“Small-town living” often fosters a community where people unite to support one another and welcome visitors and newcomers. People travel here from far and wide for that “community experience” that they miss out on when living in larger cities. Through our local events, we create opportunities for authentic connections and shared experiences, enriching our residents’ lives and giving friends and out-of-towners a taste of what life in Winters is like.
I truly feel that we are successful at providing a unique and welcoming community experience through our many collaborative connections. From nonprofits to our businesses, our city and school district we influence change and innovation, identify challenges and work to fulfill those needs, make emotional connections and strive to engage all of our residents. Are we perfect? No. Do we continue to grow and learn from our experiences? Hopefully, that is the mindset of our residents.
When our community focuses on and participates in actions of kindness and service, not only does it help to strengthen our community bonds but it enhances the overall quality of life for everyone who lives and works here. We uplift and engage our youth, provide for our neighbors, and create opportunities for life-long learning and growth. We value our historical roots, acknowledge past wrongs, and ensure our agricultural connections are visible and active. We honor our elders and celebrate our newest US citizens. The list of what makes Winters, Winters goes on and there are always new ideas and events on the horizon.
When we put intention and meaning into the events we host or the programs we offer, we embody these values and put actions into our words to ensure that we are staying true to that Winters life.
— Crystal Apilado, editor-in-chief
SPIRIT OF WINTERS
TAKING ACTION TO CULTIVATE COMMUNITY EXPERIENCES
BY ANGELA UNDERWOOD
I
t’s not what you know — it’s who you know and the actions you take to achieve it.
This success slogan speaks directly to the Spirit of Winters, a grassroots effort founded by a school superintendent, news editor, and two business owners, including a bilingual perspective, who first sat at the table.
Winters Joint Unified School District Superintendent Rody Boonchouy, Winters Express Editor Crytal Apilado, and business owners Inesita Arce and Carla Wroten shared the same vision a year ago that is quickly spreading across town.
Bringing educational experience and connections to the table, Boonchouy wanted answers to certain questions.
“How do we build unity and solidarity,” Boonchouy said. “How do Winters JUSD teaching and learning experiences reflect all cultures, communities, and identities here in this town.”
Apilado brought communication concerns to the table. After attending the post-pandemic District English Learning Advisory Committee and the Winters Hispanic Advisory Council meetings, she wanted to better engage with Winter’s Spanish-speaking community.
“I wanted to learn more about some of the challenges in bridging that language barrier,” Apilado said. “I wanted the Express’ Spanish page to better serve that community.”
She also noticed a decline in volunteerism and community togetherness. As a Winters High School graduate, Apilado grew up in the community and was alarmed at the apathy and lack of empathy coming out of the COVID shutdowns. In her mind, it wasn’t the “Winters way” and she decided it was time to speak up about it.
Wasting no time, in January 2023, the editor started writing columns focusing on community engagement, volunteerism and communication.
“I feel it is a part of my role as the editor to keep an eye and ear out, and one of the things that had become very apparent was a huge disconnect between residents, especially coming out of the pandemic,” Apilado said. “It wasn’t just that people weren’t getting translations done, they weren’t reaching the wider community.”
After writing a few columns and discussing them with Rody and Carla, the editor said they reached out about meeting with some other local leaders to discuss how to bring the community together and make authentic connections.
“Working alongside other local doers in the community seemed like the right choice to continue my efforts and help collaborate with others who had similar missions,” Apilado said.
Steady Eddy’s Coffee house owner Carla Wroten said she initially started discussions with Boonchouy after her family had an experience where her daughter was called a racial slur by another student at school.
“Sometimes good things happen as a result of something needing to change,” Wroten
said. “My family is biracial and my husband is half African-American and I’m half Mexican.”
At the time, Wroten said her daughter didn’t know the meaning behind the word but could see her mom was getting upset about the experience.
“It was a defining moment for me. I could listen to my daughter and ignore the hate speech or I could show my daughter what it looks like to speak up for yourself and ensure that the next person has a better chance of sticking up for themselves,” Wroten said.
Following a discussion with Boonchouy, the duo decided to not just “talk about it,” but to take action and do something about it, and the Spirit of Winters took off.
According to Wroten, Apilado was intentionally brought into the effort, calling the editor “a trusted friend and a doer,” whose newspaper post can help better communicate the Spirit of Winters’ message.
“I want this group to be about kind of breaking through those barriers and obstacles so that we can all be at the same table,” Wroten said. “I feel like people want to be heard in our town, and I’m hoping this group can be a sounding board for opinions, goals, vision, and ideas.”
Of all the founders’ table seats, Inesita Arce’s is key. The bilingual business owner
Community members at a Spirit of Winters gathering. Courtesy photo
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represents Winters’ Spanish-speaking community, which comprises more than half of the residents here. Arce said she sits down at the table wanting more for her children than she had growing up in Winters.
“Sometimes it felt we were left out of some of the stuff,” Arce said. “For me as a parent, especially having grown up with parents that didn’t speak English, that is important because I know there’s still a lot of families Winters who are still sort of that first generation and whose language is not English primarily.”
Arce said her background with the Spanishspeaking community can “bridge some of that communication to help everybody feel just a little bit more welcome, aware, and more included in things.”
Uniting community
One way to dissolve the barriers in a small town like Winters is to know your neighbor, according to the superintendent, who became the district leader in 2022.
“There is a lot of charm and tight relationships,” Boonchouy said, adding after students and families raised concerns about racist and cultural issues in schools, he began asking questions. “In a diverse community, how do we promote a positive school culture and climate where everyone’s respected and represented as a key member.”
“It can feel like a tale of two cities, particularly because we have such a large Latino Spanishspeaking population,” Boonchouy said of the group that is over 60 percent of students in Winters JUSD schools.
Like Apilado, the superintendent pointed out post-COVID challenges socially, emotionally and academically that go beyond Winters borders.
“Rather than have consequences and hold students accountable for their actions because that’s part of learning, let’s also be proactive in promoting a positive climate in community relationships,” Boonchouy said. “The Spirit of Winters is kind of the manifestation of that work, which is to proactively promote unity and understanding across our community.”
According to the editor, that begins with adding more seats to the Spirit of Winters table, which isn’t an organization or an exclusive membership.
“It’s a group of people who love and value this community and wanted to ensure that the others who live here know that they are welcomed and valued too,” Apilado said. “There are meetings every other month that folks can attend if they want to sit down to meet others
who are doing things in the community.
However, all talk is a waste of time, according to Apilado.
“We can all sit around and discuss what we’d like to see happen and create a mission and vision statement -- but if we’re not walking the walk and living it, then we’re not doing anyone any good,” the editor said.
Pulling up a chair at the table, Councilmember Jesse Loren encouraged the group to identify community assets already being done and to promote local events with a bilingual flyer.
“The Winters Volunteer Fair was a great first step at putting the Spirit of Winters logo on the flier and getting it translated,” Apilado said. “By putting that logo on there, the group is saying this an event that embodies the welcoming spirit of our community, and everyone is welcome to come out and participate in it.”
Arce said the meetings produce said action.
“I enjoy the meetings because you might know a little bit about that, and I might know a little about this, and together it becomes something that comes from everybody’s different perspectives,” Arce said. “All that knowledge coming from so many places, I think, is the essence of who we are.”
Wroten said the Spirit of Winters is more competent than it was a year ago, and major dots are now being connected.
“We have players showing up truly interested in what this group looks like,” Wroten said. “I was very happy to see our city manager and council attend these meetings.”
Arce ensures nothing gets lost in translation during all conversations.
Rosemary Hemenway/McNaughton Media
“Hey, someone took the time to translate this document in the language that spoke to me, so I already feel included right there,” Arce said, adding the Spirit of Winters is more than just printing out discussions in another language. Events, including the Festival de la Comunidad (Carnitas Festival), show Spanishspeaking residents not only do “I appreciate your culture enough that I wanna learn more about it,” according to Arce. Apilado said the group plans to actively promote the September event, which is notable for its culturally inspired music and food.
“It’s an annual community festival, where anyone and everyone is invited to come out and engage and celebrate together,” Apilado said, noting that the sponsorship fliers are translated into Spanish and easily shared on social media.
More community projects
The Spirit of Winters can be seen on the Waggoner Elementary School walls when not supporting culturally inspired events.
“That is a really amazing project that came from a Spirit of Winters meeting,” Apilado said, including townwide organizations and businesses invested in the local youth. “It was a win-win situation to see elementary children get a chance to put their ideas out there and watch high school artists not only transform those ideas into beautiful mural designs but
The Festival de la Comunidad (Carnitas Festival) brings the entire Winters community together with food, music, activities and more.
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also mentor and guide those younger students mural designs but also mentor and guide those younger students in their creations.”
Wroten said the group puts thought and mindfulness into the projects that the group wants to take on and who to collaborate with.
“I decided to start inviting leaders and kindhearted people who I felt shared the same mission as Rody and I to create welcoming experiences at school and in town,” Wroten said. “I believe we wanted to tap into the culture of the community that transcends race, sex, income levels, and anything else that makes us different.”
Boonchouy attributes the action behind the group to “a hunger and willingness in this community to partner and collaborate and work together.”
“I think we’re trying to leverage the power of community-based organizations and government agencies in the school district to come together and work to amplify the goal rather than us doing our own by working separately on our projects,” the superintendent said.
“I think everybody wants to belong and I think this committee is very special and unique where we’re not financially driven. It allows us to be vulnerable enough to actually create real change and sit at the same table as people that we normally would not sit at,” Wroten said.
The editor noted other community members and groups whose service projects embody
the Winters spirit.
“I feel that the efforts of the Project Playground committee really helped to set that in motion,” Apilado said. Project Playground was responsible for bringing the community together to fundraise and revamp the original community-built park and build a newer and more accessible one in 2017.
Wroten said she walks the streets seeking out positive community projects.
“Every morning, I am re-energized when it comes to the Spirt of Winters because it’s so all-encompassing,” Wroten said, noting her town pride. “Wherever I go, I’m an ambassador, and I genuinely feel that Winters is the best place to live because people look out for each other. It’s a place where you can make a difference, young and old.”
The next Spirit of Winters endorsed project will be the Rotary Gazebo renovation project.
In 2017, community members worked together to rebuild the wooden playground.
Resident Kelli Villanueva attended a Spirit of Winters meeting with a desire to fix up the gazebo. Keep an eye out for more information to learn how to get involved and support the effort.
The Spirit of Winters volunteers are actively working to create a communitywide calendar to list everything from local government meetings and school events to arts and entertainment and include all community events. Community members can submit their events online at https://bit.ly/ SubmitWintersEvent.
To learn more about the Spirit of Winters’ mission or to learn how to get involved, visit its Instagram account @spiritofwinters or email winterscommunity95694@gmail.com.
ABOVE: Elementary and high school students worked together to design and pain the Spirit of Winters mural at Waggoner Elementary School. RIGHT: The Rotary Park Gazebo is an upcoming Spirit of Winters endorsed community projects.
Courtesy photo
FEATURE FROM ROOTS TO BLOOMS
CRAFTING A COMMUNITY LEARNING GARDEN
BY LOGAN CHRISP
nconspicuously tucked behind the Winters Community Library is a teaching garden that has been carefully cared for and tended by a group of dedicated volunteers who work year-round to create a beautiful space for the community. The Winters Learning Garden has served as a venue for outdoor storytime for students, and a place for learning about and interacting with the natural world around them.
Visiting the garden as it is now, you’d never guess that the lot it currently occupies was once nothing but dirt, weeds, shrubs and an occasional tree. Former Winters Branch Supervisor Toni Mendieta used to host endof-year parties in this vacant area behind the library, but the space left much to be desired.
Master Gardener and library volunteer Stephanie Myers spoke to Mendieta about what could be done with the area. Along with Winters Friends of the Library volunteer Carol Scianna, the group started a years-long journey to bring the Learning Garden into reality.
Building a community garden
“The space was kind of an underutilized area of the library. It had been landscaped when we first built it, but it was never really that interesting, and nobody went out there. Stephanie was the first person who approached the (Winters) Friends of the Library about making it more of a Learning Garden,” said Carol Scianna, Winters Friends of the Library board member.
“I was a newly minted Master Gardener in 2016, and I knew Carol through (Winters) Friends of the Library. She said, ‘Stephanie, do you want to design something for the roundabout?’ So that’s where she got me in. We did the roundabout in 2018,” Myers said.
Once Myers had finished turning the roundabout on Grant Avenue into a native plant garden, she was again approached by Scianna, but this time about the sad-looking lot behind the library.
“She said, ‘Stephanie, do you want to come over here?’ because they’ve been trying to get it going, but it had totally gone to rack and ruin. Before, it was just dirt and weeds,” says Myers.
WFoL members and library staff had dreamed up an area where children could gather outside, surrounded by nature, for storytime and other activities. Ahead of them was a lot of work that started in 2015, with Sophie Sears of Cal Wild Landscape Design
Bees and other pollinators can often be seen tending to flowers in the Library Learning Garden. McNaughton Media file photo
creating the initial design plan. Then, in 2019, a Memorandum of Understanding with the Yolo County Library, Winters Joint Unified School District and UC Regents/Cooperative Extension Capitol Corridor was executed. Getting an agreement from all these entities on the memorandum proved very difficult.
“We had some properties owned by the county and the library, but the campus is owned by the high school, so we had to work through the process of getting a memorandum of understanding between the different groups. That was a little more complicated than we thought it was going to be,” said Scianna.
Concerns among several entities involved about who would be responsible for maintenance and money created a frustrating roadblock. The UC Master Gardeners began communicating with the district and county to put together the agreement that was finally decided on.
“Everything was OK’d, then signed off, and Stephanie rounded up an amazing number of volunteers and the city. Also, the city of Winters at that time, when all this was going on, I was still working for the city of Winters
What the expansion area next to the library looked like before construction of the learning garden began.
Courtesy photo
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in public works, and the city manager was really supportive,” said Scianna.
The city staff aided the collective by providing equipment to prep the area. Trees and shrubs were obstacles to any planting on the site, and staff helped trim back the stumps and hedges that were too difficult to move. City staff also helped move a fence that surrounded the lot, creating even more space for the garden.
“A lot of that front work was all done with city staff, which was amazing ... So it’s definitely a community library. The city is part of the community, obviously, so that was way back when the city was able to help with all that. And still does once in a while help out Tiffany with irrigation issues and things here and there that city staff can jump in on as needed,” said Scianna.
To fund the Learning Garden, Winters community members and organizations came together to pool money. One Winters resident and avid gardener donated $10,000. The Yolo County Resource Conservation covered the planting and irrigation costs. The Rotary Club of Winters paid for the purchase of plant identification stakes, WFoL donated benches and contributed funds for the garden’s maintenance, and the UC Master Gardeners and volunteers maintain the garden.
With all the necessary money in hand, the landscaping finished, and the plants and seeds secured, it was finally time for Myers and her Master Gardeners to start making the
garden what they had dreamed it could be.
“We just went crazy,” says Myers.
Myers and her many volunteers worked to start the first planting in April 2019, four years after Sophie Sears created the initial design plan.
Gardening experts
To become a Master Gardener, you must go through the UC Master Gardening program. In the program, gardeners learn how to sustainably grow food and cultivate gardens that protect California’s natural resources while fostering communities of gardeners who are aware of the native plants that benefit local ecosystems. In exchange for what they are taught, Master Gardeners must volunteer their services to the community.
After finishing up her work on the roundabout, the Learning Garden was the next challenge for Myers to tackle. Like the roundabout, she wanted to ensure that the plants going into the garden reflected what she was taught as a Master Gardener.
“I wanted to provide a habitat for everything. Hummingbirds are in here and lots of different kinds of bees,” said Myers.
Myers continued, saying even a pipevine swallowtail butterfly, which is only found in this area of California, sometimes visits the garden. To her frustration, it has yet to lay any eggs on the plants she’s planted especially for that purpose. Visiting the garden in
California poppies and over 40 other native plants are growing in the Learning Library.
Crystal Apilado
the middle of a summer day, it’s impossible to ignore the hum and buzz of the many bees flying from the colorful flowers shooting up from the garden.
The Learning Garden now has 115 different plant species, 44 are native to California. The other 71 species are drought-resistant, acclimate well to the climate of the Winters area, and provide what pollinators need to thrive.
Plants like California poppies, phacelia, buckwheats, dwarf butterfly bushes, bladderpods, western redbuds, and flowering maple “Tiger Eye” abutilon make up just some of the plants that can be found in the garden. While the garden has a relatively small footprint, Myers and her partners have filled the garden to the brim with plants and flowers.
Looking at where the garden was before the years-long effort by so many, it’s difficult to believe the monumental task these Winters community members pulled off.
Today, the garden remains under the care of the UC Master Gardeners, led by Myers and her volunteers, who meet almost every Friday at the garden to pull weeds, prune, deadhead flowers, and do whatever work is necessary to ensure the garden is in the best condition it can be. Over 100 volunteers have helped at the Learning Garden, culminating in over 1,600 hours of volunteer work.
Plants in the Library Learning Garden feature identifying tags.
Crystal Apilado
“You know, you don’t always get folks out here, and I’d like to increase our circle of volunteers and the community members. You don’t have to know anything about gardening. Nothing. You just have to be willing to show up and work,” says Myers. The work can be difficult, especially when only a few
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volunteers show up to help on those hot summer days, so anyone looking to volunteer is welcome. It isn’t all work,” Myers continued.
“I think it’s a great space because we have everything labeled, so people can come and look at plants and think about options that are more drought-tolerant and healthier in terms of creating pollinator opportunities for the community because we need a lot more pollinator plants instead of the more traditional lawn and ornamental stuff that doesn’t have any habitat value,” said Scianna.
Garden activities
The garden is a wonderful place for any community member to visit and enjoy. It has hosted many outdoor activities for countless students over the last few years.
“The library’s been good, too, about bringing kids out here,” says Myers.
Winters High School Librarian Olivia Rodriguez brings students to the garden for outdoor classes to learn about the plants in the garden and why they are important.
Myers will field a flurry of questions from the visiting students, doing her best to educate and inform the children about the
importance of why, and what she has planted in the garden.
In addition to classes visiting with their librarians and teachers, for the last two years, high schoolers have put on a fundraiser for the beloved WHS art teacher Kate Humphrey, who passed away in 2022. WFoL and Myers helped stage the pottery and drawings that the students made in the garden so they
could be displayed.
WFoL also erected a display with small tiles that have been painted by students, which depict their favorite books they’ve read.
“It’s a great space. The library and others have events, and do little story times and other activities. It would be great to see some before and after pictures because it was just not interesting at all before. And now it’s just an amazing space. It’s one of my favorite volunteer activities,” said Scianna.
The garden has been the host of many events over the years. During COVID-19, the garden was a savior for the Library’s programming schedule. Events for plant sales, planting days, story times, Earth Day celebrations, educational events for pollinators and decomposers, and lectures by UC Davis experts have all been held in the garden since its creation.
“It’s a space that offers whatever you need it to, whether it’s solitude, reading, or enjoying the flowers, bees, and other fun things around,” says Myers.
“It’s another opportunity to bring people into the library, which as a Friends of the Library volunteer is close to my heart. So getting people involved in using this space is a great way to promote a valuable community resource,” said Scianna.
Albert Mora Gutierrez, Mayra Borges and Alondra Molina hosted an art show in the garden as part of their Senior Capstone projects.
Crystal Apilado
Winters High School students working on class assignments outside in the Library Learning Garden.
Courtesy photo
LOCAL ATTRACTIONS
Winters Community Library
708 Railroad Ave., 530-795-4955
Winters Community Library Teaching Garden
A collaboration between the UCCE Master Gardeners, Winters Friends of the Library and other organizations and groups.
Bobbie Greenwood Community Swim Center
708 Railroad Ave., 530-794-6700
City
Parks
Rotary Park, Walnut Park, City Wooden Park, Blue Oak Park and Three Oaks Park, among other public spaces. 530-795-4910
Rotary Park Gazebo
A place for music, gatherings and more. Managed by the city of Winters. 201 E. Main St., 530-795-4910
Winters Museum
Explore exhibits to learn more about historical points in Winters. 13 Russell St., 530-394-1528 historicalsocietyofwinters.org
History Murals
Hosted on Winters businesses, murals designed and painted by students depict historical moments and movements. wintersparticipationgallery.org
Historic Main Street
Modern amenities and classic architecture house businesses, community events and the Farmers Market April through October. discoverwinters.com
Winters Opera House
Managed by Winters Theatre Company, people can enjoy plays, music and more. 13 Main St., winterstheatre.org
Sam Spade’s Office
305 First St., 530-400-8681
Lonely Parking Meter
The town’s only parking meter mysteriously appeared overnight. It benefits local nonprofits and community efforts.
Putah Creek
Putah Creek Nature Park Putah Creek Trailhead
Home to local wildlife, part of the Chinook salmon run
Lake Solano Park & Campground
The reservoir formed by the Putah Diversion Dam is open to camping. The park offers dayuse entertainment on Lake Solano and picnic areas.
Lake Berryessa
Thirty-two square mile reservoir lake formed by the Monticello Dam. Managed by the U.S. Bureau of Reclamation, with boating areas, camping, and day-use sites.
MEMORABLE EXPERIENCES
FOSTERING GROWTH AND DEVELOPMENT IN YOUNG ATHLETES
Youth sports often reflect the community they take place in. Towns with strong community support have residents volunteering their time to give young athletes a positive experience. Sometimes, volunteers are plentiful, and other times, they are scarce. But at the very least, passionate, caring people are doing what they can with the time they have available to provide opportunities for others.
Winters residents exemplify this spirit. Many youth sports organizations in the town are not just focused on creating the fastest teams, the most efficient referees, or the most potent offense in the division. Instead, they are fostering an environment that cultivates qualities that truly matter — teamwork, work ethic, confidence, time management and playing to have fun are a few of these.
From high schoolers volunteering to coach and referee for younger kids to parents
spending their evenings and weekends coaching local children, opportunities for the Winters community to come together and support a strong youth sports culture are everywhere you look.
Winters AYSO
The Winters American Youth Soccer Organization (AYSO) has a 40-year history in Winters. Nationally, AYSO serves 500,000 youth soccer players. In Winters, a quarter of the young athletes under 18-years-old participate in its league. This large number of players requires a strong core of volunteers, without whom, Winters wouldn’t be able to put on the quality program and experience families are looking for.
“It’s all volunteer-based. It’s almost always the parents of one of the kids on the team. We all have to go through lots and lots of training. It’s a huge time commitment, but it’s one of the most rewarding things that I’ve ever done,” said Ryan Saunders, coach administrator.
“We are an organization that’s organized and run by parent volunteers, so it ends up being a new guard of folks coming through with every generation of kids,” said Eric Jepson, referee administrator.
Jepson got involved in the Winters AYSO organization the same way many parents get involved in their children’s sports activities.
“As a new parent coming in, it’s a great group of people, and I could see that they needed help. So at some point, I asked, ‘Well, what can I do?’ And they said, ‘Show up at the board meeting.’ I went to a board meeting,” said Jepson. “And they said, ‘Well, we need a new referee administrator. Do you want to do that?’ And I said yes. Now I’m the referee administrator. It’s amazing how simple it was.”
Volunteers are integral to the success of Winters AYSO. The importance of these coaches and referees isn’t just because they
are necessary to safely run games. The AYSO organization has six philosophies that are important for each of its members to remember: Everyone plays, balanced teams, open registration, positive coaching, good sportsmanship, and player development.
“Our goal is to have a supportive environment where all those kids get a chance to run around, learn to love the sport, learn how to be part of a team, and have fun. Yes, there is competition, but so is good sportsmanship and player development. We want to support the kids in learning and growing in the program,” said Jepson.
The current referee pool for the Winters AYSO is roughly 20 people, according to Jepson, but “most of the games tend to be
An all-youth referee team worked the field during the Winters area tournament.
Courtesy photo
Eric Jepson (left) developed a youth refree program to provide more opportunites for older soccer players.
Courtesy photo
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covered by six to eight dedicated volunteers. As the referee administrator, I see firsthand the need for more people to help carry this program forward.”
Youth referees are one way to supplement the volunteers they may not have otherwise if it was a position held exclusively for adults. The youth referees supplement the pool of available referees Jepson has to work with over a season, but they also help develop skills that volunteers and players wouldn’t acquire exclusively through competitive soccer matches.
“It’s an important program in town, as I think all youth sports and programs are,” said Saunders. “We focus on developing some of these soft skills, like good sportsmanship, positive coaching, and everyone plays. It’s good for everyone involved, from day to day in the soccer world, but I think it translates directly to just being good humans, good community members for everyone involved — all the coaches, all the players, all the refs. It’s a great organization.”
Saunders’s daughter has volunteered as a referee. He credits that experience with giving her a different perspective on soccer and providing valuable conflict resolution skills to young volunteers.
“I would consider it a leadership opportunity for the kids. We do try to get the younger referees involved, and it will, somewhat selfishly, get the next generation of referees who are going to relieve us when it’s hard for us to run up and down the field,” said Saunders.
“Being a youth referee has given me a better understanding of soccer as a player and has helped me to understand the sport a bit more,” said Violet Tuel who has been a youth referee for the past four years since she was 12 years old.
It’s a sign of the success of the Winters AYSO program that the organization finds itself worrying every year about having enough coaches and referees for the next season.
“Because we are a program run by a small number of volunteers, we tend to have individuals who end up doing the lion’s share of the work,” said Jepson. “Every year we somehow get enough coaches and referees to have a successful season, but it always feels like we could use a few more folks to spread the responsibility.”
“We’re always, always looking for folks interested in coaching, folks interested in refereeing. The training is free and it’s pretty engaging. It does a good job. You know, it’s not just mind-numbing PowerPoint slides. There’s almost always an in-person component, and it’s great. It’s yet another community-building activity,” said Saunders.
To learn more about volunteering as a referee or coach, email wintersayso@gmail.com.
Youth Basketball
Before the pandemic, Winters had a youth basketball program in place, but the organizer was looking for someone to take on the reigns. Like many organizations at the time, COVID-19 shut down many programs, and the local youth basketball league was no exception. After the pandemic subsided, the former coordinator stepped away, as other obligations in life took precedence.
Resident Zach Davis, the current Winters Youth Basketball Program coordinator, attempted to bring the program back in 2022 but was turned down by the previous city manager. Instead, an outside organization was brought in with hopes that it wouldn’t
require support from the city and could operate independently.
“My wife and I ultimately signed our thenkindergarten daughter up to participate, and from the moment registration opened, it was an absolute nightmare,” said Davis. “From very high registration fees, poorly shared and untimely communication, lack of planning and organization of the program, understaffed and unprepared weekly basketball clinics, and an absence of safety for the kids in the program, I was so angry with what I was watching. At that moment, I told anyone who would listen that I was going to do something to make this right.”
In 2023, with new City Manager Jeremy Craig on the board, Davis was able to approach the city council once again and suggest his vision of what a youth basketball program could be in Winters.
“With their confidence and support, I knew I could make this happen and give the community not only something that they’d be proud of but something that they would support,” said Davis. “I went all in and just hammered out the details and program planning in a very short amount of time. From the time approval was given and registration opened, it was done in around a three-week turnaround time.”
Davis researched how best to run his new program, reaching out to local programs like Arbuckle to learn about how they’re running a program of similar size to Winters. He also spoke to the previous coordinator. While he had some initial trepidation about the administrative side of the program, Davis felt he could handle the basketball side of things.
“Because of my background — having played basketball through college, working in a few camps, being an assistant varsity coach for the (boys team) and currently with the girls team at Winters High School among other places — I was confident in my ability to develop the basketball side of this program,” said Davis. “Managing the administrative side was new to me, and this was where I needed to put in the time to get it right. Fortunately, my wife, Sterling has been able to share valuable resources and information that are currently being used in the program today. Her teaching and coaching experience have been important resources to me.”
Davis learned what most youth sports coordinators will eventually discover during their tenure.
Coaches serve as mentors and teachers as they lead their team and encourage them to do their best.
Courtesy photo
FEATURE
“The most important thing I took from my research was that finding enough parent volunteers to coach and be committed for a full season was going to be the biggest obstacle,” said Davis.
To bypass this difficulty of not having enough parent volunteers, Davis decided the program would hire WHS varsity basketball players, ensuring that each was compensated for their coaching and refereeing duties.
“This was also part of my vision, as I wanted to connect both youth and high school basketball, and this felt like a great opportunity to bring them both together to help grow the sport in this community. I am so proud of the job that the high school kids did, and it was so clear how much the younger kids looked up to them,” said Davis.
Seven players from the WHS boys and girls varsity teams were hired by the basketball program as coaches. They shared their love of basketball with the younger athletes but also developed leadership in the experience. To support them, the varsity players were given drills and skills to teach to each of their teams.
For kindergarten-aged athletes, parents fill the roles of coaches and referees. Davis asked parents to fully commit to being available for one hour every Saturday for eight weeks. According to Davis, parents don’t need to be all-stars or former athletes because an interest in helping the children is what matters.
“We do not expect nor care how knowledgeable one is in basketball, but prefer
individuals who are great with kids,” said Davis.
The new program isn’t just giving opportunities for varsity basketball players to learn leadership skills. WHS student Jordan Tucker is focusing her Senior Capstone Project on the program. Davis credits Tucker with implementing an evaluation program that “will go a long way in creating more balanced and equitable teams during the season.”
With a new season coming this winter, Davis has spent time reflecting on the successes and challenges of last year’s program.
“The initial rollout went about as smoothly as it could have gone,” said Davis. He credits his attention to detail and being flexible to the suggestions of those around him for the program’s success.
The efforts from assistant coach Chad
Families volunteered as coaches and referees for the youngest age levels every Saturday. They ran drills with athletes before they played their game.
Wigmore, Davis and wife Sterling, and community volunteers have created a program that fosters sportsmanship and leadership skills and provides the opportunity to learn and play basketball for youth in the Winters community.
That’s not all Davis wants out of the program, though.
“My initial reasons for wanting to bring youth basketball back to the community were because of a broader, more visionary goal to see the culture of basketball in Winters improve. I believe that with consistent and quality basketball instruction, we can build a strong foundation of basketball skills in our youth that will eventually trickle up into our middle and then high school programs. While this goal is gradual and will take time to see the vision realized, there has been immediate value enjoyed from the first return of the youth basketball program,” said Davis.
Limited by the facilities Winters has for indoor programs like basketball, Davis is doing the best he can with his volunteers and some creativity to make the best program he can.
“We’d love for the community to recognize the importance of keeping and growing youth sports within our own community. When presented with the opportunity to advocate for facilities that would support that endeavor, please do so,” said Davis.
To learn more about how to volunteer with the Winters Youth Basketball Program, send an email to WintersYB@gmail.com.
Zach Davis (left) wanted to create a program that helped young athletes to develope skills and leadership. Courtesy photo
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WHO REPRESENTS YOU
Winters City Council
The Winters City Council consists of five members serving staggering four-year terms. The Mayor is selected as the candidate who receives the most votes in the election. The candidate will serve two years as Mayor ProTem, then two years as Mayor.
The City Council meets every first and third Tuesday of each month in the City Hall Council Chambers at 6:30 p.m. Winters City Council meetings are hosted in a hybrid format, and attendees can join in-person at 318 First St. or online at www.cityofwinters. org/194/Meetings.
Mayor
BILL BIASI
bill.biasi@cityofwinters.org
First elected June 2016
Term expires November 2024
Mayor Pro Tempore
ALBERT VALLECILLO
albert.vallecillo@cityofwinters.org
First elected November 2022
Term expires November 2026
Council Members
JESSE LOREN
jesse.loren@cityofwinters.org
First elected June 2016
Term expires November 2024
RICHARD CASAVECCHIA richard.casavecchia@ cityofwinters.org
First elected November 2022
Term expires November 2026
CAROL SCIANNA
carol.scianna@cityofwinters.org
First elected November 2022
Term expires November 2026
Winters Planning Commission
The Planning Commission consists of seven members appointed by the City Council. Planning Commissioners serve four-year terms or until their successors are appointed. The Planning Commission rotates the positions of chairman and vice chairman among the appointed members.
The Winters Planning Commission meets regularly on the fourth Tuesday of each month at 6:30 p.m. Attendees can join in person at City Hall online at www.cityofwinters.org/189/ Planning-Commission
Chair
GREGORY CONTRERAS
gregorycontreras1@gmail.com
Term expires July 2027
Vice Chair
LISA BAKER
lisa.baker508@gmail.com
Term expires July 2025 Commissioners
JESSICA SMITH jessmithica@gmail.com
Term expires July 2025
JUDITH ARCE arcej88@gmail.com
Term expires July 2025
RAMON ALTAMIRANO
ramon.altamirano@aol.com
Term expires July 2027
Hispanic Advisory Committee
The Hispanic Advisory Committee focuses on issues of outreach to the local Hispanic
community, assists with extending city-wide activities to Spanish speakers, and advises on improving communication, representation, motivation, and integration of the Hispanic population into the broader Winters community. HAC advises City staff and Council on matters of interest to the Hispanic community.
HAC consists of seven members drawn from a broad cross-section of Winters residents and stakeholders interested in supporting the Spanish-speaking community.
The HAC meets on the third Wednesday of the month at 6:30 p.m. in the City Hall Large Conference Room (Abbey Street entrance). Find details at www.cityofwinters.org/185/ Hispanic-Advisory-Committee Chair
LETICIA QUIRARTE
Appointed Dec. 21, 2021 Term expires Dec. 20, 2025
Vice Chair
IRENE GOYA TWEEDT
Appointed Dec. 21, 2021 Term expires Dec. 20, 2027
Committee Members
ALICIA CHAVEZ CAMPBELL
Appointed Dec. 21, 2021 Term expires Dec. 20, 2025
ROSA VASQUEZ
Appointed Dec. 21, 2021 Term expires Dec. 20, 2027
ALFONSO SALAS
Appointed Dec. 21, 2021 Term expires Dec. 20, 2025
RAMON ALTAMIRANO
Appointed Dec. 21, 2021 Term expires Dec. 20, 2027
Alternate Members
BALDOMERO ARCE REVALEE HEMKEN
Natural Resources Commission
The role of the Natural Resources Commission is to advise the City Council, staff, and the community on natural resources and environmental sustainability, conservation, and preservation. Commissioners meet on the third Monday of the month at 6 p.m., in the City Hall Large Conference Room (Abbey Street entrance). Visit www.cityofwinters.org/187/ Natural-Resources-Commission.
The commission consists of six members who represent technical expertise in a natural resources area. Five of the members will be selected by individual council members. The sixth member shall represent the Lower Putah Creek Coordinating Council in order to ensure alignment, collaboration, and coordination related to the restoration and management of Putah Creek.
KURT BALASEK
Biasi designee
Appointed August 2008
Term expires August 2024
ERIC JEPSEN
Vallecillo designee
Appointed January 2023
Term expires December 2026
KATE LADDISH
Loren designee
Appointed January 2023
Term expires December 2026
MILES DEPRATO
Scianna designee
Appointed January 2023
Term expires December 2026
RICH MAROVICH
Casavecchia designee
Appointed January 2023
Term expires December 2026
DENNIS KILKENNY
LPCCC designee
Appointed August 2019
Term expires August 2025
Climate Action Commission
The Climate Action Commission acts as an advisory body to the City Council related to the implementation of the Climate Action Plan, and relevant regulatory and scientific research, and develops and implements public information programs related to increasing awareness of and promoting the need to reduce climate impacts.
Commissioners meet on the second Monday of the month at 6:30 p.m., in the City Hall Large Conference Room (Abbey Street entrance). Visit www.cityofwinters.org/182/ Climate-Action-Commission.
The commission consists of five members who represent a wide range of technical expertise and lived experience from across the different cultures and demographics of the city.
KEN BRITTEN
Appointed April 19, 2022
Term expires June 30, 2026
GAR HOUSE
Appointed April 19, 2022
Term expires June 30, 2026
OLIVIA RODRIGUEZ
Appointed Feb. 21, 2023
Term expires Feb. 21, 2025
MELANIE ELLISON
Appointed April 18, 2023
Term expires April 18, 2025
DAVID SPRINGER
Appointed April 19, 2022
Term expires June 30, 2026
Winters Joint Unified School District Board of Trustees
The Board of Trustees meeting takes place on the first and third Thursday of each month. The meetings are held at 6 p.m. in the Walnut Room at the Winters JUSD office building located at 909 W. Grant Ave.
The school board welcomes community members to attend and address the board during the public input section of the meeting in person. Attendees may also join virtually via a Zoom link.
For more information about the agenda, board policies and guidelines, or any general inquiry, visit www.wintersjusd.org.
Board President
JOEDY MICHAEL
Trustee Area 3 joedymichael@wintersjusd.org
Term expires Dec. 26
Board Clerk
EVERARDO ZARAGOZA
Trustee Area 5 everardozaragoza@ wintersjusd.org
Term expires Dec. 24
CARRIE GREEN
Trustee Area 2 cgreen@wintersjusd.org
Term expires Dec. 26
STERLING DAVIS
Trustee Area 4 sterlingdavis@wintersjusd.org
Term expires Dec. 26
KRISTIN TROTT
Trustee Area 1 kristintrott@wintersjusd.org
Term expires Dec. 24
Yolo County Board of Supervisors
The Yolo County Board of Supervisors is the elected legislative body of the County of Yolo. The Board of Supervisors sets and adopts policies and establishes programs for law and justice; health and mental health; social services; land use; transportation, water resources air quality and flood management;
agriculture; economic development; emergency services; intergovernmental relations; libraries and areas of general governance.
The five members of the Board are elected by district, are nonpartisan, and serve four-year terms. The city of Winters resides within the District 2 area of Yolo County. District 2 includes the cities of Davis and Winters, the campus of UC Davis, and the rural land of southwestern Yolo County.
District 2 Supervisor
LUCAS FRERICHS
Lucas.Frerichs@yolocounty.gov
Elected in June 2022
Joined the Board of Supervisors in January 2023
State Legislature
State Assembly (District 4) Assembly Majority Leader
CECILIA M. AGUIAR-CURRY
Capitol Office: 916-319-2004
District Offices: 530-757-1034
State Senate (District 3)
SENATOR BILL DODD Phone: 916-651-4003
L-R: Steven Willho , Jennifer Nitzkowski, Manny Carbahal, John Carbahal, Stephanie Carbahal Adamo, Sue Westwood, Eric Carbahal
ENCOURAGING CIVIC RESPONSIBILITY
A LOOK AT THE VALUABLE ROLE OF YOUTH PUBLIC SAFETY PROGRAMS
BY CRYSTAL APILADO
While not unique to Winters, introductory programs like the Winters Fire Department Fire Explorers and the Winters Police Department cadet opportunities are initiatives designed to engage high school students and young adults in the career fields of firefighting and law enforcement. Program participants not only get a taste of the day-today tasks but they develop essential life skills and foster a sense of community involvement and service.
Career exposure can help a curious person to decide if they want to continue down the path toward firefighting or law enforcement or discover it’s not for them before committing to an academy.
Both the Fire Explorer and Police Cadet programs introduce participants to the roles and responsibilities of firefighters and police officers through hands-on experiences, ride-alongs, training sessions and volunteer opportunities with other agencies in the field. The exposure and first-hand experience help to demystify these professions and allow participants to explore their interest in public safety careers.
Fire Explorers
In collaboration with Winters High School, Winters Fire runs the six-month Fire Explorers program for high school seniors to utilize for their Senior Capstone Projects. Fire Captain Jesus Marquez serves as the head instructor for the introductory firefighting training program to prepare seniors who have an interest in a firefighting career. However, Marquez said that the program is not necessarily exclusive to students who are looking to utilize the experience as their
capstone project.
The program is designed to give students a history of the fire service and learn about the fundamentals of fire behavior, firefighter safety, hose and ladder evaluations, vehicle extrication, wild-land firefighting, structural firefighting, Winters Fire’s Incident Command System and to obtain first aid and CPR certification. Participants attend classroom instruction and engage in hands-on training to learn new skills that strengthen the notion of teamwork and expectations for employment in careers post their high school education.
After the application period, the program kicks off in September and wraps up in May.
“We start off very basic and every few weeks they’ll get a new skill,” Marques said about the program’s structure from day one to the final task. “At the end, they’re on the fire truck, they deploy the hose lines ask for water and they’re the ones extinguishing the vehicle fire.”
Aside from their independent journeys as participants, Marquez said learning to work as a team is a valuable skill they experience.
“Working as a team — together — because a lot of the things we do together you can’t necessarily do alone. So working as a team and doing those things together is a big
takeaway from the program,” Marquez said. Marquez said part of the program is working with the community and they intentionally put them into roles where they’re engaging with residents. Participants learn about the fire department’s roles and services in the community, work public engagement booths at community events, and eventually go out into the field.
Besides the experience of firefighting, Marquez said they also learn the discipline of responsibility and are held accountable for their shifts, equipment and more.
“Hopefully in the program, you learn some good lifelong skills and you can take some of that wherever life takes you,” Marquez said. “At the end, it’s cool to see. You start with folks who may have never known or interacted with each other. But in the end, they’re texting and hanging out. It’s good to see different groups coming together.”
The Fire Explorer students learn about collaboration with other agencies throughout their experience. Marquez said the participants have interactions with other city staff, Winter PD cadets, mutual aid agencies and more.
“The police department puts on a yearly active shooter drill, and both cadets and explores get to see what it’s like when
The most recent Fire Explorer class. Courtesy photo
Saturday, October 12th Lovely Historic
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multiple agencies come out,” Marquez said. “They get to see a lot of the moving parts, it’s not just one department essentially. We talk amongst each other and communicate and they get to see everybody and everything that we can’t necessarily do everything without everyone’s help.”
Aide Aguilera, Winters Fire Recruitment and Retention Coordinator, started her firefighting career as a Fire Explorer. Although she didn’t know what career path she initially wanted to do, she saw an opportunity in the program.
“Growing up and in high school I never really knew what I wanted to do. I just knew that I wanted to do something important,” Aguilera said.
She said many of her family members experience health issues and she wanted to be there to help them. The Fire Explorer program not only fulfilled that, but also served as her senior project.
“I wanted to be there for people on their worst days and help lift them up or help them,” Aguilera said.
As a WHS Class of 2020 graduate, Aguilera said her experience as a Fire Explorer was a little different as the pandemic guidelines put a lot of limitations on what they could do. However, the opportunity sparked something inside her.
“Once I started the program, I fell in love with it,” Aguilera said. “I was captain of our crew. I was in charge of scheduling everyone. It put me in different positions where I had
never been. It was a new stepping stone for me.”
Aguilera said one of the biggest takeaways from the experience was learning to think on her feet and gaining confidence.
“When I first started I felt helpless, but toward the end of the program, I knew what to do,” Aguilera said. “I saw myself taking initiative and stepping into a role of being able to take something head on and not benign afraid to make a decision or second guessing it.”
For students considering the opportunity, Aguiler said to just take a chance and try it.
“I felt that I wasn’t able to do something or succeed in this area or that I was too shy of a person where I didn’t want to make changes. Once I got in the program, it gave me the confidence,” Aguilera said.
Marquez said the program offers a safe place for students to get career experience whether it takes them toward the fire academy or an office job.
“The program is not intended to have everyone be a firefighter. If we can recruit that’s great, but it’s teaching them life skills,” Marques said. “These are skills they can use on whichever path that they decide to take.”
To learn more about the Fire Explorer program, visit wintersfire.org/367/ Fire-Explorers.
Police Cadets
Similar to Fire Explorers, the Winters PD Police Cadet
program exposes young adults to the various aspects of police work to prepare them for a career in law enforcement. The Police Cadet program also helps to provide quality candidates for all law enforcement opportunities.
The program is run by Cadet Program Director Officer Thomas Letterman and Community Services Officer Andrea Gonzalez. Young people between the ages of 15 to 21 can participate in the program until they decide to step away from it or age out.
Different from the Fire Explorers, the Police Cadet program isn’t as centered on providing an opportunity for a capstone project.
According to Letterman, there are two philosophies for the intention of the police cadet program.
“We are a program for the kids who are interested in law enforcement to prepare them for the academy or any public safety roles,” Letterman said. “And we are also here for the exposure and the learning. We don’t want kids to be afraid of law enforcement and teach them about what it is we really do.”
With the goals of law enforcement knowledge and career exploration, the continuous program regularly revisits lessons and information of what a career in law enforcement entails.
“We constantly go through things over and over. You’re not going to learn 10 codes in one lesson. We like to repeat lessons. Everybody gets to learn things at least once,” Letterman said.
Police Cadets assist during the Winters Police Department’s Shop with a Cop program. Courtesy photo
Participants are also able to promote based on their involvement and engagement in the program. From ride-alongs and an interest in law enforcement to their reliability as a
Extinguishing a vehicle fire is the final task for Fire Explorers.
Courtesy photo
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cadet, they can be promoted to sergeant and then lieutenant.
“If they hit all those marks and if they’re here participating and helping and they have reached that level of interpersonal skills, we will hold a supervisory application period and they apply. They interview and we choose who to promote,” Letterman said.
Besides the law enforcement exposure, participants are learning to communicate with others, are held accountable for their presence and professionalism, and are challenged to stretch past their comfort zones.
“It’s not just learning to be a cop, we’re teaching you to write resumes, how to interview well, how to talk to people, and how to get them out of their comfort zones. They can stay in the program as long as they want. The cut-off age is 21,” Letterman said. “It’s definitely a stepping stone and a growing tool that we use for them to teach them life skills and to teach them what we deal with.”
Gonzalez started off her career in law enforcement in high school. She joined as a police cadet at 15 and stayed in the program throughout high school. She ran a crime scene investigation workshop for youth as her capstone project before graduating in the WHS Class of 2019. After her post-high school education, she was hired for the CSO position before turning 21.
She said as a high school student, she was looking fo some sort of club or extracurricular activity to participate in.
“I was always interested in law enforcement
and forensics. But I didn’t quite know what I wanted to do in life,” Gonzalez said. “My mom suggested it would be a good program to join. I liked it and ended up promoting through the ranks as a cadet.”
She said going into the program, she thought it would be more like a class.
“I wasn’t expecting so much volunteer work or hands-on learning. We started doing lessons like building clearing,” Gonzalez said. “We would have to go through with our flashlights and clear a building. We learned the skills and they made it fun.”
Gonzalez said the experience helped her work on her public speaking and interpersonal skills.
“I had to learn how to problem solve and talk to people in a way that would de-escalate situations — which was scary for a high school student but it prepared me for what I
do now with community outreach and calls that I get,” Gonzalez said.
During her tenure as a cadet, Gonzalez was allowed to work with other agencies and went on field trips including the memorial for fallen officers in Sacramento and the funeral service for Davis Police Officer Natalie Corona.
“Seeing all of the different names is hard to grasp that they were officers who lost their lives in the line of duty. Most of us have driven by it before and do not know what it is,” Gonzalez said. “It’s not just names on a wall. Going there in that context was sad but it was a learning experience.”
Gonzalez said the experience did give her an advantage in her journey to a career in law enforcement. Looking back, she said a lot of the things she learned about and taught to others through her capstone project are things that she’s seen in lessons and job training.
“I think that the cadet program helped me figure that‘s what I wanted from when I started to everything I had to learn to do in my senior project to where I am now,”
Gonzales said. “The program got me here and got me through all those things. I don’t think I would have had this position with the pool of applications if I hadn’t had that experience from the cadet program.”
“We want to expose them to as much as we can so they’re not just isolated to a city cop,” Letterman said. “It allows them to have a base foundation and to think about ‘what do I really want to do’ and ‘what’s more interesting to me than just what Letterman
Police Cadets help to provide education about the services and programs available to the public.
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Police Cadets work with Winters police staff to engae with the community at events.
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Chris Calvert with Mel and Pat Calvert with Bravo Kimber (A Neighbor) Photo Bombed
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and Andrea do in Winters.”
Letterman said the cadet program can be geared more toward recruitment and retention.
“We would love to have homegrown cadets turn into officers down the line or any other role in the department or law enforcement,” Letterman said.
The program teaches cadets life skills that will “help them out professionally and personally in their lives,” according to Letterman. The experience also gives cadets a first-hand look at the role of police officers outside of what perspective is presented through the media.
“What I’ve seen is some of the kids over the years are gaining a better understanding of what we do in law enforcement and gaining some respect for that in a sense of what police officers deal with day in and day out,” Letterman said.
Letterman said they are currently working with the police chief to restructure the program to provide different levels of engagement and opportunity. He said that while some of them do have an interest in law enforcement, others want to get a taste of it to see if it’s a good fit for them.
“We’re lucky that these kids want to volunteer their time. They do this because they want to and they believe in the community,” Gonzales said. “Maybe they want to give back to the community, and a lot of the community outreach and events are done through the cadet program. Which on our end, betters the police and community relationships.”
Letterman said there are limited spots available for the program, and they open up based on availability. Opens generally occur when a cadet leaves the program or ages out when they turn 21.
As of mid-August, Letterman said there are
five open spots available. Applications and information about the program are available on the Winters PD website or at the police station. They also bring cadet applications to community events and have them available for interested youth.
More than teaching the Winters youth about law enforcement, Letterman said one of the big focuses is working on life skills.
“We like to think that we are also preparing those kids for their adult life. School, work and their parents expose them to
them, but we can be a boost. We’ve had some kids who had never been to an interview before,” Letterman said. “They’re nervous about them. We do mock interviews as lessons.”
The program coordinators also focus on basic skills public speaking, addressing envelopes, filling out a form, writing a check, and getting them thinking about things like “how to take the car to the mechanic.”
“I like to think that they get some regular life skills out of this experience. We’re preparing them for the future,” Letterman said.
To learn more about the Police Cadet program, visit www.cityofwinters.org/285/ Volunteer.
Youth public safety programs are valuable for their role in preparing the next generation of first responders while also contributing to individual growth and community resiliency. By intentionally cultivating an interest in public service careers, these programs ensure a well-rounded approach that benefits the youth involved, the hosting agencies and the communities they serve.
Students become certified in first-aid and CPR through the youth public safety programs.
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Fire Explorers engage in hands-on training situations out in the field.
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FEATURE PATHWAYS TO AGRICULTURE
LOCAL PROGRAMS FOR YOUTH AND ASPIRING FARMERS
BY ANGELA UNDERWOOD
The hours are long, the weather affects everything, and weeds are a constant issue.
The payoff — amazing.
Local farmer Kelly Lowrie will be the first to tell you how the Center for Land-Based Learning (CLBL) helped her realize her dream and second career.
“They provided the education through The California Farm Academy and the lease of land to farm, so I decided to enroll and further my career in agriculture as a small organic farmer,” Lowrie said of her agricultural business, the Traxx Farm Stand. “Without The Center for Land-Based Learning, I wouldn’t have been able to follow my dream of farming.”
Nestled in Woodland, the CLBL Farm Academy Director, Dr. Sri Sethuratnam, said beginning farmer programs are a vital step in a new farmer’s pathway into farming.
“It provides not only a low-risk and supported start-up space but also the
experiential knowledge that is critical in a person’s journey into farming,” Sethuratnam said.
Any successful farming start-up must begin with fertile land.
“Winters is in a prime agricultural region in the Central Valley,” Sethuratnam said.
“Starting from the time that John Wolfskill settled the land, this region has been and continues to grow a diverse array of crops.”
Lowrie’s grandparents are a great example. The couple came to Winters during the Great Depression from a small Arkansas town, threading themselves into the community through volunteerism and church. All the while, Lowrie grew up helping her grandfather garden the backyard.
“He had the most beautiful diverse garden with so many different fruit trees to pick fruit off of and eat,” Lowrie said, noting rows of plump tomato plants lined the bed. “Cherry, orange, plum, apricot, peach trees and blackberries for the most amazing jams and jellies.”
The Fletcher clan, including Lowrie’s mom, aunts, and uncles, worked at the local Winter packing sheds cutting flats of apricots and plums during the summers growing up.
To this day, “the smell of tomato plants brings me right back to my childhood and the love of my grandparents,” Lowrie said. Like Lowrie, Dr. Sethuratnam said children who grow up in Winters are surrounded by farming.
“While one can learn about farming from books and videos, it is best done when it is observational and hands-on,” said Dr. Sethuratnam. “Both these aspects can be acquired only through on a farm.”
Connecting youth
The farm academy director said providing youth opportunities on farms is essential.
“The farmer population in the Country
The Center for Land-Based Learning provides new farmers with a space to grow crops.
is aging and declining,” Sethuratnam said, adding there must be a robust pathway for the next generation. “Farmers are only 1.8 percent of the total population, and the average age is 59 years.”
Additionally, young farmers must adapt and work within the limitations posed by climate change, which directly impacts the land and water.
“Old ways of farming have to change, and a new generation, if exposed to the realities, will be better equipped to farm in a changing climate,” Sethuratnam said.
Young farmers learn about new ways through the CLBL Student & Landowner, Education & Watershed Stewardship Program (SLEWS) Program Manager Allie Dumas.
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Kelly Lowrie recieved hands-on learning through the Center for Land-Based learning program.
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“In our work with high school-aged youth, we have noticed a knowledge gap within our students’ understanding of how their classroom curriculum applies to the outside world,” Dumas said. “As a Title I school, Winters High School, in particular, is faced with increased barriers that limit their ability to expose high school students to a variety of hands-on activities that apply this knowledge.”
Through the SLEWS, WHS students experience real-world habitat restoration projects on active farms, ranches, and open spaces.
According to Dumas, SLEWS Program field day visits are critical to students. The firsthand work required assists students in being environmental stewards and restoring habitats.
“These hands-on opportunities help students explore and build their agriculture, science, and technology careers,” Dumas.
“Our youth programs are developing the problem-solvers needed for a healthy, robust, and sustainable world.”
Kayla Mederos, WHS ag teacher and FFA advisor, said that programs like SLEWS are important for youth to participate in because the program activities “apply concepts taught in the classroom to real-world problems.”
“I like to tell students that when they are participating in SLEWS they are seeing ecology in action,” Mederos said. “The SLEWS field days are amazing opportunities for
our students to expand upon the biological concepts that they learn in the classroom and they are able to connect the dots and see science in action.The field days are led by professionals in the industry and it exposes students to different career opportunities in agriculture and science that they wouldn’t normally see.”
Mederos said her favorite part about the SLEWS program is that the coordinators put effort and intent into planning a project within the students’ community. WHS students have had the opportunity to work on four projects in Winters through the SLEWS program. Because the project sites are close to home, those students can watch as the habitats they restore grow over time.
The ag teacher said she is appreciative of the opportunities that the CLBL provides for students.
“Every year, students say that participating in SLEWS is one of the highlights of their year. Exposing students to different careers and exciting opportunities in science is so important to me as an educator,” Mederos said. “SLEWS is also an amazing way to give back to our local ecosystem and help restore habitats for our native species. Students taking ownership of these projects is one of my proudest moments as a teacher. I love how invested they get in the project and how excited they get watching their progress on a project.”
In addition to learning, students have fun getting
outside of the classroom. The hands-on approach gives students the chance to apply what they’ve learned in the classroom to the test as well as have fun while they work.
“Not all students learn the same. Some students learn best inside the classroom, studying and listening to lectures. But most of my students tend to learn best by doing. Working outside and getting the opportunity to see the scientific concepts that we are learning in real life helps students actually absorb the information and have a good understanding of the content,” Mederos said.
Separate from SLEWS is the SLEWS Academy, which trains educators and natural resource professionals on how to replicate and implement SLEWS in their region.
“We equip students with the workforce development and leadership skills they need to be competitive in the job market,” Dumas said. “At the heart of our work are the experiential learning opportunities available to students that bring to life the topics they learn during field day trips.”
Dumas said field trip projects help create wildlife habitats and increase biodiversity. Student work also stabilizes stream banks and establishes native vegetation along waterways to filter nutrients, improving water quality.
“By working in small groups to accomplish tasks, students gain valuable skills in effective communication, teamwork, and cooperation,” Dumas said. “Learning activities both in the field and in the classroom further enhance the student experience, providing them with necessary context on the impact of their work.”
Students apply what they learn in class out at a SLEWS project site.
Throughout their experience, students hear from mentors
Courtesy photo
Students observe and learn through doing the task at hand.
Courtesy photo
FEATURE
restoration professionals about their education and career paths. Said mentors must complete the SLEWS Academy, a two-year program that includes staff training, planning, and learning to implement the SLEWS program.
Kickoff Training for SLEWS Academy in January 2025 starts with a three-day in-person intensive training on how the SLEWS program functions. The mini, hands-on conference is followed by online workshops from February to July 2025.
“Training continues with six monthly online workshops expanding upon the topics in the training and problem solving any challenges to implementing,” Dumas said.
Participants return to the Woodland headquarters in person in August 2025 for a culminating retreat, during which they present their SLEWS program implementation plans and graduate the program to begin implementation locally.
“During planning and implementation, the Center for Land-Based Learning staff are here to assist with grant writing, help make connections with and for you, find schools and organizations to work with, and provide access to the SLEWS network,” Dumas said.
Following SLEWS is the Farming Agriculture Resource Management for Sustainability (FARMS) program, which Mindy Cunha, senior program manager, runs.
According to Cunha, the FARMS Program has been engaging students with agriculture
and nature for 30 years and provides a unique experience for youth.
“Agriculture is the one industry that is the common link to all humans, making the industry’s success vital,” Cunha said. “The FARMS Program provides youth the opportunity to get up close and personal with agriculture and nature while educating them about the ways they can contribute to the future success of the industry.”
Cunha said we need the next generation to be passionate about agriculture and help keep it thriving. That is where FARMS Advanced comes in. The second tier of the FARMS Program focuses on leadership and workforce skill development.
“The group of students is smaller, which allows for more intensive engagement with industry professionals,” Cunha said, adding that the program draws students pursuing postsecondary education and a career in agriculture or environmental science.
“Upon completion of the FARMS Advanced Program, students leave with a completed resume, cover letter, and experience conducting a professional interview,” Cunha said.
These skills will assist students to be prepared to enter the workforce and make educated decisions about their future.
“Internships are vital for students to explore their interests and even dislikes in potential future careers,” Cunha said. “All students who have completed an internship have expressed
how important it was to their professional skill growth, and it has allowed them to explore a career on a much deeper level.”
Opportunity for aspiring farmers
Timing is everything, according to the owner of the Traxx Farm Stand. The former medical professional was unsure if she could start a business with two children in college.
“I wasn’t sure I could afford the program, but I was blessed to receive a half scholarship from Les Dames of Sacramento,” Lowrie said, adding that without the funds, she is not sure she could realize her farming dream.
But it was possible with the Beginning Farmer Training Program, a seven-month foundational program for aspiring farmers.
“It helps build a framework that new farmers can use to learn, grow, and eventually establish their farm enterprise,” Sethuratnam said of the twice weekly, three-hour classes. “There are evening sessions so for all folks with other commitments in life to pursue their farm dream while not quitting their full-time job.”
Additionally, the Incubator Program provides a low-risk start-up space for farmers, according to Sethuratnam.
“The Center leases land to new farmers and provides them with access to equipment and infrastructure,” Sethuratnam said, noting after four years, growers move on to a parcel of leased or owned land. “The farmers can develop their farms, test their markets, and establish their businesses.”
With the Traxx Farm up and running, Lowrie, a former medical professional, said there is nothing like “getting your hands in the dirt.”
“The thrill of seeing your produce growing and then preparing and eating it is beautiful,” Lowrie said of her new business inspired by a West Coast trip with her husband. “It was such an inspiration, and I felt it could be valuable to our Winters community.”
Lowrie said during the pandemic, there was a lack of organic produce in the area, which “was so crazy to me since we live where it’s locally grown from so many farms up the valley.”
Fast-forward four years, and the Traxx Farm Stand proves that no matter how old you are, the dream of owning a farm can become a reality with a seed of hope and the CLBL.
“Where there is a will, there is a way,” Lowrie said. “If your heart is telling you to go into farming, follow your heart and make it happen.”
Kelly Lowrie hosts a Traxx Farmstand pop-up shop at the Winters Farmers Market on Sundays.
Courtesy photo
CITY HALL
WELCOME TO THE CHARMING CITY OF WINTERS
We are thrilled to have you join our community and make Winters your new home. Nestled in the heart of the Sacramento Valley, Winters is a place where small-town charm meets the beauty of Northern California. Our city is known for its friendly atmosphere, rich history, and strong sense of community.
In Winters, you’ll find a vibrant community where neighbors know each other by name, and local events (such as the 3rd of July, Tractor Parade, and Harvest Festival) bring everyone together. Whether you’re exploring our historic downtown, enjoying the local farmers’ markets, or taking in the scenic beauty of nearby parks and vineyards, there’s always something to do and someone to meet.
We take pride in our excellent schools, safe neighborhoods, and a thriving community. The quality of life here is truly unmatched. You’ll find that Winters offers the perfect balance of a peaceful, close-knit community with all the amenities of a larger city just a short drive away.
We’re confident that you’ll love living here as much as we do. One way you can get to know your neighbors is to volunteer! There is a large list of great organizations that would love to have you join them in working on making the City even better. If you ever need assistance or have questions, don’t hesitate to reach out to City Hall, we are here to serve. Welcome to Winters – where community and quality of life are at the heart of everything we do.
— Jeremy Craig, Winters City Manager
City Manager Jeremy Craig
Crystal Apilado
EDUCATION
Winters Joint Unified School District is a vibrant educational community characterized by connectedness, cultural diversity, and the small-town charm of Winters.
Our District is deeply committed to developing the whole child. We recognize that academic success is intertwined with social, emotional, and physical well-being. We offer a range of programs that promote mental health, physical fitness, and social-emotional learning. From student-centered support and counseling services to extracurricular sports and after-school enrichment programs, Winters Joint Unified School District ensures that students have the resources they need to thrive in all areas of life.
Our District is committed to the principle that education extends beyond academic achievement by placing an emphasis on the development of 21st-century skills. This is reflected through the Winters JUSD Graduate Profile, which includes
Collaboration, Communication, Critical Thinking, Cultural Awareness, Creativity, and Communication.
At the heart of Winters’ mission is the belief that learning is a collective endeavor that happens in partnership. Teachers, students, parents, and the broader community collaborate on a variety of events, and activities to enhance student experiences and relationships. Teachers collaborate regularly via Professional Learning Communities to share best practices and develop innovative instructional strategies, ensuring that all students benefit from high-quality education.
Students participate in rigorous, real-world learning experiences through the Career Technical Education program, including pathways in agriculture, engineering design, computer science, and culinary arts. Winters JUSD has an outstanding Dual Language Immersion program that prepares students for biliteracy in English and Spanish. A hallmark of Winters High
School is the Senior Capstone through which 12th-grade students complete an independent learning project with a focus on community service, skill demonstration, or career exploration.
Winters JUSD has District priority of creating a safe, welcoming, and inclusive environment, which is reflected in its commitment to equity and cultural responsiveness. Winters celebrates the rich diversity of its population to ensure that every student feels valued and respected. This approach helps youth develop a deeper understanding of different cultures, cultivate empathy for others, and prepare to be global citizens.
Winters Joint Unified School District is a closely knit community that prides itself on preparing students to be well-rounded, compassionate, and capable individuals who are ready to make a positive impact on the world.
— Rody Boonchouy, Ed.D., Superintendent
Superintendent Rody Boonchouy
Crystal Apilado
SCHOOLS
Winters State Preschool
The Winters State Preschool welcomes the District’s youngest learners with a high-quality, joyful, developmentally informed, inclusive, and stimulating pre-kindergarten experience. Learning is founded in the Creative Curriculum, a comprehensive, research-informed approach that features hands-on, project-based investigations. Additionally, staff implement an observational formative assessment approach to gauge each student’s unique strengths and growth areas and use this information to inform instruction and program development. The school offers both morning and afternoon classes to accommodate family schedules and needs. Additionally, through a Growing Strong Learners Grant from the McClatchy Foundation, the school has developed a family engagement program and a Parent Advisory Committee to enhance parent leadership capacity. The grant also funds collaboration between preschool staff and Transitional Kindergarten teachers to create alignment between the two programs.
Waggoner Elementary School
Waggoner Elementary School has adopted an instructional focus on developing students’ foundational literacy skills to ensure their ongoing success and development in the upper grades. Through a “Walk to Read” program, all students receive instruction tailored to their individual needs. The school places a high value on developing and sustaining biliteracy through its Developmental Bilingual Education program in Kindergarten through second grade. Recognizing the value of nurturing creativity and imagination, all Waggoner students participate in music education, Science Technology Engineering and Math (STEAM) lessons, and Maker’s Space activities. In partnership with the Winters Farm to School nonprofit, students also have access to a garden, which serves as an outdoor classroom where students learn about agricultural practices including planting, tending, and harvesting crops. The school also features a library program and Wellness Center.
tary experience, where students participate in music education, STEAM activities, and a leadership club. The school sustains a strong focus on teaching social-emotional learning competencies to build students’ resilience, self-mastery, and empathy. The school welcomes families to participate in community-building events, such as Lunch on the Lawn.
Shirley Rominger Intermediate School
Through an instructional focus on differentiation, Shirley Rominger Intermediate School has expanded its mathematics instructional block to incorporate small group lessons and Number Talks. Staff routinely review student learning data and include families in the conversation about learning through standards-based report cards and conferences. The Developmental Bilingual Education program continues on at Shirley Rominger, helping students achieve academic proficiency, become biliterate in English and Spanish, and develop cultural appreciation. Enrichment opportunities also extend in the upper elemen-
Winters State Preschool Center
Crystal Apilado
Waggoner Elementary School Crystal Apilado
Shirley Rominger Intermediate School Crystal Apilado
SCHOOLS
Winters Middle School
Serving students in grades six through eight, Winters Middle School facilitates a supportive transition into the middle grades. The seven-period day incorporates core subjects, physical education, choice electives and the new FLEX sessions that provide support and enrichment classes. WMS has a well-established schoolwide Positive Behavior Interventions and Supports program, where students are supported in learning and rewarded for meeting schoolwide expectations. A unique enrichment program at WMS is the annual sixth grade Outdoor School week-long environmental education field trip. Students in all grades are encouraged to participate in extracurricular athletics and programs such as Educational Talent Search (ETS) and California Junior Scholarship Federation.
Winters High School
Winters High School provides an educational experience that prepares students to be college, career, and life ready. Staff have established goals to foster respect and build relationships among all members of the school community, advocate for all students so that they may achieve their full potential, and provide a broad, challenging, and engaging curriculum. As part of the school-wide focus on connectedness, all students participate in the Explore Advisory program, which aims to nurture the whole individual and provide each student with a strong network of peers and committed
adult advocates within the school. Additional high school transition support is provided through the Link Crew mentorship program and freshman family meetings. Families are encouraged to be active participants in the school community and develop their capacity to support their student’s success through the Parent Institute for Quality Education (PIQE) program.
WHS offers several educational pathways including Advanced Placement classes and Career Technical Education courses. CTE pathway options include Agriculture, Culinary Arts, and Robotics and Engineering. Advancement Via Individual Determination (AVID) is another active program on the WHS campus which helps to close opportunity gaps and prepare students for postsecondary success. The WHS athletic program uses sports as a medium to teach valuable life lessons and help athletes be successful at the next stage of their lives. In preparation for graduation, all WHS seniors complete a Capstone, a culminating project-based demonstration of the knowledge and skills they have developed throughout their academic careers. Upon graduation, students have the opportunity to distinguish themselves with a Merit diploma, Scholar diploma, or the Seal of Biliteracy.
Wolfskill Career Readiness Academy
At Wolfskill Career Readiness Academy, students have the opportunity to earn a Yolo County-recognized “Career Ready Certificate” along with their high school diploma. Graduation requirements reinforce the school’s career focus, by including 200 hours of work or internship experience. School staff facilitate community partnerships and assist with intern placements for students. The school features a reduced student-to-teacher ratio to facilitate augmented support and credit acceleration. The Wolfskill CRA team strives to prepare its
graduates for various postsecondary opportunities.
Students develop the experience to enter the workforce directly out of high school, the skills to participate in further vocational training, and the knowledge to pursue a two- or four-year college experience. The school provides students with on-campus career exploration opportunities including workshops focused on the art of music/ audio, video, and DJ production. Beyond the traditional academic and careers program, Wolfskill CRA students have access to a school counselor and a mental health clinician to support their ongoing wellbeing. Wolfskill CRA staff seek to provide a safe and engaging learning environment where teens can reach their full potential.
Winters Middle School
Crystal Apilado
Winters High School Crystal Apilado
Wolfskill Career Readiness Academy Howlers study on the Winters High School site. Last school year, Wolfskill CRA students began integrating with WHS Warriors in some electives, sports and events
Crystal Apilado
START A BUSINESS IN WINTERS
Starting a business is an exciting time. Access to critical resources can make the difference between a smooth start and a bumpy ride.
There are many steps to consider, including writing a solid business plan, deciding on a business entity, developing a relationship with a local banker, accountant/tax preparer, and insurance agent, site selection, licensing, workforce and much more.
The Winters area has great resources to assist you in every aspect of starting your new business including; the Sacramento Small Business Development Center (SBDC), SCORE and Yolo Works! These organizations offer 1:1 counseling and a wealth of resources to guide you through the process from business
The City of Winters requires all businesses to obtain a city license before the opening of your business. The annual fee for a city license is $89 and is renewed January 1 of every year. The city provides water and sewer services. Contact City Hall for more information or visit twww.cityofwinters.org
Business Resources
plan to expansion. Their services are free and will be the best money you never spent.
Doing Business in Winters
A good rule of thumb before you sign a lease or contract is to contact the City first!
Whether you are moving from one location to another or starting from scratch, you need information regarding zoning, permitting, signage and accessibility regulations.
These can potentially cost thousands of dollars over budget if a lease has already been signed and can be part of the lease negotiations before you enter into a contract.
Apply for City Business Certificate/Sign Up for City Services
Yolo County portal where you will find a complete set of employment tools for job seekers. Search jobs, create résumés, find education and training. Employers can find candidates, post jobs, and search labor market information. https://www. yoloworks.org
Sacramento Valley Small Business Development Center
(SBDC)
Whether you are seeking one on one advice, workforce information, tax information, training, or other assistance, the following organizations provide information and expertise usually without cost. Winters District Chamber of Commerce
Joining the Chamber means your business becomes part of a greater network of businesses and business resources. For more information about the Winters District Chamber visi twww.winterschamber.com or call 530-795-2329
Yolo Works!
“YoloWorks! - Yolo Works connects Yolo County job seekers to Yolo County jobs. If you are a business looking for qualified workers or are a job seeker seeking employment, visit the Yolo Works! website for more information for free resources and assistance. The link will take you to the
The Sacramento Valley SBDC provides businesses with no-cost one on one advising, classes and workshops. In addition to assisting startups, Sacramento Valley SBDC also offers technical assistance to existing and expanding businesses. Stay up-to-date with grants and funding programs available for your business, visit www.sacramentovalleysbdc.org
Yolo County Economic Development Division
The Yolo County Economic Development Division is another great source for business owners. Beyond permits, the Yolo County website’s Economic Development page offers Tools for Business. The Toolkit walks you through the process of starting and growing your business and provides links to organizations with valuable information, visit www.yolocounty.org
WHAT’S NEARBY
North
CAPAY VALLEY
Grab a brunch at the Rustic BBQ/Commons Farm Kitchen & Bar or visit Junktiques on a Sunday at the Guinda Corner Store. Treat yourself at Cache Creek Casino and Resort, or visit Seka Hills to taste olive oil or wine. Hit up Road Trip Bar & Grill, a Winters local favorite that combines good food with a ride in the country.
ESPARTO
Check out the city’s new pool, or catch some great fare at Ravine on 16.
WESTERN YOLO
Sandwiches at the Zamora Mini Market are not to be missed.
WOODLAND
Enjoy another historic downtown with growing reknown for its foodie scene. Enjoy a restaurant like Maria’s Cantina or Morgan’s
on Main. Wander around Dead Cat Alley. In October, check out Woodland’s Stroll Through History event. This town also has an Opera House which hosts theater productions year-round.
East
DOWNTOWN DAVIS
On your way out to Davis, check out the U-Pick at Impossible Acres. In downtown, you’ll see art is everywhere you look in Davis. Enjoy a 2nd Friday ArtAbout walk or take in a gallery, Visit a local brewery like Sudwerk, Dunloe or Three Mile Brewing Co.
DIXON
Enjoy a beer at Ruhstaller or the Solano Brewing Company breweries. In the fall, visit Cool Patch Pumpkin, Silveyville Christmas Tree Farm.
U.C. DAVIS
Walk the campus, or take in the arts at
the Mondavi Center or the Manetti Shrem Museum of Art. Enjoy a walk along the north channel of Putah Creek at the Aboretum, a 100-acre living museum with more than 4,000 trees, plants and shrubs. South
VACAVILLE
Take in another historic downtown district or one of this large city’s many opportunities including downtown festivals and events or ice skating at Vacaville Ice Sports.
West
NAPA
Head into the Blue Ridge by car and pop out on the famous Silverado Trail in Napa. Grab a lunch at Auberge du Soleil or take in a tasting at a winery like Chateau Montelena. On the way, hit up Winters-adjacent Nichelini, founded in 1890.
SCENIC HIGHWAY 128
Continue past Silverado Trail on Highway 128 and you’ll go through Rutherford, St. Helena, Calistoga, Healdsburg, Sonoma, Anderson Valley, Alexander Valley and wind up in Mendocino. The stretch of road was designated as a scenic highway and you’ll see redwoods.
