Thomas Arganda

This document outlines the School Plan for Student Achievement for Edward C. Merlo Institute for the 2020-2021 school year. It establishes goals for student achievement in ELA, Math, Science, and College and Career Readiness, addresses school climate through objectives related to suspension rates and chronic truancy, and focuses on fostering meaningful partnerships with parents and the community, including student internship opportunities. The plan details strategies for professional development, literacy support, comprehensive guidance, and multi-tiered systems of support (MTSS) to enhance academic success, improve student well-being, and strengthen stakeholder engagement.

This School Plan for Student Achievement (SPSA) for Primary Years Academy outlines strategies to improve student outcomes and maximize resources for the 2024-2025 school year. The plan focuses on enhancing academic achievement in ELA and Math for all students, with targeted support for socioeconomically disadvantaged students and English Learners. Key priorities include creating safe and healthy learning environments through reduced suspensions, improved attendance, and robust mental health and behavioral supports; strengthening family and community partnerships; and narrowing achievement gaps by expanding Multi-Tiered System of Supports (MTSS) and implementing culturally responsive practices, particularly for African American students.

This document details the 2022-23 Local Control Accountability and Plan (LCAP), which outlines how Local Control Funding Formula (LCFF) funds are strategically allocated to improve student outcomes and performance. The plan addresses ten state priorities, including Basic Services, State Standards, Parent Involvement, Student Achievement, Student Engagement, School Climate, Course Access, Student Outcomes, Foster Youth, and Expelled Youth, with a specific focus on meeting the needs of English learners, foster youth, and low-income students. Its purpose is to ensure accountability and targeted resource allocation.

This ESSER III Plan outlines strategies to address the academic and socio-emotional impact of the COVID-19 pandemic on students, specifically focusing on English Learners. Key priorities include mitigating learning loss, ensuring continuous safe in-person learning, and implementing additional strategies to support all students. The plan allocates significant funds to the Language Development Office and English Language Learner Services, with an overarching goal to graduate every student ready for college, career, and community, thereby addressing circumstances of poverty and scarcity.

The meeting commenced with welcome remarks and the reading of board rules. Key discussion points included a change to the agenda regarding a name correction, a report from the District Guest on the Language Development Office (LDO) department, and the introduction of the new Director of the LDO department. The committee reviewed the results of the English Learner Needs Survey and discussed the District Master Plan for English Learner Students, scheduling three subsequent meetings for its update. New business focused on DELAC Goals and Purposes for 2022-2023, a review of required written notices sent to parents, and an introduction to LCAP Updates and funding formulas, including LCFF. The meeting concluded with announcements regarding office hours and the next scheduled meeting.