Hanadi Ahmad

This document provides an update on the strategic plan, which is designed as a roadmap for the organization's future. The plan is organized around four strategic pillars: Teaching Differently, focused on meeting the diverse needs of learners; Engaging Our Unique Community, aimed at facilitating partnerships; Investing in Our Team, centered on building a comprehensive support system; and Committing to Continuous Improvement, dedicated to enhancing organizational effectiveness. The overall objective is to drive student success and foster an equitable, continuously improving educational environment.

This strategic plan update focuses on implementing Multi-Tiered System of Supports (MTSS) and Universal Design for Learning (UDL) to facilitate effective instruction and achieve organizational goals through 12 strategic priorities. The plan emphasizes the belief that everyone can learn, highlighting learner variability and the need for flexible approaches to develop expert learners. Key objectives include fostering inclusive, accessible, and engaging learning environments for all, with a specific instructional focus on UDL implementation for the 2023-2024 academic year.

The committee reviewed LCAP mid-year updates with a specific focus on English Learner (EL) and Long-Term English Learner (LTEL) student performance data, including California Dashboard indicators. Discussions encompassed needs assessments, identification of immediate attention areas, resource allocation, and support strategies for EL and LTEL students. Key themes involved K-12 English Language Development (ELD) support, academic interventions in math and science, family communication, reclassification practices, and staff training. The Multilingual Department provided updates regarding the upcoming Reclassification Ceremony and the status of Seal of Biliteracy applications.

The meeting focused on key updates and planning for multilingual programs. Discussions included feedback on the implementation of the PIQE Family Engagement Program, specifically regarding its deployment at Davis Senior High School. The committee was notified of a lack of federal funding for the Title I Part C Migrant program, resulting in a pause of associated services. Members received training on the purpose, roles, and responsibilities of the committee. Additionally, an overview of the Strategic Plan Key Actions for the Multilingual Department for the 2025-2026 school year was provided, highlighting goals for family engagement, student reclassification, and enrollment in English language development programs.

The meeting focused on a mid-year update regarding the LCAP and a review of English Language Arts, Math, Science, and English Learner Progress Indicators on the California School Dashboard. Participants requested data on CAASPP opt-out patterns, scoring metrics, and district procedures for chronic absenteeism. Additionally, the committee initiated a needs assessment and gathered family input regarding strategies for improving English language instruction, the challenges of abstract mathematics curriculum, and opportunities provided by STEM and CTE pathways.