cohort – The Elementary Science Instructional Innovator Cohort is a District-led professional learning model designed to strengthen elementary science instruction and improve student learning across the South San Francisco Unified School District. Aligned with the SSFUSD Strategic Plan priorities of Providing Exceptional Instruction, Empowering Educators, and Establishing Purposeful Partnerships, the cohort serves 32 educators across multiple schools, building capacity to design and facilitate high-quality science instruction centered on student discourse, modeling, and evidence-based explanations, while advancing implementation of the Twig Science curriculum. Through collaborative lesson design, classroom observation, analysis of student work, and job-embedded coaching from the District Science TOSA, teachers refine rigorous learning experiences grounded in discourse and reasoning.
A defining feature of the program is the shift from isolated practice to a shared culture of learning, where teachers open their classrooms and engage in continuous improvement supported by embedded coaching. Equity is intentionally embedded through inclusive, language-rich instruction that values student thinking and ensures access for all learners. Students experience science as an active sense-making process, demonstrating stronger engagement, scientific communication, and conceptual understanding, building toward the intellectual curiosity, critical thinking, and creativity described in the SSFUSD Portrait of a Graduate. Supported through partnership with the Exploratorium and generous support from Genentech, the cohort develops teacher leadership and sustainable systems for exceptional science instruction across SSFUSD.
Ponderosa Art With Students (PAWS) – When the District thinks about building community for its students, staff are reminded of the importance of the essential partnership of adult supporters in their lives; both in and outside of the school. PAWS brings together the community. Volunteers, mostly parents, enter classrooms in an intentional, thoughtful, and accessible manner to teach art. The PAWS Program is supported by the PTA in conjunction with Ponderosa School staff. Volunteer parents are trained by a lead parent at the beginning of the school year on how to participate in the program including where to get supplies, how to find resources for arts and crafts ideas, and how to partner with the school to create projects for all. School staff collaborates with parent volunteers to arrange lessons and offer support as needed, while showcasing adult supporters as the lead. Supplies for the program are available for any lesson and funded by the PTA and school. No matter the level of expertise in art, an adult can get involved in the classroom – lead a lesson, clean-up, bring supplies, prep ahead or support the lead. Above all PAWS showcases that we all have important contributions to make to a child’s education, and working together only enhances students’ opportunities to learn and grow.
Sown to Grow – To address students’ lack of sense of belonging to their school community, Alta Loma Middle School in South San Francisco started using a biweekly emotional check-in platform with all 6th-8th grade students called Sown to Grow. Since its implementation at the start of the 2022-23 school year, Sown to Grow has helped ALMS significantly increase students’ connection to their peers and school staff, where 95% of students feel a sense of belonging, and 63% of students feel a strong sense of belonging to their school community. ALMS’s use of Sown to Grow has also helped to provide counseling interventions to students, foster strong relationships between students and staff, and ensure that all students feel seen, cared for, and supported.
Unified PE Program – Unified Physical Education is a year-long, inclusive elective course partnered with Special Olympics that brings students from special education and general education together to build community through physical activity, utilizing a reverse mainstreaming approach. Through cooperative games, sport skill development, and shared leadership opportunities, students learn teamwork, empathy, and respect while improving their confidence. The program is in its second year at Westborough Middle School, and it intentionally works to foster meaningful peer relationships, promote acceptance, and empower all students to feel valued and capable, creating a positive school culture that extends beyond the gym and into the broader school community.
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SMCSBA initiated the J. Russell Kent Award Program in the 1980-81 school year. Named after past San Mateo County Superintendent of Schools, J. Russell Kent, the awards are given to innovative and replicable programs that are being implemented in a school district, county office of education, or in the community college district in the County.
The Kent Awards process begins in the winter when districts submit nominations for consideration. The applications are screened and evaluated by a screening committee using rubrics. Programs that successfully pass the screening are then visited to verify the findings of the screening committee.
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For more information about the awards program, please contact Chelsea Bonini, President, San Mateo County School Boards Association at president@smcsba.org.