001Call the meeting to order. Um, I'll call the meeting to order at 402. Do I need to repeat that? >> You You don't. If you want to, I can edit it, too. >> Nope, that's okay. Um, so do we have any Oh, review of an agenda. We're going to be going over um LCAP plan summary and attendance, which is super exciting. So, welcome everybody. Do we have any public comment? >> Not at this time. Any comment from anybody >> since you're not public? >> Like if it's not on the agenda or >> Sure. >> or how does how does that work? >> Any public comment? >> Um or is it later just >> No, she if she has something she wants to add we or you can ask at the end to add it to
002the next agenda >> like your question is on the next agenda. We won't discuss it at this meeting because it's not on the agenda. >> I don't think I mean >> Well, I mean I don't see it on the agenda. I didn't >> Well, yeah, it wasn't. >> What are you hoping to discuss? >> Yeah, just share. We were going to discuss Vasquez's start times and our social emotional learning program and how we can improve both. >> Okay. So, we'll put that on future agenda items so everybody's ready to discuss it because I have no idea what you want to discuss about that. But, it' be >> cool to listen to >> and I and I'll meet with you prior so I can get your input. So, I and maybe if you even want to
003present, we'll discuss how you want to do it. How >> Okay. But you're I'm open or if you want to talk to Dr. Smith and do something together amongst >> All right. >> Okay. Um Dr. Chamberlain. >> All right. I'm just going to It's really a brief um overview of just our attendance, some of the things that have been going on. Um so just for today's um ed sub education subcommittee update on the next slide I this slide is a slide that was shared last year during this meeting also in March that Kai had pulled the data for us and I had come across it I wanted to use it again so it use it shows our our um overtime enrollment in ADA for this year 2526 our projected was 985 and we're we're higher
004than or 965 we're up to 980 we're higher than now we're up to 985 five. Um, so I thought we're higher than our projection, so I wanted to share that. So on the next slide, we're going to go over our monthly attendance summary totals. I'm going to compare 2024 to 2025, and we're at month seven right now as far as the attendance summaries being um submitted to the district office from the sites. So I wanted to compare last year's to this year's. So those that the summaries are broken down by programs. And so the programs are regular program, independent study, short-term independent study, virtual academy, SDC classes, which is special education, pre-K, which is also special education. So our gain in our regular program was a 319% gain, which at 1% about 1% um of
005increase in ADA equals about $150,000. Um so we calculate it actually there's a range between 120 to 180. We chose 150 kind of as the middle. Um, last year when he did this presentation, the numbers were shared at 160, but I just thought 150 was in the middle. So, that's a $478,500 approximate gain in ADA based on our regular program enrollment. Our independent study program enrollment is up by 18% which is a $2 million $2,793,000 increase. Um, our short-term independent study, which is the independent study that is kind of new this year, we started at the end of last year, has seen a 14% gain, which is a 2,19,000 gain. Our virtual academy um attendance is up by 2.9 2.2%. That's a 330% 330,000. Um although virtual academy as the general um regular program also
006if they are going to be gone short they also are taking advantage of short term. So that 2.2% gain is just better attendance for virtual academy. When kids are gone and they're on they need short term they're taking advantage of that too. Our SDC program also had a gain of 1.24% which is 186,000. Our prek was flat at no gain. That's one class here which v varies between 7 to nine 10 kids. That's um our special needs class. That's a total of $5,896,000 approximately gained in ADA for next year. >> It's a lot a lot. >> And to put in perspective, last year this time, you know, average was about 92.5 give or take. Now we're at 95.5 with the periods one through seven um attendance which is fantastic. Kudos to the sites. We have
007two out of three of our site leaders here. Congratulations to you both for the attendance recovery initiative. Um and just having that at the forefront of messaging for all of our students and thank you Metallark as well that throughout the district. Thank you Dr. Chamberlain for just pushing the message across and making sure that we maintain this momentum. It's exciting. >> Yeah. We're at 98%. You said that we were at >> Yeah. 95.5 >> last year. Yeah. At the same month. >> So, we still have two two more months of >> It's nice out and people take vacations. I get it. But dang it. >> We're not going to let them. >> But that's fantastic. >> They have to come to school. We're going to make them. Yeah. No, it's really I mean with inc,
008you know, with our decreases in chronic absenteeism, we've had decreases in all absenteeism. It's just chronic abs absenteeism is what's reported on the dashboard. And so yeah, >> but you know their short-term independent study and the independent city are like especially the short-term being the new law like that's a huge >> we didn't even include Saturday school. >> no, because we don't probably have the data. I just started entering it. So we do have Saturday school now. Um >> and you've done two or three Saturday schools. >> I think we've done three. We have one more >> and we we've had about 20 to 26 kids. >> We have one more >> and I know for the last one I just have to pull this this sheet that you guys do the attendance on. Um
009and I go into Aries and make an adjustment on the students attendance. It's not on their daily attendance because you still have to have them marked absence for for CalPADs and for your overall attendance rate. it just adds back into your um your your ADA at recovery. So, it it's supposed to also lower the chronic absenteeism rate, but it won't be on the dashboard. It's just through Calpads, but Calpads at the last meeting that we went to the Aries Calpads, they actually don't know how that's going to be calculated yet. It's a super small number for us anyway, but maybe by next year they'll know, you know. And then that data would be um on data quest, which not everyone go. We use data quest. I don't think the public uses it as much as
010um they use the California dashboard, but you know, anytime you can make any change is good in the right direction. >> Absolutely. That's fantastic. >> Yeah. So, are there any questions on our attendance? Do we know where and not to not to like zone in on negatives, but do we know where like per school or per grade level or whatever that we're still like still falling short where we can now like we've targeted the district as a whole. >> Um and then we kind of targeted school site and now I feel like now that we're here and we've achieved this, >> I always like to set the bar higher and when we achieve that we'll set the bar higher. Yeah. >> So, like now where is our where what grade level still needs attention? What
011demographic still needs attention? Where can we still give attention to bring that up even higher to set that bar higher? Like where can we hone in on now? Do we know what grade level is still struggling? >> So, we we'll we'll hone in on autumn. So, you have the task of telling all the seniors for the next two months they have to be in in in in their seats. I'm just >> Oh, because >> um I I so metallark made the biggest gains, but metallark still has the biggest area of growth. So for us as far as support from me where I'm trying to target and support >> um is attendance there and um >> and I know metallarch is counted as all of metallark. So is it metallark or is it little owl's metal
012arc? >> No, it's all of it. So the way it's reported to calpads in Aries because they're all in Aries. So it's metal arc. It's all metal like K and TK are part of metal arc in Aries. >> Right. I totally understand that. But when we're looking at grade level, we can't just say metal arc if we're talking about TK. You know what I mean? So, >> right. So, the way we do it, I can show you really quick. >> So, the way let me just go this really quick and see just to kind of show you. I I I'll show you. There's ways to run reports in Aries, but Edgy Claimer has really a really good report. um it just has students names on it. So it would be a lot to redact and
013it's actually a lot to look at and is but I'll show you just to kind of give you >> is that something that we could share on the screen or is there confidential information? >> Uh there is there >> student information right? >> What report are you running? There's a new program called Edgue Climber that we've been working with that analyz. >> It's not a specific report like in Aries. It's a whole other program. >> So, let me show you. Edgue Climber has I'll just like there's a launchpad. >> Okay. Oh, wait. Sorry. I have to close it. It's super new. We're actually still learning how to use it. So, the launchpad like has and we don't need to show this up there because there's students on here, but it has different things for us
014to look at. Um, it has ways for us to set up intervention tools and tagging. We we're like learning how to do that and triangulation >> triangulating data. It lets us look at students and looks at like looks at all of their so it looks at their attendance, their grades, their LPAC if they have and their SP back, just everything all on one screen. It's pretty cool. Um, there's an attendance and there's others. So on this attendance, there's a data wall and on this data wall it puts the students in order by the by their by their attendance. So, the way we're going to tackle this is probably printing this like I'm going to put this on a spreadsheet. That's actually what I started to do today, but I didn't I didn't need it today.
015And then we'll what we've been doing is meeting with all three sites, the attendance clerks and even the principles and going through the lists and like who are you making calls? Which kids are just not coming? Do we want to SAR because we we do there's at least one family. There might be more that we will move forward with the SARve, but I can. So, there's a whole process to go through as it relates to attendance, like creating the list, reaching out to the families, making sure we've sent the attendance letters, and making that contact with them, which is what we've been doing with our attendance overall is calling people, what are what's going on, how can we help you, and trying to get them to come back to school. Um, more of that is
016what we really need to do at Metal Art. Just You know, again, High Desert had the least growth, but they had the least amount of growth. When we run the report for High Desert, there was hardly any kids even on it. As far as like kids that were chronically absent, >> I think that's because High Desert started doing the intervention before they've been doing the calls before the other schools they've been doing. So, they got their numbers. >> They've been doing them more consistently. The other schools have been doing that, right? They have. But Michelle's been really on it. Michelle makes calls too and because there's been consistency in leadership and consistency in staff and consistency in messaging, >> right? So, that's that's one thing that we do need to look at and see like
017how can we how can we help the other schools get there, but then also looking at like >> and I don't want to pick on a certain grade, but like >> TK and kindergarten have a lower attendance rate than first through fourth grade at metal. So like when we're looking at metal art as a whole, >> is it bas is it typically TK and kindergarten? And if it is, can we zone in on those grades and at that school? So we're not like zoning in on hey metallark, you need to do this when it's not really metallark typical campus, but it's metal literal hours or vice versa. Or is it >> hey third grade, why are you not coming to school? And maybe that particular grade the teachers aren't engaging or like at High Desert
018when they started your outdoor activities and your like you do so much at High Desert to engage kids throughout the day and after school at break at lunch like you do so much at High Desert to keep kids engaged. Um and I that goes towards their education but that really makes people want to come to school if they're building those relationships. if they have something to do, if they don't feel lost on campus, it makes people want to come to school. So zoning in on like what grades are we >> Yes, we're already doing that. >> I just couldn't figure out how to make this in the bar graph. I did it in a bar graph before and I've worked on this and still haven't been able to figure it out. So this shows it's
019this shows the attendance by grade level. Um there's also a way to break it out by school and there's a way to break it out by So we also noticed like Mondays and Fridays were lower. There's a and there's a way then we look at the individual student too when we make the phone calls because some kids they miss on Wednesday because it's their shorter day or they miss Yeah. So we talk to them about that >> every Monday because your family >> this graph just the bar graph really shows it way better than this one of which grades were lower and uh kinder was I think 11th grade was it's interesting which grades are ninth grade is struggles >> too. Um, >> so then that's like if we're looking at why ninth grade struggles,
020why do ninth graders struggle? Because nth graders aren't comfortable on campus typically, and that's in every high school because they're they're new. They're scared. Have they built the relationships like the older grades have? Seniors are super comfortable. They come to school and they own the place. Great. Not all senior, but they kind of drop off, too. But the 11th graders dropped off. But interesting though, 11th graders dropped off more than seniors. When I looked at the the research, >> Mhm. >> I made >> totally and we could analyze why and then >> that's teaching. >> You could analyze why in every So if you're looking at >> grade level like we did it as a whole. We looked at it by school. Now we need to go deeper is all I'm saying. Go deeper and
021why is this certain grade or this certain demographic or this certain um group of students falling off? And still I love how you guys zone it because we're such a small school. We're such a small district that you can do student by student. That's not happening at bigger schools. >> Bigger schools, they just don't they they have too many kids to do that. So, I love that we're so small and we can do that. But when we're looking at why is this grade level and yeah, putting getting Autumn's input as to why ninth graders are typically much lower in attendance than the other grades would be great. figuring out what's going on in that ninth grade class as a whole without calling people out and how can we build those relationships with those kids? How
022can we get those kids engaged and make them want to come to school? What's going on with those absences? Why are they more What's going on with the kinder absences? Why are they more than first grader TK? What's going on with >> Well, we kind of know why from talking to parents. What we need to do is message better that it's really important that kids come to school in TK and K. And we need to be showing the parents like if your kids do miss this much school. That's part of >> really tracking the chronic chronic absenteeism is reaching out to those parents and having presentations and calls with them to show them that the data shows like if your student misses that that 10% of school that the chances of them like it lowers
023their success rate of reading and and it increases their their rate of of dropout. I mean, the research shows that >> I wonder how many parents because I I know when I was doing elementary, they would think that TK or kindergarten was optional. They didn't real like it's optional, >> right? A lot of it's teaching them in general. It's no longer optional. >> It's no longer it does count. And I mean, as a TK parent, I mean, our little ones are little germy. They, you know, they come with lots of lots of colds and so I mean, they have a fever. I'm going to keep them home. But um I think what was nice this year is being able to do the independent study even though it was one day or two days. I think
024one time I kept in two days and that independent study was adorable by the way. It was so cute. But then like let me see what work you have to do. And you know that was but see I I work here. I know so it's I don't know how it's just spreading the word. I think that that is an option for you. Even though you're not gone for a week, one or two day, you could still do independent study. >> Yeah. >> So, I'm like, I'm keeping track. I'm like, I know we did all our days, but you know, all the little ones, they don't know that's an option. Maybe. >> So, maybe having like a like a >> I don't know, donuts with the principal, coffee with I know they do coffee with the
025counselor, right? I don't know. >> Do pizza with the principal. >> Yeah. something like that where we can have parents come in and have a Google meet and say, "Hey, this is this is why this is important." And I know you guys are doing stuff like that, right? But targeting it towards, >> you know, the younger grades, the everyday from metal work, I think, and little owls if your kid was absent. And I I haven't clicked on it because >> well, it's what do you call it? A dialer. >> Yeah. I wonder if on there you can put on there if you would like the option of you know independent study click here. >> I know because Vasquez has that right. >> Um yes >> you get a phone call. >> So I'm in they
026have an email and it has like click the link or whatever if you want to request independent study in the email. I'm just trying to make it easy for >> accessible because I'm all about >> but letting so something like that would be great but also letting parents know like hey this is actually important like and just stressing maybe having some parent meetings and then maybe when they're having teachers when we come for like back to school night in the beginning of the year like telling teachers this is an important piece to touch on make sure you put this in your presentation >> and we have those slides I already have the I already have the tendance presentation slides that it's a presentation for chronic absenteeism, but it has that data. I can send them
027the slides. >> Yeah. >> I mean, they can make their own probably better. >> You need to implement this into your >> Well, just let people know because parents just don't know. Like, I know when Michelle called, that was one of the biggest things she said is parents just don't realize their kids have been absent 10 times. But that's the other reason like I've really stressed to our attendance people. If a student's been absent 10 times, you need to let the parent know they need to bring a doctor's note or it's no longer going to be excused. So that they get that little, oh gosh, they've been absent 10 times. Like again, it can add up. It, >> you know, even if they're excused, we're still not getting paid for excused absences. So, >> well,
028and the part So, we had a parent meeting this morning. Um, and the thing we were bringing up to the parent was just, yes, your child has a doctor's note. Yes, we're going to mark it as excused. However, your child still missed school >> and they didn't make up the work >> and you can see the impact on their academics to where now they're being ineligible to do things and it's like so it's like yeah, you have a doctor's note and yes, you know, that's fine. I understand you're but if you can schedule those after school, >> it's impacting your kid and they're they're not able to catch up when they come back, >> right? And then they're just behind and more behind and more behind. >> And I really feel like if kids aren't
029on campus all the time, like there's routines on campus with teachers, with friend groups, with the way people do things and how like the hive kind of runs. And if your kid is here this day and they do things with their friends this day and then they're absent this day and their friend group moves on without them and they're absent the next day and their friend group then they come back, they don't know what's going on with their friend group. So even like academics and social and emotional is such a big deal when you miss >> um and this is not like I feel like I know I'm preaching to the choir but I'm a mom who did not care. I miss so much school as a kid. So much school. I hated hated coming
030to school. So like I know how it feels to be that kid coming to school and being like what's happening? What how how did you know how to do that? Like I remember sitting we were making like >> clay something in a pizza box. I was like how do you know that? Like we did that yesterday and I'm like >> I didn't do that yesterday. So I just went like this with my clay and turned it in. I had no like you're supposed to make your mountains and your valleys and I wasn't there for that. Like my mine was a disaster. And and so that's the part we try to emphasize with parents is there's no way to come to school for a teacher >> to help your child >> get caught up and for
031it to be foolproof where they can just miss and be caught up. It's just not possible. There's too many things. They miss the discussion. They miss the participation. >> So even doing the independent study isn't it isn't a fix all kind of >> like it it checks off that you did the work but the learning isn't. And so that's where we're seeing like yes, our our attendance numbers went up. >> Holy crap. >> Yeah. >> But it's it's still impacting academics. >> Well, and I think parents forget that when it's independing that you are now going to be that like it's like homeschool, you know, you're you're helping them with their work, >> right? And then we also focus on like reminding parents that we're training kids on behavior and we're training them on habits
032that are going to take them into the workforce. And so if they get accustomed where every time they feel any kind of way, >> they'll have to, oh, I don't feel like it today. They're going to act like that when they get a job and they're not going to last very long in employment if they're constantly calling out and doing things like that. So when you start talking in those terms, especially like our seventh and eighth graders, >> like like this is habits your kids are building now >> that are going to carry them into adulthood and we have to reset those habits into being better so that they will be able to join the workforce and you know attend college or do whatever they choose to do >> absolutely >> effectively. So those that's
033why we are choosing and prefer to do the one-on- ones, but also we have a small number so we can do it >> right because you've already done the basics and you've been doing this I think for two or three years now, right? >> Three or four. Yeah. >> So yeah, like kudos for not having very much to grow on. That's cool. Okay, what do you have? >> So the data was the chronic. That's why I couldn't find it because I was looking at enrollment. I just went to the chronic report. So the blue is where we are now, the lighter blue. >> Um, and you can see, so this is chronics. This means you've been absent 18 times or more. So it's dropped significantly, but you can see which we we've looked at this
034already and know that TK and Kinder is an area, but you can see Oh, you can see high desert how low their chronic is. >> So it's notes, right? It's chronic. >> This is my eyes are so It's pretty small. There's no name on it. Sixth grade, seventh grade, eighth grade. >> But but that also like when I show people our principles when >> high five that's crazy like when that puts it into perspective. >> That's that's crazy Michelle. >> High five. High desert. High desert office, teachers, parents. Good job. their chronic was almost nothing when we that's I mean >> that doesn't mean there's not I know >> we don't have a high number of >> when I've been working with principles can attest to this too this is one of the things that
035we're talking about is the work that can be done makes a difference here's the data that supports it >> um and it's the things that we've talked about so I have met with even as last week with Alex >> to go over I'm trying to revamp our whole um like our letters and everything and to create a system so that they kind of know like this is what you need need to do and when you need to do it and then following up with them >> which I know Michelle's already done so I always steal some things from her too like a spreadsheet like how she keeps track of it and stuff. >> So we're just at the beginning stages of that but part of it you can see like when they enter we're correcting
036like our fifth grade is the highest but they're coming off of you know what I mean? So we're fixing some of that but also >> um eighth grade itis is a thing. I'm just gonna say >> like they start to shut down right before >> that's that's cool. So you can see like when you say metal arc still has the highest >> first through fourth grade is pretty on par with 9th through 12th grade like they're you know they're about the same as 9th through 12th grade and it is the TK and kindergarten that >> and that's coming in way high. >> Yeah. Let's tackle those guys. So that's really good to see where we need to tackle and help and educate parents and >> and you're right positive habits. It could be because of
037the sniffles, which is totally fair, but yeah, create the posit I call some despair. Some of it's separation anxiety and it's really hard to explain to them like >> you know, no, we do want you to keep your student at home when they're sick, but >> you know, then >> separation >> and also really let like >> Yeah, so it is that >> let them know that if they're not on time, they can still come like if they're not let 8:30 or whatever. I don't even know what >> and even some of this chronic absentism, keep in mind if you're if so another reason this could be high and that's why you actually have to go like yeah first of all you go to the list where they're the highest anyways and it ends up
038to be these kids but when you look at the kids some of them are tardy if you're tardy three times that becomes a truency and will also contribute to chronic absenteeism. So you you do weed out >> when it comes to ADA though we still get the ADA for a tardy student >> correct >> if they're here. Yes. >> Yeah. if they come to school. Yeah. Any of them even if it doesn't matter. It just tags them as >> it'll tag them as being chronic and it'll tag them as being truent. So I know three over 30 minutes is one truency. >> So >> and it does get like we were we have the letters and things when I talk about that it's based on the truency but honestly a lot of the truency and
039chronic absenteeism kids overlap. So, we're reaching out to those. We have to legally reach out and notify families when their kids are truent. >> That's where we need to be making more I think of the presentations too um that we have. And what happens here, so what I've been used to is we would do them at the school site. We would invite the families to come and attend it. Some would come, some wouldn't. But the ones that came it was beneficial. Um our kind of thought here is because we're so small, a lot of that's been done by phone calls. Parents don't come in. But my what we've been talking about is so now we have three schools. You've reached out to parents. The ones that are still absent, we we could do it at
040the district office and I can invite from all three schools and you're going to have overlap because if you have kids, >> it's the same families, right? And so just having that extra step like it's happened at the school site, how can the district now support? And sometimes it's just like, you know, with a family if you get more calls and they're from like, "Hey, we do really want to help, but we also want you to know like this really will have a negative impact on your kids and their education." Um, I'm thinking that extra level will help support the schools and bring more kids back. So, that's in the plans. Hopefully, maybe it'll happen this year. Um, I'm trying, but school districts that have had more success in lowering these numbers further, that's what
041they did. Like if the school had reached out and they weren't having success, then the district would reach out. So, some of it's also communication, too. I need to hear from the schools like, "Hey, who do you want me >> to follow up with?" Because I don't want to be doing like you might be working with the family now. I call them, they're like, "Why are you calling me? >> Somebody has cancer." Like, there's, you know what I mean? Like it has to be it. I can't just call. >> Yeah. >> Without like calling the school to find out like what have you done already? >> Yeah. >> Well, building that relationship and that rapport and then comes the trust >> and that we're here to support. It's not to ding any parent or student
042but to >> like what can we do to help arms around them and provide services. >> Yeah. And some of those calls have ended up like oh virtual or independent study because there is something maybe somebody is sick and it's hard to come to school and somebody you know you have things going on in your home that >> one had a fire their house burned down. I mean was >> that's just Yeah. That's just stuff like that is >> like you don't even believe it. >> Heartbreaking. Wow. >> Yeah. And the other thing for us at least the last two years having our counseling team is huge um because we didn't have counselors on site before that um since co. So, Zulie and Alandre, like I they need a lot of credit for that as
043well because part of it when we're meeting with families like like I said, we meet regularly and usually it ends up in a counseling referral. There's usually something else behind the absences. It's not just we don't want to come to school. >> It's something else. And then having that onsite to be able to refer them and get them the support that they need. the parent feels supported, the kid feels supported, and we can actually make a difference because it's not just about attendance, it's about the whole child and and what they need. So, >> and speaking to Zul and Alundre, you know, they mentioned the number of bullying incidences have decreased significantly. Oh, >> huge and high desert. So, if you know, student who's a target of bullying, you know, would they want to be
044coming to school and participate and engage? Most likely not, right? So, if those numbers, I mean, it's such a holistic view. you can make so many linkages >> and you know the reduction of bullying you know is one element. >> Yes. So yeah, >> I was thinking while we were all talking that your kindness initiative, like your whole kindness, everything that you introduced last board meeting is going to make a difference. And I don't know that we'll be able to like count those numbers and what a difference it's going to make, but like if a kindergartener is coming in or a TKER is coming in and the lady that you know that lunch lady, not picking on lunch ladies at all, but that's just what came to mind. the lunch lady is mean every day
045and I just don't even want to go to school. They might love their class and love their friends, but one person on campus might be mean to them. One adult, one kid might be mean and then they don't want to come to school anymore. I don't want to be there cuz that lady over there, she is really mean to me. She's not she never smiles. So bringing in and just changing the whole atmosphere of the district as a whole >> is going to make a difference on people wanting to come in. Like you don't want to go even to high school, you don't want to go somewhere. If that security guard is always mean and always yells at you or if I'm late and the lady in the office, not that any of our ladies
046in the office ever yell at people, but if the lady in the office always yells at you when you're late, forget it. I'm just not going. >> Yeah. Yeah. If I'm going to be 10 minutes late and get yelled at, I'm just going to miss the whole day. Forget it. >> So security always yells at you. I'm not going there. Why am I going there? >> Yeah, that's true. >> There's so many pieces to this. But but but that initiative as a whole just creating a new mindset, >> creating a whole new environment, a whole new mindset, a whole new way of talking and dealing with >> peers and co-workers and students and families, all of the things. I think that that will make a huge difference on people just wanting to be in our
047building in general. >> I agree. >> But kudos to all of you. I mean it's fantastic work and you know I know um you know Briana you know you you you always have at the forefront and your comments always lead up to somehow some way to attendance and ADA and that really pushes you know each and every one of us to really you know hone in on the attendance and making sure I we're here for student achievement right got to get the students in the classroom got to get them in their seats and everybody's been doing a fantastic job and you know we'll keep that momentum going and uh you know yes there's impact fiscally but then again there's there's the academic on the academic piece. >> Like my thing is how do we improve
048academic outcomes for kids if they're not here? So we have to start >> and how do we improve social emotional if we don't know what's going on with them and if they're not coming to school and we can't contact them we have no idea what's going on. >> That to me like you're not going to learn if you're not feeling it. >> So you you have to be able to feel it first. >> It's all connected. >> Yeah. >> Good work everybody. >> Yeah definitely good work. And then we know where the next steps need to go. >> Yeah, we're still working. It's a work. But >> yeah, I mean it's good. We're getting >> When we get up to 98%, we're going to set the bar at 99%. When we get 99, we're going
049to set it at 99.5. >> You don't ever stop. You can't stop that. Keep moving the bar. >> Yeah. You can't You can't stop. >> Fantastic. >> All right. Do you want an LCAP summary? Sure. It's it'll be short and it's not as exciting as attendance. >> Um but is one of the requirements of LEGO that we engage with our educational partners which we are doing through educational partner meetings. We have pretty good attendance which is really nice. Um we've had three meetings. At today's meeting we So what this is is just a little part of the LCAP the beginning part. We went over the plan summary which is before this. But what you have on this first page is a description of how the LCAP was influenced by feedback from the educational partners and
050um we went over and discussed it. Last time when we met, we actually did like a reflection. What what stood out for you? What do you have questions? What's new? We looked at the data and got input from the people on the committee regarding the data. And I'm sorry for the page breaks. I don't have control over how the LCAP it's in the it's in a system in in LEGO. Um, but so this first one, it says goal one right here and then there's nothing. But if you go to the next page, this is our the goal one starts at the top. And you've heard me read this several times. This is our goal that's really focused on our um academics for students and our graduation rate and our CTA course completion. The priorities underneath
051are state priorities. They we're required to address each there's eight state priorities. each of those priorities throughout the LCAP. Goal one addresses these priorities. The next um part is the next piece right here is just an explanation for why we chose this goal and the data that guided that. And not that you'll read everything, but if are there any questions? >> No. So today's meeting what we were going over was the metrics and um the title again I wish the heading was on the next page. would make it easier for me. But if you look at the next page, that very first column is the metric. I had to put notes on here. So that's what we're looking at to measure. So our first metric is looking at the CASP ELA percent of students met
052or standard exceeded. The very first year, that very very first column is the baseline. So that's where we started in 2023. And then we had our year one outcome which is the next one. The one we're working on right now is the following which is year two. So if you look it says 2025 up at the top. It has the data for all of our students and all of our student groups for this year's CAPS data. The next column is target goals. So when we wrote the LCAP in 2023, we had to create a target goal. If you skip that column and go to the last column, that's actually the difference between this year two and our baseline. So each year we have to calculate whether we increased or decreased and we have to create
053we have to write a reflection on what this data means and then what we're going to do next. Um I haven't written the reflections yet but I will be reviewing those with the team as well. But for ELA and this is a lot so we won't cover all of it but just to give you kind of an idea for ELA um overall our students decreased by 0.14% which is pretty small there was close to maintaining um our students with disabilities saw a four and a half% increase our students with econ um economic um social social economic dis not what am I what word am I looking for >> socially socially economic disadvantaged. >> Yes, that one. Thank you. Um is they also had a a slight increase of 22 2 and a half%. Our EL
054students saw a large increase of 30 35%. Um our redesated students saw a small increase of just under 1%. For our foster youth, we have a small group, so we don't have data that gets reported. for our homeless group. This year we do have 23.53% 0.5 53%. Um it's new data so I can't call it an increase or a decrease. It's a baseline data. Um and when we first every year that we've done so far we usually don't have data because we don't have a big enough group of homeless students. So we we I do believe we have more students, but Michelle um also pointed out, which is probably true, that we're doing a better job documenting it in Aries. So when the kids and families enroll that we're making sure if they're letting us
055know that they're sharing a home with others or they're living um like in a like in a thousand trails or if they're homeless like we're doing a better do job documenting which also is good because that gives us an opportunity to reach out to families and provide support um for homeless students. And our Hispanic students saw a 2.67% increase and our white students saw a decrease. And if you go down the column on that column, it'll give you increases and decreases for those same student groups across the board. The second U metric down is the math standard. >> Paul, can I ask a question before you do math? >> I didn't catch this earlier and I apologize. >> This is our prediction that right for year three. >> It's a target. >> Okay, it's I'm
056just looking at like two years ago it was 34.3 then we dropped down to 30 point. Now we're at 30.17. We're not quite back. Is jumping clear to 46 is like, do we think that's feasible to jump all the way to 46? I mean, I hope that's what we can do. Or should we set a goal that we definitely can achieve? I don't know how that looks if like it looks bad that we're not reaching. >> It doesn't look bad. Okay. >> It doesn't look bad. It's just Yeah, it's just data. though I will say um I mean so next year we write a whole new plan >> um and now that we actually have an educational partners committee which includes our classified our certificated principles, our community members and students. Um we can look
057at this data to see it how we moved and how much and come up with target like target percentages to consider. >> Okay. I just wasn't sure how we got that. >> Yeah. >> That was just me by myself. >> Okay. Um, and it was it was super hard and I I don't remember if I did like 5%. Um, and I wasn't it wasn't consistent because it depended on like I looked at old data to see where we where we increased how much and and use some of that data to choose numbers. >> So this year three was written two years ago when this year was written in 2023. >> Got it. Okay. And that was my first year in this position and my first year ever doing this. >> Right. But I thought we
058were writing it right now but we're not. >> Okay. That makes more sense. and and it and so yeah and then so what happens on the first year you always address the the target and then >> so I address the targets for whatever were in the LCAP before and some of those targets I kept because I saw move growth towards those targets >> um and I did a lot of targets so there may have been some that I dropped I know a couple I uh collaborated with Vasquez on the grad not the graduation rate the CTE one and the eight and they're like that seems like kind of a big number I think they already met I think I said 50%. It's down here. We're going to We'll get to that when I'll go look
059at it. Although I don't have their data for this year. I need to email I know I said I need to email Nicole. She'll get me that. So the science data is a little interesting because we're getting more and more science data. That's metric number three. Um so so this is so interesting because if you look at year two um we had 16% that met or exceeded the standard which is a 2% decrease which this is one grade level so that's a in my opinion not that big you know either way even if that was a plus. Uh what's interesting if you read the next line we had it says we increased significantly on the performance indicator which is green and per the performance indicator we increased 13.8%. But based on the numbers we had
060a decrease. So it's very interesting um kind of how the dashboard reports stuff. >> Well didn't we have an increase from 23 24? >> We just didn't have an increase from 22 23. So it went down and then it went back up. It went down year one. >> It went up a little bit. Um well, >> so they're doing I think increase from 23 24. >> No, the the decrease increase is off of the ba off the baseline. So the 2.68 is a difference between the baseline and this year's data. It's a difference between the 16.49 and the 19.17. Does that make sense? >> Okay. So the state requires us to use the baseline data. So each year I have to recalculate the difference over here if that makes sense. >> So like if you
061look at the if you go down to >> I was just saying why the dashboard is showing us increasing is because they only go prior year. They don't go off of our LCAP baseline. >> That that makes >> Oh yeah, because we increased. That's Yeah, I get what you're saying. I see what I'm saying. So that's >> No, that totally makes sense cuz I'm like, why is this showing a decrease? But you're right. It's not comparing it. I was comparing it to baseline. It's comparing it to year one. That totally makes sense. Thank you. >> Mhm. >> My head wasn't even looking at year one because I'm not like I'm not even looking at that number. >> Yeah, >> that's interesting. So that's good. Thank you for That's good. Um Okay. So on our English
062learner, which is number four, we have we've been having significant increases in our English learners making progress with 65% of our students making progress. Um, so that's just an area we've just had a lot of growth in that area. I think we spent a lot of time um I know when we first started working on our chronic absenteeism, we focused specifically on our EL population because they were high number and because we're working with LEGO on our differentiated assistance which we no longer qualify for which is good but their recommendation was you focus on one group and it affects all of your groups which it did. Um but it affected our EL groups academically. It just affected them in really positive ways. So we've really kept that momentum as well is even in the curriculum
063even with what Vasquez and High Desert are doing with their um designated EL classes where kids are really getting targeted E instruction which they're supposed to but again it's really you can see in the data that's really making a difference. Um then the metric number six is okay so metrics number five I'm not done with that's our reclassification rate. This is as far as I got, but if you go down to I'm trying to Oh, so metric number seven was the A throughG completion rate. When we started, we had a baseline of 36%. And I just randomly made that 50 because I felt like we should at least have 50% of our kids getting A through G. And Nicole Saw say, "Are you sure?" And I'm like, "Look, if we don't make it, we don't
064make it. Let's just see." Um, I think I think we've I think we've exceeded it now. I have to get the numbers from her. Um, on year one, our completion rate was 54%. So, we rec we exceeded that 50% on year one, and I know we're higher. I know we're higher now. And so, the third column now, if you're looking at the very last column, that's not updated because that's from year two, but the the remaining the remaining metrics, you can see what the metrics are and what we're measuring, but I don't have the updates yet. That's what I'm that's the work in progress. And so we do that what I share with our LCAP committee. We do this for all four of our goals. Um goal one tends to have the most metrics. The
065other ones are a little shorter. >> Awesome. So that was a lot questions. I don't have questions. Thank you. >> Thank you. >> Forward to me. >> Thank you. They heard it at their because they were at the committee meeting. >> I'm sorry you went. >> We got it. When does the committee meet? >> Well, we've been meeting before this meeting. I I think I'm going to change that just because it's a lot to put together for one um day. So, and we'll probably meet one We've met three times, so we'll probably meet one more time. So, I think I would like to meet with them again. I have to look at my calendar, but I want I'm going to place that meeting because I want to finish updating all the metrics for all four
066goals. Um, so that I can at least share like this is where we are and also you know to get input from the committee especially the areas of needs that they see >> um because you know they might have ideas of things for us to try maybe that we haven't tried. >> So cool. It won't be before the next meeting with us, which will be a month, but it might be six weeks and it might not. I might feel like, oh yeah, I can do it. I've done it. That's all I have. >> Okay. >> Thank you guys for listening. >> Thank you. >> Um, so if there's nothing else, we'll move on to future agenda items, right? >> Um, Autumn, what did you say you wanted on future agenda items? >> Um, a We're
067I'm going to work on putting together a presentation about our social how we can improve our social emotional learning at Vasquez and um our schedule daily schedule like the start time specifically >> the school start time. >> Yeah. Are you trying to improve attendance? >> I mean I think it will both of them I think it will. So, are you going to do a presentation on school start times as far as like maybe the research that supports different school start times or >> Yeah, I'm going to see what I'm not exactly sure how what I'm going to put in my presentation and how I'm going to structure it. >> Okay. >> But probably. >> All right. >> Yeah. >> Um because we probably at you know committee this will be good to hear and share
068and kind of you know open a conversation. Um I know school start times before I think when Dr. was talking they did that a survey went out. >> So, we might want to I'd like to hear from you first and maybe that that goes out to the public and then we do a survey maybe have a more informed public too about start times. >> I'm cool with that. >> But we would do that again just to get you know >> Yeah, I love stakeholders. >> I know. I think we both do. >> Yeah, >> we learn a lot from them. We really do. >> Yeah. >> So, yeah. Um, I would like to last time we had kind of a wild discussion about um, graduation requirements and I brought up a class that is listed
069on graduation requirements that I pulled from the website that I think it's been taken down now. But um, I think the graduation requirements that we are that we have don't align with what has been board approved, what's been on our website, all of that. So, we really really need to get our graduation requirements. >> According to Vasquez, it is in alignment and been board approved. We're reboard approved because it didn't get posted. What you actually saw was because we had a new website synced. It pulled up and there's some other things too. We keep finding things that are pulled up things that just were from a long time ago. So, that's why we've removed them. >> But, as soon as we met, I pulled up our board policy. We pulled up the new board policy.
070I met with Nicole Saledo and I think she met with you. I think we all were together when But I mean Nicole is kind of the expert on >> board policy was the last update in 2005. >> Yeah. So is it on this? It's it's I think it's on board I think it's on the policy meeting today. >> Yeah. >> What do you know? >> And it might be first read, but when I showed it might be first read on tonight's board because >> Yeah. to get input by the >> but when I talked to Nicole Saledo she said >> it's not on tonight's board like so it's policy it's not on our actual next yeah >> what Nicole said is it had been previously board approved >> but it looks like it just didn't
071get posted to our board >> so we could go back through all of our but it would be easier just to board approve a new one because there may be new language so yes it's but Nicole said I mean from what I talked talking to your team, we are the the school is already meeting all of the requirements based on board policy that we would be submitting. >> Well, I mean based on the California standards of the, you know, graduation requirements, >> right? California state standards are here and students are meeting that, but then we have other ones. I just got an email the other day about >> um a class being required for graduation. I had no idea it was a requirement for graduation. >> Just for our school, not for the state. >>
072What class? No, that's that's typical. Um that >> But what is it though? >> That particular class? I won't I won't say what particular class it is, but it is typical that California state standards I believe are 130 or 150 credits and then school districts add electives and whatever. and students can can be bumped down to those California state standards depending on their specific situation and it approval and all that. >> I have no idea. >> But then >> districts have standards for >> districts have standards like the but the high school district that I work for has different standards than our high school. Um and they're not always different but high schools different high schools and different states have different standards for high school graduation. They can and they might have a standard like
073you have to have this um taught but then districts can choose how and what course they give those certain standards. >> Um and I know things keep changing like there is one course we're going to have to add a new class next year. >> Um that financial literacy >> there's the financial which is why I brought that up in the first that's good. we do. Um but but again that was only for if some students get it and now it's a requirement for everybody and I think I think I think that's and there's other classes that they're also requiring like I think ethnic studies. So >> ethnic studies so you guys we need to have a conversation ethnic studies can be embedded in social studies and that's how most districts are doing. I've already done
074some work on that >> instead of adding the whole >> and if we're trying to add financial literacy for all of our students, we need to talk because we're we already have the course. We already had the book approved, but we're going to need to order more books. >> And this is why agenda. >> That's good. So, um, >> so let's actually So, this is why I wanted to put this on future agenda items. So, can we just cap people that showed up? So, I think they're they're at the time. >> Gary's here. The LCAP is >> we did it at three today. We moved it because of the policy. >> Is there an LCP meeting? >> It was at three today, sir. >> We I didn't get notified. That's all. >> It was my
075fault because I sent a I know. Sorry. We're in another meeting right now. I guess I I changed it on the calendar to 3:00, but I don't think that a couple of people were on that invite. >> So, it was my mistake, >> but we we moved it to 3:00 so people could attend the policy meeting at 5 if you want to stay for the policy meeting. I didn't catch that. >> We moved it to 3:00 because people wanted to attend the policy meeting which is today at 5. >> Gotcha. Okay. >> So, you could say for the policy meeting if you want. I'm happy to meet with you really quick and go over like show you >> and I had a couple of agenda items for you too. >> Okay. You want to wait
076for me? We can still meet. Yeah. >> Because I I would like your input. I'll meet you. This is almost over. >> Uh what time? >> In three minutes. >> Sorry. Sorry. >> It's okay. No worries. >> Thanks for being here. Thank you. >> So, are we putting ethnic studies on the next for the next um ED subcommittee meeting? Do you want me to add that? >> Or are we saying like graduation requirements as a whole? Well, that's that's what I wanted. I don't I don't I wanted to discuss it because if it's going if if what we're doing right now and requiring right now is going to policy and management next in at the next meeting, are they also discussing financial literacy and ethnic studies and whatever? >> I don't know. >> Yeah. >>
077So, I don't know what's being discussed. I kind of vote that it would be good for the c like the counselors to one of them at least to come and share that because >> well if we're putting it on I'll invite them to do a person because they have the expert >> because they're keeping up with all the rules that are changing and the requirements they're the experts they're experts I mean >> that's why I said you want to put it on the next one for us because >> I I would say so I mean we we should cross reference because you know we're starting >> we're we're starting to take a look at it at policy management and we're bringing back to ED subcommittee and then between the both subcommittees in terms of recommendation
078but we hear you know it'll be in line two the first read on the actual board agenda >> so it will provide >> that would be great so the the timeline would be talk about it in policy and management today put it on for ed subcommittee next month and then if anything changes if it has to go back to policy and management then it would or bring it on for >> for what would that like June first read >> yeah at the latest Could we add on I don't know if it's on the it's it's a separate topic or it's kind of tied up but um tied to it that CTE meeting CTE requirements also has changed like there's a couple of tweaks. So it'd be wonderful if that was also >> requirements and CTE
079>> and CTE requirements because before um it's like they had to have A and B. Now, if they have B, they do an excellent job. They can go back. We kind of can go backtrack and give them credit for the first part. It's it's kind >> They made it easier for them to meet the >> requirements. That's cool. That's like how they do it with when they call it a qualifying course. If you take algebra 2, they give you credit for algebra 1. >> For me, I kind of relate it to standardsbased grading. You didn't you weren't quite there for first semester, but you got it. you you met it for second semester so they give you credit for the whole >> for the whole year >> which would be wonderful to have that language
080you know um added so it's just clear to everybody >> yeah so can we just call it grad and CTE requirement >> changes updates whatever that'd be great >> okay >> yay excited about these things >> um is there anything else >> all right we'll go ahead and adjourn at five o'clock