001e e e um just so everybody knows this meeting is recorded and also live stream so we will start with a everybody Li andice [Music] so we're going to be starting with the consent calendar is anyone would anyone like to pull a consent item for disc any more discussion I guess we don't need to do that call for a V and this is our first vote of the night so start calar we need a motion oh motion a second I'm sorry not know doing thison V so that that passes the consent calendar and I'm going to happily pass on awesome thank you so much I do apolog to everyone for rning a little late work work we just end calendar yes awesome which means we will move on to item 3.1 which is the main
002topic today the board Workshop an informational item regarding student achievement all right okay uh my name is Tim Ferris director of assessment and accountability for Chico Unified and I'm presenting tonight's uh board Workshop topic on student achievement and I'll be referencing the California state dashboard which measures both acad achievement um and behavioral goals um graduate outcome so it's a more robust look at our district than just looking at the academic achievement on state tests so my hopes tonight is to famili familiarize the board and members of the public uh with the dashboard system and talk about the results that came out in in um December of 2024 based on the 2023 2024 school year so the dashboard was set in place by California in 2017 um and the reason why the dashboard was created was
003to meet the requirements of the local control funding formula as well as Essa every student succeeds act so there's both uh the local lcff is a state measure and Essa is a federal measure so this satisfies both federal and state accountability it measures levels in 12 areas the seven that I will focus on tonight are the seven State indicators that are based on qualitative data okay and I'll talk about the data sources as as we go through these there's also part of the on part of the dashboard the five local indicators and that is essentially uh District staff rating our progress towards things like professional development uh common core standards implementation so by just by the fact of us doing this the self-reflection tools it means we've met okay the um the local IND ators
004are presented along with the with the uh lcap local control of accountability plan in June and so this board was presented with our local indicators um results in June so my focus is on seven uh qualitative measures so what the dashboard is is a publicly available website and it displays data for every school in California and every District in California um so public can access it and view all the data so all the data I'm showing you is accessible by the public um and so and it it displays the performance on each state indicator all right so getting into the qualitative measures I mentioned earlier um you can see control funding formula priority four which is pupil achievement and that is measured by smarter the smarter balance state test that we take every every uh
005spring in English and math and the results we'll talk about tonight are from Spring of 24 the English learner progress indicator is included here too and that's based on individual English learner results on the um English language proficiency assessments for California or ppac okay and that is really looking at two years of data for lcff priority 5 people engagement we have uh chronic absenteeism which measures the percent of our K through 8 students or TK through 8 students um who are absent 10% or more of the school year graduation rate percentage of students in a in a graduating uh class that receive a regular high school diploma lcff Priority One School climate that's suspension rate and that's the percentage of our students that were suspended at least one day in the previous school year and
006finally the College and Career indicator which measures a variety of graduation outcomes um based on a v wide variety of of areas um smarter balanced AP tests um sealed by literacy attainment work-based learning um and so on it's a it's a wide range of me of metrics that the state uses to gem a student um college or career ready uh Tim our our special education students data included in all of this report they're not singled out well we do I do single out student group data including students with disabilities but they are included all all students are included in the overall okay um looks okay so we use dashboard data and CH UniFi to measure progress towards our LC cap goals so when we write our lcap part of the writing of the lcap is
007including this data to show you know is our lcap helping us improve or not okay and we also use other data but dashboard data is kind of the the base level of what data is included um it informs programmatic evaluation um General planning funding allocations um use a lot for Grant applications and evaluations so required reports we need to to the grand grand door about how we're doing with the Grant and then this is presented to educational Partners during our elcap meetings that will start I believe in about a month um so we'll beet with a variety of um educational partner groups and this will be presented in a in a different way any questions so far yeah of course um number one All State uh indicate indicator data used to measure the progress toward
008goals set in our lcap um so that means it's scrunch together with the Statewide data and not just Chico UniFi what the when the laa you know does our we do our own look at at our own stuff we we do do our own look at our own stuff and the data that's included in lcap is all Chico Unified data okay the state data isn't present um but we use dashboard data and then we'll use locally um uh locally chosen metrics so in excuse in in bullet number two where it talks about um informs the programmatic evaluation General planning and funding allocations describe for me what goes on that does inform that programmatic evaluation okay so the reality is that programmatic evaluation in academics in particular starts taking place like for the data we're talking
009about right now tonight that that evaluation started taking place in June when we first got the trickling of our uh um of our test scores back in the district and we so we look at it in June we take a more robust look at it in August um meanwhile um ed services is starting a lot of times even before June if we're we're forgetting anecdotal or we have other evidence that something needs to change we will um make that change an example would be the focus that we chose last spring on uh tier one instructional practices professional development for our teachers and administrators um and so that's an example of uh program evaluation we we know we need our teachers need um tier one instructional they' been asking for it it's um our uh trying
010to think of different our overall education department that is taking a look that and if they've started before June they're already talking about new implementation strategies for the following year yeah okay yeah so that's like really really what we'll do is like we have a a testing window a midyear testing window coming up later this month and we'll start looking at that data to look at changes from the previous year and start talking about um English and math um in particular so inservice training is part of what is recommended you know there there's an indication that that it was working really well with this but another area right could have taken advantage of Greater um that there's enough time between that early June to what we plan in August to make those kinds of things
011because yeah the contract with cuta most of our people are doing their their in services and stuff just as school starting right but we had time to take a look at what we need because we started before June with yeah yeah we we start with the ed services staff um and then what happens is and of course our teacher leaders our mtss leads and then the past DLC leads looking at that at that data um and then we bring it to the admin team in the very very beginning of August um with you know a areas of focus that we that we see a need for the reason why I'm trying to get a picture of how this is working is one of the things that um we heard anecdotally when we were talking with
012the students on the was they seemed to indicate that they could really tell when their teachers had received um training and stuff that that they saw a difference in the classroom an upgrade in how the teachers were coming in with new ideas and better energy and they saw positive effect so I I was just trying to make sure that I I had a picture of how we're able to get that and get as much of it as possible and then we have the coaches thing that that were funding the um El coaches yeah I thinko many yes yeah so um at the W on Wednesdays our secondary um staff has collaboration right and so that is a contractual time that's that's teacher driven um but we are invited in and and Department chairs are interested
013in looking at these results with their staffs as soon as as soon as people are back in school when I looked at the the information that we got today on the trailer bills for the budg even though it's just preliminary don't actually pass one of the things that that I was glad to see was the funding for those coaches that carry support for the inservice the teachers are that funding is still there doesn't mean it'll be there in June but right now it's still there um and that seemed like a good thing because everything I heard in all three of those meetings with the students is they see the benefit the students actually talked about noticing when they can tell their teachers they gotten new ideas fresh stuff makes the classroom or exciting you know
014okay I'll shut up like you mentioned anecdotal um evidence from the from the kids we also just heard some just this afternoon from a one of our counselors um and then our our uh feedback surveys at the end of our tier one sessions have been overwhelmingly positive um possibly the highest I've seen um but it's it's been well received so I think you just um mentioned what I was going to ask so tier one um strategies and interventions was a focus and then is there continued your like staff development yeah so that it's not just like one and done one and done yeah we've had the same a very similar structure even slide de just uh changed a little bit and we're allowing and the same slide deck or similar slide deck from in August
015October January and now Mar March that's good I to to answer your question we understand that in order for be for there to be a change in it has to be a cultural and or individual change and so we are very intentional in repeating the um the practices of tier one instructional strategies and making sure that constantly that's how we retain information yeah repetition is good thank you and you said that um graduation rates are only for regular diplomas I assume that I assume that includes alter alternate is that considered and stud if they graduated so changes on the 24 dashboard from previous years um number one I'll get into colors moment but colors we have color ratings for The College and Career indicator for the first time since I I want to say 2019
016something like that um science has been included the status only so the action scores last year um is included and um the expectation is that the state board will add science officially as an indicator and start giving us colors color ratings um with the 25 Das uh long-term English Learners is a new student group uh in 2024 so that's um English Learners that have been in our schools seven or more years and are still English Learners they have not been reclassified um to full English proficient so this is a look at the actual dashboard um so you can see seven indicators that I mentioned uh with the colors and then the five with just standard met those are the local indicators but the colors are kind of just intuitive like the very highest is blue
017high is U green medium is yellow low is orange and very low is red so you can see chronic since use them yellow and I'll talk about the the attendance issues we've have in that we SE Statewide suspension rate green English learning progress orange gra graduation rate green College and Career indicator yellow English language arts yellow and math orange so these colors you'll see throughout the rest of the slides and it's just anytime you see a color just indicating what color u a district or student we've got on that me another question from your heading for this says that um the levels dictated by combination of status and change correct so if there was a change that information is part of the calculation for the colors for the colors okay y so and the way
018that's a great question thank you I should have should have said that um the way the colors are arrived on is by looking at the achievement level or the suspension rate or the graduation rate the actual rate or average distance from standard and in combination with how much we improved or declined from the previous year and the way that's done is this is an example and then this is English language arts and and how to look at it is um this is the status and this is the change levels okay so if you are medium status and you go up by by three points average distance standards your you're green anything less than than 3.0 in of a 3.0 increase and your yellow so you can see for each one of these statuses there's two
019colors that are possible based on the change from the previous year two colors possible so for a status of medium right depending on how much change there was from the previous year uh a school or a district or a student group might be yellow yeah the exclanation is up at the top I see it now so that's how the colors work and this is just an example but every every uh indicator has a 5x5 grid like this so really really high level look um um at Chico Unified achievement compared to the state um shows that we faed very well in comparison to the state overall um with one exception and that is a suspension rate where we are at 3.6% and the state is at 3.2 we're both green the reason why we're green there
020and I'll show you in a second is is we went down okay so the DFS there under the English language arts M I'm sorry just so for the suspension rate going down is a good thing is a good thing yes yes and so yeah suspension rate and chronic absenteeism we want to be lower than than the state the lower the better for those everything want it be lower year to year too right exactly whereas all everything else we want to be higher or the same or higher exactly so you can see overall um we we look um very very good when compared to the state what we um really depend on though is looking at similar districts around the state to see how they've done and we do that with our schools as well because
021we have a different population than the state as a whole here um so we look at the state data more as like okay what's the trend where are the trends Statewide um and then we we look at similar schools data to really give us context about where we stand with the similar districts so first of all we're going to talk about pupil achievement and English language arts math and English progress indicator science is also included but we don't have a color but I I do have the science data included so when similar districts are chosen there the criteria are listed right here in the bullet points and really what it is is similar enrollment similar um unduplicated percentage so that's a similar measure is socioeconomically disadvantage um stabil stability rate so how many of our
022kids stay with us for an entire year or not uh and then spe the percentage of special education students so we look at at the similar districts over here on the left um you can see the districts and see how many kids every slide like this is laid out the same way you can see Chico Unified here when we look what we're looking at is average distance from standard so here's the zero is is standard okay so Chico UniFi our average student in Chico UniFi is 2.7 points above standard and you can see that um that's at the top of our similar schools but which we are happy about being at the top of our simmer School however um we did decline this slide is looking at change and so if you're on the green
023line that means you have no change from the previous year if you're below it it means you went down and if you're U to the right of it it means you went up so you can see there was an overall decline in the LA for us so while we you know it's good that we're um doing doing great compared to similar schools we don't want to see that Decline and I last year last year you were green and yellow y y and there was it seemed like college in career was also actually was that one that you were in blue was one or was that CTE no you know what we were in blue but that was yeah like the last time we got color so that was a while ago oh so blue wasn't
024yeah so when the last time I believe it was 2019 that we got collagen career indicator colors and we were blue and now I want to say we're yellow yeah yeah I was surprised by that because isn't blue above green blue is above green yeah it's like two levels that we dropped yes in that whereas Ela dropped one right and there's and I'll talk about it more when we get to the College and Career IND here there's been there's changes over the years pretty every year we've had it it's changed a little bit but we'll talk about that um when we get to those slides so um student group performance is very important to us um you can see this this is status so it's the same you know the red line is standard below
025below is to the left and above standards to the right and you can see the breakdown of each of our student groups really what we want and how our L caps are written is to have every student group at or above the all student student group okay so student groups get colors too so you can see um green up here yellow yellow yellow uh gray at the at the very top for our Filipino student Group is because there's less than 30 kids okay that are that are included here so we just get a number we don't get a color so any questions about the student group all right so the change I'm sorry so those are these are just the number of students are protesting because yeah because you have I know that from your
026like Foster youth there's more than 33 Foster you in the school district but 33 of those were tested right and so I think right now we're at 79 been in the 70s recently um so this is this is grades 3 four five or 3 through 8 and 11 only so there's a lot of grade levels not account for so that yeah you're right that's not the Chico Unified population so some standouts here of um actually we move on to change so now we're looking at change and some standouts that we're very very happy to see were the ones up here at the top with our American Indian and Alaskan native Foster Youth and homeless youth going up and our foster youth in particular um going up very very um high as well as our American
027Indian and Alaska native so and change regardless of where um a student group or a district or a site is we want that change over here ourl capitals again are written um to that change metric it's interesting that the Filipino 22 was the most high performing and yet change it went down less 1% yeah yeah um and that's one thing um that we we do talk a lot about is growth is not linear generally for student groups or sits or districts there's bumps in the road and we're looking at long-term trends primarily and do we have any of those long-term trends in the presentation tonight the long-term trends are are not because it's not on the dashboard and we have three we have an additional year but it's goes beyond the dashboard data it would
028be in the future useful to be able to see you know the last five or so years see yeah and dashboard is a little tricky Co messed up the data world that and so like right now our our current English and math test we've only given three times so we can't really compare to the past so we have three years right now all the other metrics we got going going way back except College okay when we talk about successes um first first bullet point up there mcana Citrus Chapman and hooko very significant growth um that's the second year in a row mcmanis and citrus have been up there so they're they're moving um Chapman was great to see they were I believe red previous uh dashboards and they're moving up has Services come to any
029conclusion as to what things may have gone on MC chman that led to these changes I would say system highly systematic interventions academic interventions um an attention to tier one instruction and then they all three of those schools have like very robust programs to support um social emotional and behaviors and so they're setting the climate and making those changes and in addition to ramping up their academics so mcmanis really was one of the highest growth elementary schools in California last year in ela um the two bullet points at the bottom are talking about students with disabilities Improvement and we see Citrus at 42.6 points growth and P at 43 3.2 points growth and that's a great celebration um one thing I will say is that if we looked at this last year you'd be talking
030about um shaston Park View it's like every school over time has had their moments where something they do sticks out and so we might see different schools up there next year because that's a really high level of change to maintain concerns is that overall we decrease um both Comprehensive High Schools while receiving a green rating decrease um participation rates can affect this distance from standard measure okay so student groups that are that are more likely to be absent are are more likely to be penalized on the dashboard for lack of participation in cast so an example of that is our foster un um we were in red for students with disabilities English Learners and long-term English Learners and we saw 16 of our 22 schools decline questions about English Langs back to that question is
031the ed services when they took a look at those results was a conclusion or a focus on where to go next I would say I would say the focus again comes back to the tier one instruction um we we have seen in in intervention systematic interventions like at the elementary level I believe this is the fourth year we had reading Specialists um on on each Elementary campus and they're highly trained um and a huge part of the intervention U teams and and options for kids at all the sites wouldn't the fact that even with the tier one stuff we saw a decline wouldn't that be a red flag of some sort I would say I would say tier the tier one uh professional development that we've all referred to um is taking place this year
032okay we touched on it in in recent years but this year that's that's exactly that's what we're doing not entirely all we're doing but that's 90% of it so on the cast I know it breaks it down further were there when I'm looking at the 16 and 22 C overall but were there areas in the cast cast that we know of that were like that Cho students scored lower in than in others in ela um like an Ela listening is something that's been a a topic of conversation for years um I I was just over a PB today and they're talking about you know our English Department tackled listening last year and there so they were disappointed it didn't didn't raise scores more than it did but you know we talked about this before with
033the board of you know when you implement a change there's some changes that are if you're lucky you see the benefits right away um but for the most part you're looking at three plus years to really get into the system and start changing things substantially Ina there's listening reading conf um there's meing listening um speaking was part of listening um writing research and in can I just add to that you look at the testing cycle so my understanding the comprehensive high schools are focusing they're building a a lesson right now going back to um comment about is it ongoing or one time only so they're building a lesson Bank as teachers are their own their own lessons with the idea that when the ninth graders and the 10th graders are experiencing these lessons by the
034time they're in 11th grade is when we hope this will kick in so it's going to it's going to take some time for that testing window to affect or to represent some of that structional strategy um work that they're doing the good news is they're doing it though um it's ongoing one of those tier one Workshops the last two District staff development days and when I say facilitate it's literally just making sure that they know where to go and slide that then they're creating the lessons based on based on their own instruction strategy it's really work but it's not going to be judged until the 11th grade year that's when the test this right just going to share a thought that I have in my head with the new cellone especially the public of high
035schools um you know hopefully students will be more tuned in to the lessons um because they could be in a block schedule class and really not tuned in um I am curious I wonder how many kids have earbuds that you can't see because they got their being on or something like that so you know that has a negative impact on learning obviously they're not they're not they're not engaged in the lessons you know I wonder how much that's kind of play part as well you know our Our Hope of course and like the reason why the board went down that road last year I think is everybody's expecting to help all the research we see says that it will help so that's another it's a good point because we feel like engagement is has gotten
036more difficult over the years um and that's like when we talk with our especially with our secondary folks our secondary teacher leaders they're talking about you know motivation for the test you know and they're and really like our two high schools in particular are really looking at uh incentives rewards for kids putting in good effort um on the test at a higher degree than than we've ever seen so they're real folk between the tier one instruction the incentives the policy um we're hoping that that we improve you know that we continue on the trajectory that that we have been on over the years okay moving into math you can see this is similar districts again and you can see Chico Unified um second from the top out of six you'll notice that all of these
037districts are below standard okay and that is the pattern that we've seen in the state ever since smarter balance test came about is that mass scores are are significantly lower than the LA and it's like that Statewide you can see the map change you can see while we're near near the top with our similar schools we don't like seeing that change um one of the one of the pieces you know um we're just talking about the high schools with Ela but one of the things that's that happened at Chico High last year is um they changed the way they're approaching testing and the scheduling of it like they're required to test 11th graders only but in math kids you know in any one course inte a gr math three there could be kids in three
038grade levels or two yeah three grade levels probably and so what they're doing is testing those 11th graders in their regular math class they're testing those 11th graders on the real smarter balance and they're giving their say ninth or 10th graders and in the same room they're taking an interim assessment so they're getting exposure to the test the teacher getting information on how they're doing um but that's another thing you know we won't see the benefits of that for last year's ninth graders until next year until 26 so there's a there's a bit of a lag we hope to see some improvement um this year um I'll say in addition like one of the very recent changes at the high school in math was the U criteria for passing kids to the next course because
039what we were finding is that kids were taking this math test in 11th grade and they had exposed to all the content because of their they're taking lower level courses and so moving kids through um the courses and providing them an extra period of support is something that's been put in place but again it's going to take a couple years to fully see the benefits of that but um both of those we very hopeful will will help math math has historically been difficult not just for Chico Unified but Statewide um and so we just keep plugging away it killed our teacher leaders especially maybe even more so than the admin they they're just crushed when they go down or they don't go up so you know on that note outside of the C because it's
040a concern that perhaps the C is not actually a very good measure um on our in-house benchmark assessments do we see more growth than this in ma um we're this is year two um districtwide ISL okay and we're that was the window I was mentioning earlier that will be later this month so at that point once we get that data in we can look at okay how how do we compare to last year at this point and and check for any improvements okay when we look at the status by student gr group you see a similar look you know as we saw with the districts everybody's on the on the left side of the standard line they're below standard um and we can see a handful of Reds towards the bottom and we can see
041really only four student groups above the all student student group one thing I should mention as well on both the actually all three of these measures the English Math and Science um it's not just smarter balanced results it's the California alternate assessment results that about 200 of our kids in Chico UniFi take every year and that's for the more um severely disabled students and so it's a different test but those but those scores are included here as well so we look at change by student group uh we can see Foster youth at the top there um that's great to see Filipino again and students with disabilities going up 2.8 so that's great to see so successes in math that we saw um you see Citrus and McManus up there again for M um also Hooker
042Oak little Chico Creek and Oak Bridge you know we we talked about the just now we talked about you know how long does something how long does a change take to show itself in the test scores so hooker O's been for years with Emily mullen's like d diving deep into the mass standards they they took their own approach that has s influence um other elementary schools and now they're seeing seeing the benefits of that and we're seeing very significant um increase of 16.6 points so for reference the state expects you to grow three points uh other successes are with our students with disabilities um student group and you can see Citrus Emma Marsh Chico J and PV all with significant um growth for their students with disabilities any questions about Matt sort of along the
043same lines what we already talked about but um I hear we're really doing a focus on cheer instruction which is great I hope and would love to hear more about how the leaders and teacher leaders at these schools are doing well are guiding that instruction right um if we have groups are doing this I really want to know what the mechanisms are for making sure that success is replicated because I heard you talking about how the stuff that hook is kind of bleeding the school yeah do we have a method to repair set um yes we it actually started a couple years ago with a new scope and sequence um that was put in place for math last year the math growth was very different than this it looked great for Elementary in particular um
044and so we initially saw growth maybe it was that scope and sequence but like we been saying sometimes it takes years um but we intend to keep building on that and as the Frameworks have come out um both Elementary and secondary are diving into the Frameworks um and then at the secondary level we're looking at a curriculum adoption in the very near future to to kind of hopefully better address these skills so in reference the state will um provide its list of of approved adopted math curriculum uh in November so next year so then uh we'll be looking at that as well okay concerns we decreased overall both Comprehensive High Schools went down uh 16 again with 22 sites increas and then we had a number of student groups in the red so one thing
045I will note about um the U the high schools is with the implementation of the block schedule um we're we're seeing um we're just learning about some of the implications of that meaning some students that would you know 5 years on the fair viw for example are now on the pb's PB or chico High's campus and so that's an adjustment for us um as well as adjustments that uh are being made at Fair View to make sure I'm understanding this correctly um the students with disabilities they're taking a different test that's more matched to their level not yes but not all the students with disabilities so this would be are um typically our our going blank on ESN yeah used to be called mod those would be the kids that anyone from like a student
046who has ADHD with a 504 plan to 504 plans aren't included here but like say like um specific learning um disability is one of our big you know category disabilities that kids um have in our stud those students are taking the regular s back it's just the more um severe students well and I think also the map these days um has a lot of reading involved and if you're an English learner you have a disability um you miss school a lot you know your those reading skills are probably not up to par and so Thea test is well yes and so when we focus on reading particularly at the elementary we're expecting that to influence Math and Science course as well so science you see purple that's because the state didn't give any colors this
047year because we only have one year of data next year we'll get a color most likely and you can see us up near the top um or at the top of our similar districts and we don't have a growth measure like we do with the other ones because it's our first year but we do have a student group breakdown here this test is taken in 5th 8th and 11th only in Chico Unified um it's been a lot of adjustments particularly um at the high recent adjustments at the high school level with the course sequence that that students go through um both science departments as well as science departments in U at the at the junior high level have requested and received um training on support for this test and the makeup of this test so
048they're very engaged in what they're doing um and so we hope to see you know hopefully hopefully blue next year we'll see this is the English learner progress indicator and this is measuring um the percentage of kids that either grew a level on the elpac test their language proficiency test or maintained a level four okay and what we've seen over time is this one goes up and down okay we'll we'll reclassify um a large group of kids and then the next year not so many and then the next year up and it's it's not a a consistent thing that we've seen over the years we've always um like we've been at the top this is you know now we're now we're at third um but it's another another case where we want to look at
049multiple years so change we went down again and there's no student group data for this because the state does not provide it all the students that take this test are just called English Learners by the state okay just like with um the smarter balance and the cast test the science test um these metrics so this includes the alternate lpac taken by the same students that would take the California alternative assessment for the um other academic areas and this includes students with um mild moderate disabilities as well yes yes and one thing you know in in the English language development World um the state released interim assessments last year and so our e our ELD coaches are are diving in um across the elementary we have mandated inter rooms to give these kids practice and to
050give teachers information before they go into the lpac like starting actually anytime now so graduation rate you see Chico Unified is green at 90.5% near the bottom of of our um our similar districts and that's our status you can see that we declined 8 percentage points from the previous year we're kind of like lower middle of our our similar districts and how much we changed last year so this includes not just our Comprehensive High Schools but we talked about earlier also Oakbridge Oakdale and fair viiew so gradu this is graduation status and you can just this is just the percent of students um and and so we see Asian African-Americans near the top along with two or more races um one thing about in all of these me measures you can see the African-American 27
051students uh Foster youth 13 when when the numbers of kids are that low the number is going to slam drastically um just by the nature of how things are calculated so uh we celebrate that but we we need to keep plugging away you know so with um gradu student group graduation uh change we can see um some good successes with our socioeconomically disadvantaged on up there students with disabilities Hispanic africanamerican and so on going all the way up that list um just for so for social socioeconomically disadvantaged for example to go up 2.6 percentage points that's a big um increase you know an increase of one is is good for a graduation rate I know students with disabilities there's like a couple different options for graduation like diploma cic is this including both of those
052no it's just regular diploma y but most students in special no some students in specialed I know they don't get like an A through G diploma but they they get a high school diploma it's not Tim are the numbers that it takes to make a a change on uh let's say graduation rate the the two graphs and charts is it a does it have to be a big number or can a small number make the change for example we've got um I'm um you've got all students at uh 1,00 socioeconomically disadvantaged 861 and they their percentages are very similar so because those numbers that they're pulling from are very similar is it okay to assume that that it was a um now I'm talking myself out of the next thing because the students with disabilities
053is a smaller number and know once you explain in the previous report previous year how a few students can make significant changes in this that we need to be aware of um well if we look at all first of all all these student counts are going to be smaller than we've been looking at because this is only looking at last year's graduating class compared to the previous year's graduating class so um the numbers get very small very fast because it's only about a thousand students overall so the student groups get very small so a lot of these of course are are small enough that a couple kids graduating or not has a drastic effect on the percentage the bigger one socioeconomically disadvantage all students it's going to take more kids so chronic absenteeism um has
054been a major major concern for us and across the state since um we came back from Co um years ago now and the state as a whole hasn't quite recovered back to preco um levels and neither have we like we would expect prior to co for that number 15.9% to be around eight or nine and so we're still high we're dropping um and we dropped more significantly two years prior to this but um we are show you we're still dropping okay so we want to keep seeing that go down um for learning you know kids that aren't in school aren't going to learn as much but and also for financial reasons we don't get funded on chronic absentees but we do on average daily attendance and they there is correlation obviously between the two and
055this is K8 only again K only yeah TK well TK TK the yeah uh right why the state did that I I'm not sure yeah because our upper grades all right so this is status for each student groupism so you can see down at the bottom um homeless africanamerican are the are the bigger ones towards the bottom um those are concerns for us and one of the things that um we hope with um increased student engagement during actual lessons um we hope that helps this and it has been we've been getting better but um we hope that helps and then social emotional and behavioral supports also and a focus on safety so kids want to come to school okay we see the change we're happy to see Foster youth um near the top declining 17.6
056percentage points so you can see some pretty big uh declines there at the top of some of our sensitive student groups um including homeless any thoughts why the longterm English learner has such a high AB well I can kind of justify or see some of the other groups but kind of wondering I I think part of that engagement is feeling successful at school and I I would guess that a student that's hasn't developed their English well enough to be reclassified at this point would be feeling less successful that's what I would that's what I would guess maybe some lack of communication with the parents um that's always possible but our targeted case managers are very very very good about those contacts and our attendance staff sorry I what I also wanted to share is that
057within the LEL population we also have um a group of St think that it also makes a difference that you're um you're looking at TK through 8 and you know if you have somebody that if you're Poss that seven years so most of these kids would only been around for two years but I mean if you're if you're a English learner and you're still struggling after seven years of being in school you're starting to make me about yourself and your abilities and um you know there is that so I think it's really um i' say this for my shoes of being a ninth grade reading teacher you know kids when they kids are coming in high school they're not reading well you know they they make mean that well I just don't and you know
058it's a huge that's not so they have you they can improve do that but it's it's a it's tough I was curious also like what happens when you're classified into multiple groups like you're an English learner or one-term English learner who also has a special a student with a disability or you're you're inv I'm curious do you see in your long-term English Learners do you see do you get a breakdown of you know their um ethnicity or is it just your longterm English Lear um the term long obviously it applies to multiple ethnicities and backgrounds um just wondering if you're able to disagre like are certain longterm are are there certain groups that tend to linger in that you know that longterm more than others and is it proportionate to the amount like obviously we
059have you know you have far more spanic students in Pacific Islanders stud do you see a proportionality that you know you would one would assume with 2675 his spanic students that you would have more of those being longterm English learners than Pacific Islanders just out of the raw numbers not not ability just number yeah and I have not run that certainly we have the data I didn't know if the state gave you that dat I ask well yeah but there's a lot of work to do to decipher it but that I mean that lends itself to a really interesting question that if there are um you know a manable group of students who are showing poorly in you know absenteeism and English and math and they're in multiple of these categories we identify who these
060students are if such a group exist hey these are know 50 kids who are going to you know Co the heck out of for yeah and our and our ELD coaches um are focused on these kids um but we've seen like you've noticed long-term English Learners and all these me me are near the bottom and so we do see that carry over I mean but have we identified in of those students who I can so um yes specifically within the Els um there is a a quantity I won't say high but there's a quan of lels who also have I and um the state did not give out guidelines until uh last year on the reclassification process so that is currently in discussion and implementation of this process to be able to redesignate our uh
061students that have IEPs out of outex so so yes and there's been currently training going on uh from our school sites working with our um our uh betters RSB teach sorry forgive me for that one um but there's been training on being able to help with assist of the desting of our thank you okay moving on to suspension rate um you can see Chico Unified here with green at 3.6% um kind of in the middle of our our similar districts about average probably um we went down7 points last year and while we we anecdotally hear um an increase of kind of severe behaviors and we see um the severity of of the behaviors that are going on um we have implemented last year the entire about at the junior high level uh we're calling it
062U it's basically an alternative to suspension where the kids stay on the site and Pedro was implemented that last year at the junior high level and not sure where we stand at the high school LEL we uh we started this year also at the high school level so again it's good to see a negative here it's good to see yeah all right so here's suspension rate status by student group and change so you can see really what we're hoping is the folks at the bottom here of status that are have a higher suspension rate are at the top of the change and we do see that here africanamerican homeless and Foster near the top going down pretty significant so that's good to see and moving on to College and Career indicator so what this metric
063is is um I mentioned it a little bit earlier it's a metric that um measures what the state needs to be what percentage of your kids the state needs to be College and Career ready so an example of one of these metrics is I'm a CTE completer and I got a a three and a two on the smarter balance test okay can't just be a CP completer you can't just get a three or a two but if you do both you're getting College and Career ready okay um sealed by literacy is another one if you received the Seal of by literacy and you had a three and a two on or three and a two on smarter balance and English and math either way you um are you are avable college ready um there's other
064metrics that include um AP exams um work based learning um students taking courses for college credit in high school schol um and so there's a wide variety of um of metrics here and that would be really like a workshop on its own to go through all the metrics but I'm happy to talk you through any of the details okay so where we stand here is we're yellow at 46.3 you can see we declined 7 percentage points and this is one where we want to go up obviously um and so we do see that decline um the changes that have happened um over the years um it indicates that it's not exactly the same metric as it was in 2019 because of different measures um other other pieces that we have we have we are addressing
065right now I should say looking more into and will address our um course coding practices in our in our high schools to ensure that what we're reporting to the state matches what they need for this you know our Co course coding practice are absolutely meeting the needs of our individual high schools but we're in the process of checking to make sure that they match what the College of career CCI um is is asking for so that's in process um we also have um we're looking at later this month we'll work with uh TIY heringer our CTE coordinator to go over to ensure that we're getting credit that the the documentation of our CTE students our completers is complete enough and correct enough that we're getting credit for kids that should get credit on the College
066of career indicator so there's some of the um kind of minutia going on here um that we that we hope to clean up but um is that through cows that's through cow PS yeah so you can see the student group status here and this is another one where it's only looking at a um graduating class so be the groups are going to be smaller and fluctuate more than other metrics and we can see the change from the previous year um we do see successes with Foster youth um African-American although they're small numbers and swing um quickly socioeconomically disadvantaged 851 kids and they increase almost 10 percentage BS so that's a big success uh big success for us okay and that's the metrics I have to show you today is there any questions before I keep
067going okay so when we talk about accountability related to the dashboard we have two uh categories state and federal um districts um are subject to uh State accountability the uh the California the systems of support for schools and basically what the state does is looks at our dashboard every year and determines which schools qualify for differentiated assistance and I'll go over the qualifications in a second but some things to note is it's a county Le in intervention um we met with them we met with bu County yesterday we are in differentiated assistance and basically what we're meeting with the county office people about is what are we doing to improve um and we found those conversations over the years to be beneficial kind of like resets our Focus to a certain degree um which is
068great um we have um qualified in the past that the uh student groups that we qualify for have changed over the years um one thing to to keep in mind is that out of the unified districts in he already 80% are in differentiated assistance and so you know we don't want to be in differentiated assistance but we also understand very few District are are not there so how a how a student group will a or I'm sorry a district can qualify for differentiated assistance um based on any of their student groups showing low performance on the dashboard meaning that for any um any one of the priority are if those are red actually it's two or more priority areas for any given student group that qualifies a district for differentiated assistance so these are the
069student groups that we qualify for new this year and that's students with disabilities based on the College of career indicator and math and English language arts and long-term English learners for all indicators except suspension rate so if we go back and look at at the charg and graphs stuff for those areas we're going to be able to see why those are the ones that qualify right so what what this means is students with disabilities was readed yeah in college and career and in math and English language arts they were either both red or one red and one orange and I'm surprised with the students with disabilities designation because it didn't seem like we were seeing them you know at the bottom of our well what what we see is um on on with this data
070is we're seeing growth so look at the growth slides or the change slides we don't see them near the bottom and it looks and it looks positive but they're at at a lower status level so it is an apples and oranges um comparison that takes you into the differentiated assistance if well if if we continue growth in any of those three metrics yeah we'll get out because because eventually um if you keep growing you're going to not be red anymore so they were in the red let's say hypothetically but even though they showed growth they're stilled right and so because of that they qualify for assistance okay so that's District level accountability that's differentiated assistance um when we look at um School level accountability um that's Federal Federal um Federal uh accountability schools can qualify
071for one of two in in this school year schools can qualify for one of two designations comprehensive support or and Improvement you'll hear us say CSI or additional targeted support and Improvement and atsi okay so both design both designations require that each individual site to write into their um their sipsa their single plan for student achievement um a plan and that's evident in our um our sipsis that will be coming to later this year so for CSI um we do schools do get additional funding and all the criteria are based on the all students student group so CSI is not looking at at individual student groups is how how did your all student student group do and it's the same rule if you have two priorities that are read you fall under CSI at the
072site level so the qualification can be based on um the official qualifications is low graduation rate or not less than the lowest performing 5% of Title One funded schools so this is Title One schools only we currently have only three of our sites that are not titled on um moving forward the next year so almost all of our schools would could qualify for this um and so these are State the federal you know Department of Education told the state how how are we going to figure out your lowest 5% and what California came out with was the looking at the indicators for the all student student group and looking for Reds in two priority areas criterias um we did have some exits this year um Academy for Change and Oakbridge both exited CSI and uh
073Cal Center for Alternative Learning and Fairview uh remained in CSI so uh They will receive funding and that funding should increase this year from past years and it's an AB based funding that's a no there's a there's a minimum that every school will get and then based on student okay for atsi atsi looks at all student groups there's no funding attached um however the eligibility criteria is very similar we had three sites exit htsi PB Citrus and S View and then Cho high and Marsh remained and what we've seen over the years with atsi and CSI is um we've seen some schools like we saw Fair views um up there have been in in CSI for a few years now but the other schools come and go just like what you're seeing this year next
074year you'll probably you know you might see p go back in and Chico High get out it's it just fluctuates nearly because uh Fair View is um a population that that turns over wouldn't that have an impact on these two grass the apsi and the I think that I think transiency um you know kids that come in and out of your site not just a Fair View but it it really affects your program and you know it's a it's a obstacle um example is Citrus they only um 25 or a quarter of their kids last year weren't there for a whole year and it gets even bigger when you look at multiple years and so that's that affects a school in a variety of ways and yet they're they're growing what's that and yet they're
075showing yeah question to see if I'm even on track with all of this um so this is levels of support on the site right for for students what is that what could that look like at a site um so example use fair viiew and Pedro and jacn can help me out with this Fairview on the AL dead campus as a whole um they're funding a variety of services um academic intervention social emotional support um it it goes on it goes on and on it's a significant amount of money and they're able to do a lot of like of things that really affect affect the kids experience there it's not only academic but also social emotional okay so celebrations um leave on a positive um hookero citus and mcmah were Our Stars growing in laa and
076math um over and that's been a couple years now so it's great to see um we were better than the state um we did make progress on closing some of the achievement gaps um that we've seen over the years you know we mentioned earlier St with disabilities improving on various indicators um and then when we look at academics compared to similar districts we don't want to go down but we're still you know near the top of our uh similar schools or similar districts any questions I do want to gock remind everybody that while this is an information only item so we can't take action if you see things here that your interest um talk to staff and then um you know potentially fill out the request dendi form I think there's a lot of stuff
077here we take action on come back and have more discussions on particular topics yeah I'm also happy to meet with with anybody that wants to take a deeper look into any of this thank you thank you very much appreciate it um Tim uh president L asked the question about um graphs showing um the things that are happening with the different schools and you said that wasn't available is it ever going to be available where we can look at charting schools that are always being successful or not looking like multi-e that adding that third year yeah um yeah that's available it's not it's not built right now but the data is there and it's available and I I can I can do that yeah I suspect if you if you build it we will be asked
078important in in the near future yeah yeah if if it is something you can do between now and your vacation in Haiti you can do that for us I get to go on vacation there's a lot of stuff happening in it's so in need of a lot of stuff happen questions thank you very much app all right um we're going to move on to item uh 4.11 that is a look at some of the charter school measure table writers requests and I'm going to cover this for Julie this evening so there was a measure K Charter facility subcommittee meeting at the end of January three projects were brought forth from three different charter schools so Inspire Nord and Wildflower um the committee did approve all three and are bringing it forth as a recommendation to
079this board this evening for um so Inspire is asking for 350,000 um for their planning funds and order to get them relocated out on Canyon View um Nord is asking for 171,000 for some fencing and a adaa sidewalk um for much safer drop off up front and wlow is asking for just about 30,000 for new I motion that we improve I mean it's okay um I didn't ask for public com on the previous item I'm so sorry I just realized that so I'm going to back up for a second is there any public comment about the uh the cas data I'm so sorry and then seeing none is there any public comment about measure case Stu and do we have anything talk any other questions clation on in that case no I I pushed all
080the wrong buttons I'm sorry I've been in training I'm failing miserably um the um planning funds for inspir is that um I thought I saw something about how much of their planning that was going to pull they're requesting 350,000 say again they're requesting 350,000 for planning that doesn't going to cover they've already come once um to this board for I believe it's 500,000 the first time and then this is the additional piece okay thank you and does it give us how much is left after get this major pay money in their account yes um I don't have the PDF number but after um assuming the board approves this planning money for 350,000 that will still leave them just over 1.1 million in measur okay um well I have tort of aside um I'm looking at
081the the attached documents um the item for Nord for some reason has an email attach that involves some of the works for view are they involved in the the work at so that has to do with um Jenna is kind of the secretary for the subcommittee charter sub committee so she was requesting information in order to be able to put it on their agenda that happened at the end of January that's how the cor system thank you any other questions on this one get out of ke way this time motion to approve I'll second that motion any debate discussion seeing none um was consent unanimous much in that case all those in favor please signify by saying I hi hi any n see thank you very much and we will move on to 412 which
082is an update from jackn on measure SE yeah measure SE really exciting um we're not wasting any time voters passed it in in November and we are already meeting with the three elementary schools that will be um complete rebuilds moving forward so Rose Dale Chapman Park viiew so those meetings are occurring right now with constituency groups and our Architects to talk about what those schools look like so part of the process of moving forward with that is obtaining the cash so the way the bond um system works is you based on property tax value or assessed value of a land within Geographic fames that you inter so unfortunately we can't just get a check for 239 million in rock and roll so what we have to do is we have to issue it kind of
083in thirds basically and all and allow the property values to increase that we can have greater bonding cap to go forward so at this point in time we're looking to secure 80 million this spring and then every two years get the the following money so another 80 million and then the final 79 million we only get property tax assessed value from the county once a year so every year we reevaluate so certainly if there's growth year that is allows us to get the money earlier we will capitalize on that um but what that does mean is that we can only construct as fast as we can get the money so we were hoping that all three elementaries would be able to go at the same time or within a couple months of each other we
084are going to have to kind of slow that down a little bit um but those C these Master plans um that the board has already approved and has that order which would be rosale first then Chapman and then Park um so we are utilizing one architect to save on fees um to get the design but the actual construction will have to be based on when we can get the money so I just want to make sure that the board is aware of that if there are questions related to the new elementaries and the rebuild associated with that so one thing um that I clarified last time with uh Julie was that there was the bathroom remodels that was approved and um I just remember watching online that Park one of the things that Park View
085complain you know that was most urgent were their bathrooms and last board meeting Julie said that we are not going to be addressing bathrooms because of this but but because par is last I I'm certainly hoping that something could be done um for bathrooms even though it's not going to be addressed because 2029 it is it's a long time away and when I met with Julie about something else she said that you and she had actually talked about this I was hoping that you could jacine could discuss um so we certainly don't want to spend good money over bad we don't want to renovate the back rooms and then do like I said it's a complete rebuild so it's not like what we're doing at Manis where there's some modernization and some new build we're
086going to build on the Green Space and then the students The Faculty into that staff into that demolish the existing building to be able to do parking and green space and all that um so what we want to do is maybe do a lighter touch for the Chapman and and Parkview schools um so not kind of the the full fledge that we're doing for the other schools but a lighter touch maybe new fixtures and deep cleaning that kind of thing so Julie and I are working on what does that soope look like as compared to maybe the restrooms that see of you that will get a full full renovation and then where do we find the money to be able to do that um we certainly don't want to do a complete overhaul and then
087demolish the building but I understand your point of that's mil years away in the metime we have students and staff utilizing those facilities I don't I don't know how long ago I saw it on online it's been a while they've been saying issue so do you know roughly when we might hear about the the results of those conversations you're having with Julie the light touch on the um we can bring it back give yourself time I'm not right away she's working on the phasing for the restrooms right now so what we can do is incorporate that into that phasing um and put an aster that says Chapman and bir you and the light blush on that so and then that'll come back to the board Anya roughly went Le spray would be my guess that
088going work okay thank you very much any other questions regarding measy right now and this is an information item is there any public comment regarding this item I don't see any I'm going to move as long if anybody else has anything they want to going once going twice we are on to item 5.1 this is a board members request to agendize items our first item up um do we have any so the first is a request to agenda is a discussion about the status of the community school Grant was it oh I just skipped right over ha yes I did I'm so sorry any right item 51 is a discussion action item regarding reading piles and a possible expansion of the volunteer visiting hours who wants to speak to that so um I had asked
089that this be agenda that really what I had specifically asked and I didn't know if it was possible was that um Christine and jacine helped me with her last name last time in December t no not tin she was that is she with the district she's with the district she presented at the reading pal yeah so that's um I had asked that the presentation that she had presented in December to reading House volunteers that it might be informative for her to present to the board and public you know ideas about what um what the public can do like parents and grandparents and aunts and uncles what what could they do to help um support readers that's what that's what I tried to communicate and that's why I asked for her name um and then also
090I wanted to know why um at one point that I know that the um uh the way that reading Pals was delivered had changed that at one point that there was time during the school day that they were that reading Pals were seeing student and then it extended to after hours and then this evidently recently more recently is only after hours um and one of Michelle's concerns is that if you're only dealing with the after hours those kids may or may not have um a reading deficiency whereas if you're dealing with kid if if volunteers are coming in during the school day that hopefully kids at those lower levels would be able to be pulled so there's the point is is you could be a low-level reader and not be able to participate in the
091after school program and so then you know then you're only addressing part of the issue so I that was when I saw this come up the way it is I'm like oh well this doesn't this doesn't do what I was hoping would happen so that's my comment um these are always tricky because we don't want to get into the weed of actually debating the merits of the topic because it's not agendized so what we can do is anybody have questions of clarification for regarding what she's asking for I I think you made a pretty Cas about what you're looking for so you don't necessarily want to put it on the agenda but you want just a little more I I wanted to I I wanted a presentation to that because this is live stream and
092because it does go up to potentially a bigger audience anyway that it might be beneficial to share some good reading strategy tips with with yeah with with us and the community and then more specifically um I wanted to know why the the model had changed from from coming in an hour before the end of the school year and then going Beyond and if that um if that seemed to be um if in Michelle's view who is the the director of out if she feels that's a more effective means of dealing with a reading deficiency then it seems like we should hopefully reinstitute that and what would that look like you know financially like what why did it why did it go to all after school um and I totally her point and saying we're missing
093a Char we're missing a group because you know your low readers aren't necessarily people who considering so Mr President you may Ru me out of order if I am but I following um the thought of why we need to have it on the agenda I'm aware that there's been a funding change and it I agree I'd like to hear the impact see if there's anything we can do to address Tia's concerns which are also same I have the same concerns so um it sounds like per and I don't want to see we put a motion on the table that simply invites those two uh Michelle and Christ to come in and then agenda a discussion about the status of reading CS will that be that looking for yeah that that could work I thought that's
094what I did in December yeah you did but then we have to agree to put for clarification I heard the chrisy the presentation but as far as the funding piece I think that would be a CH unified employee versus Michelle yeah but we were talking about inviting Michelle to talk about what does and again address the community regarding how parents and others can get involved so um you want to make a motion you mind think idea yeah so okay so I think I'd like to put a motion on the table to invite uh chrisy the npss coor and Michelle curan um at an upcoming regular meeting to discuss uh both Community involvement in Reading Pals and our current program model for read pal we have a second on that any debate about whether or not
095we should put that on the agenda any public comment on this one all those in favor IFI by saying I hi any Nam all right it will be on coming agenda then oh thank you and um we don't usually say exactly when we want to see it because we want to make sure the staff feels comfortable having enough time sure invite yeah of course it may be two regular meetings out yeah yeah of course and then Kelly will communicate with that on the agenda perfect thank you um in a similar vein there was a request to agenda I think this was member Robinson yes uh a overview of the commun school Grant implementation yes well over the last three years I believe have been reports to the board once we have we applied we got
096accepted I'm talking about the Community Schools Grant and then we had a report that things were delayed and then now what I'd like is the report of where things stand now because I understand we finally got money and we finally have hiring going on so I just I'd like an update from Chase on you know what what's happening with the Community Schools Grant implementation because we're in a three-year window and I don't know when that window started that's my request okay any questions for clarification of what member Robinson is asking for um you want to put in form of a motion then I I I should say is there any public comment on this one okay sorry go okay yes my my request is just what I put there as a an update from Chase
097on the status of the implementation of the Community Schools Grant now that we got money and we're moving forward is that pretty clear to St I'll get that um any debate on this one all those in favor signify by saying hi hi any against all right it's unanimous and I do believe um that is the last item on our agenda is there a motion for adjournment yes seconded anybody opposed to adjourning all right we'll call it thanks guys and again I apologize happy birthday okay