[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6361620,"mediaKeyId","2170514-86343a4b0dcdf656e69d5cfea1988d08","parentId",2170514,"title","Alisal Union reviews 2024 California School Dashboard; district flags long‑term English learners and homeless youth for targeted action","audioSeconds",1384,"startMs",295000,"endMs",1679000,"viewUrl","/Search/View?dp=1&key=2170514-86343a4b0dcdf656e69d5cfea1988d08&start=295&end=1679","thumbnailUrl","https://assets.pipeline.soar.com/2170514-86343a4b0dcdf656e69d5cfea1988d08/thumbnail_295000.jpg","articleUrl","/articles/6361620/California/Alisal-Union-reviews-2024-California-School-Dashboard-district-flags-longterm-English-learners-and-homeless-youth-for-targeted-action","mediaUrl","https://secure.pipeline.soar.com/6361620-abe02a7d6181c132c6587a94ff797c95/orig.mp4?Expires=1775643895&Signature=fX6G2Pzkd58nwy85S5XH56tqV2xLBpX0UjPGLeQ749fMwKpZDL6ORnnEJGbwyZYTNxhBlEX2UKg9v8jDpHDiftbzFiah9xd83x~0fHnaSQBUzZUmV5ymdyF1k-BmJJa~xVcNvCTt1fdiy2Iv1kJGZfOHGQJ-YmCjtCU7k3e6GABMfBtlkJz2lRIFvysg~ICTqaa4nyy3C10KO7nxKK0hvbU7P~DAtXtubVMfzE1KATQq7wBeG9zZIgBsR1IlVibJuaBtdDLGK-M4SDvIDrxD2xoC7W9KEu19bpIT2mcKvxVQox~nZoNN4~0O27xoFp61iHcv45Gy3PlvzMX2wZf0NQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Alisal Union School District","date","2025-01-30T17:09:59Z","article","Deputy Superintendent Monica Ansell presented the Alisal Union School District'wide California School Dashboard and first‑trimester student benchmark results at the Jan. 29 board meeting, saying the state'published dashboard for 2024 (released Nov. 21, 2024) will inform the district's Local Control and Accountability Plan (LCAP).

The presentation showed mixed results across the five dashboard indicators: chronic absenteeism remains in the yellow band, suspension rates improved from orange to green, English learner progress and certain English learner performance measures remain red, and math and English language arts overall are largely in yellow. Ansell also noted that science was added as a baseline content area this year and that a new student group, long‑term English learners, appears on the dashboard for the first time.

Those red indicators will drive actions in the next LCAP cycle, Ansell said. \"This data actually helps our parents, our, educators when they're we're having the the input decisions for LCAP to give more information as they have informed data,\" she told trustees. She highlighted that the dashboard identifies groups needing targeted interventions and said the district is not in differentiated assistance.

Ansell described two district changes she credited with recent progress: switching assessment platforms (from STAR to I‑Ready) so teachers have more granular diagnostic information, and focused professional learning for teachers, assistant principals and instructional coaches to align daily instruction with standards. She displayed district benchmark figures showing growth in reading diagnostics (for example, one district report showed an increase from 188 to 382 students at mid‑or‑above grade level on a recent reading diagnostic) and said principals and site staff can drill down to individual student plans.

On long‑term English learners (students classified as English learners six years or more), Ansell said the district is using a tool called Elevation to identify students by site, classroom and ELPAC progress so targeted supports can be assigned. She also described supports for homeless students that include social‑worker outreach and school‑led home visits to improve school attendance.

Board Vice President Ocampo said the I‑Ready approach \"sounds promising,\" adding that the way the program breaks skills down should help the district target instruction. Ansell said a district ELPAC academy and site interventions are already underway; she also announced an after‑school professional development day for staff on Feb. 11 to compare diagnostics and support site implementation.

Why this matters: District dashboard colors are the state'framed signal for where the district must add or continue specific actions in its LCAP. Persistent red indicators for particular student groups mean the board will need to authorize or continue targeted resources and progress monitoring.

Areas called out in the presentation include long‑term English learners and homeless youth (both flagged red in some measures), students with disabilities (showing modest growth), and site‑specific turnaround examples such as Barton Elementary, which moved off a CSI designation after year‑over‑year gains.

The district did not propose new policy at the meeting; the presentation was informational and will feed the district's LCAP planning cycle and follow‑up site work.

","mediaType","Video","parentTitle","Board Meeting Jan 29, 2025","oneSentenceSummary","Deputy Superintendent Monica Ansell presented the Alisal Union School District'wide 2024 California School Dashboard and first‑trimester benchmark results at the Jan. 29 board meeting, reporting improvements in suspension rates and diagnostic reading scores but persistent red indicators for long‑term English learners and homeless students.","taxTitle","Alisal Union, School Districts, California","taxId",38577,"location","California","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6361612,"Parents, community groups and staff press board for broader engagement in superintendent search and raise staffing concerns",2039,2979000,5018000,"/Search/View?dp=1&key=2170514-86343a4b0dcdf656e69d5cfea1988d08&start=2979&end=5018","https://assets.pipeline.soar.com/2170514-86343a4b0dcdf656e69d5cfea1988d08/thumbnail_2979000.jpg","/articles/6361612/California/Parents-community-groups-and-staff-press-board-for-broader-engagement-in-superintendent-search-and-raise-staffing-concerns","https://secure.pipeline.soar.com/6361612-fe3fc2b6dada2e16b2e198a1747ae864/orig.mp4?Expires=1775643895&Signature=a~2kwWuIKYBWQc49x~o0BJtU2vDFtgdRDRTJXGg2oF4aZQlua52R~20mKU0bQOyl8wOM4TO5G2AsgyVA9ZZ6H7o69UDVlnYVhiFYilrYjeuP0ArWqeRKkOqF2SZyrdQJ0leYCW28PpEfgh3IQmlbkTvFpHQZXf9CfKF9ds9gfKGYNYmxTFmb8GVJ3aKMiAOoh6kxhJ4YrsOBl1qauCO1ZUVFOyPdqxqH-At3xUW6pQDPo05~UULiKAqk02CtB7y9ehbGiedaud2Ic6vvIen~ssXSM6EzOnqxvE4NA32tplFx7AUXKd32mGd-1AfWVyXoJd1qSqIqZbkLgivhutEXqg__&Key-Pair-Id=KUT5TJCACFTXG","Multiple parents, organizers and employee representatives used the Jan. 29 public‑comment period to press the board on two related topics: broadening participation in the district's superintendent search and addressing staffing and compensation needs.

Representatives of community groups and parent organizers said the superintendent search process has not meaningfully included parents and families. Alma Laredo, a parent organizer with Building Healthy Communities (BHC) and Padres Unidos, told the board, \"The search for the new superintendent has seen has been a process that is not reflecting till today authentic involvement of parents and community. Our group was here asking that the board a process that included more participation, community and parent, participation.\" Susana Barrios of BHC urged the board to \"reassess a timeline/projector for the superintendent search and explore other alternatives to parents to be able to provide input,\" and called a survey that ran for a week and limited responses \"not equitable.\"

Several parents pressed for more bilingual instruction, better communication between schools and families, and increased interpreter services for indigenous languages. Norva Villalobos and Theodora Reyes, both speaking as parents and with Padres Unidos, requested that the next superintendent prioritize counselors and psychologists and improve access for parents inside schools. Maria Carmen Parra and Blanca Miranda asked that parent forums be scheduled at times (for example, 6 p.m.) to allow working parents to participate.

Employee and labor representatives also raised process and staffing concerns. Jaime (representing the teachers association) and a California School Employees Association (CSEA) representative both told the board the search process must include ATA, CSEA and parents, and criticized short response windows and survey character limits. The association comments urged a transparent, inclusive process that offers forums in Spanish and English and provides access for families who have trouble with online surveys.

On staffing and compensation, paraeducator Gladys Gomez urged a pay increase for paraeducators, saying the district is losing experienced staff to higher pay in neighboring districts: \"A raise in our pay would not only demonstrate that our contributions are valued, but it would also help ensure that we remain competitive with other districts.\" Parent Gabriela Jimenez raised a separate staffing complaint about teacher turnover at Virginia Rocca Barden, saying her child has had multiple teachers and asking the board to prioritize filling classroom vacancies rather than leaving teachers on special projects while classrooms remain without permanent instructors.

Board and staff response: Board members took public comment and did not adopt changes to the selection timeline at the meeting; staff said they had no recommended changes to present at that time. Several associations offered to help run in‑person community forums and asked the board to meet with community organizations to expand outreach.

Why this matters: The superintendent is the district's chief executive; parents and employee groups argued that meaningful community input and accessible engagement are necessary so the board hires a leader aligned with local community needs. The staffing requests (paraeducator pay, interviews about teacher assignments) relate to classroom stability and service continuity.

","During public comment Jan. 29, parents and organizers urged a more inclusive superintendent search process and greater parent engagement; paraeducators called for higher pay and community members requested more bilingual access, interpreters for indigenous languages, special‑education therapists and improved school food.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6361616,"Jesse G. Sanchez Elementary reports attendance gains, ELPAC reclassification push and new after‑school supports",414,1761000,2175000,"/Search/View?dp=1&key=2170514-86343a4b0dcdf656e69d5cfea1988d08&start=1761&end=2175","https://assets.pipeline.soar.com/2170514-86343a4b0dcdf656e69d5cfea1988d08/thumbnail_1761000.jpg","/articles/6361616/California/Jesse-G-Sanchez-Elementary-reports-attendance-gains-ELPAC-reclassification-push-and-new-afterschool-supports","https://secure.pipeline.soar.com/6361616-09d74d144175ee26d0d3759e3292b83a/orig.mp4?Expires=1775643895&Signature=YSiTsasyAHT4kqQ6JLoj-ZBL3ydDatkCs36zyxSkXFoNOAHicH93RosK4p-0NWWnJW0T6BvSLU3fjLyHsOtUYzoOXMd81wjLrjt4R-k0wb~0OXFPRBfnnwsBUNRpGsXYnI4uJqYsJC2G-nVawPnvipn8d47Fw5R8EVYC3~QkqCKg1aQqlQmSNq7KhN9WDLWPNlxjyddBGYKAB83zJqy9cbYSwWPmnT21iepe6CCESw2OcdP8jgpcKkJlka~gdiL9Rev9wFwEuM6vwT13ZEIux8R1IPB9V6iQh66F8mW~Yss~XjukPcI80O0xBokmyvrxBOSj6ypkU-2h3no-DKcZwg__&Key-Pair-Id=KUT5TJCACFTXG","Principal Genaro Anaya presented a school‑site update for Jesse G. Sanchez Elementary at the Jan. 29 board meeting, describing enrollment, program mix, reclassification goals and student supports.

\"My name is Genaro Anaya and I am the principal of Jesse Sanchez Elementary School,\" Anaya said at the start of his presentation. He told trustees the school serves preschool through sixth grade and reported total enrollment of 631 students. Anaya said the school offers 12 one‑way bilingual classes, 11 English classes, two structured English immersion classes and three moderate‑to‑severe special day classes.

Anaya highlighted English learner statistics: 72% of the school's students are classified as English learners (448 students), with 71 students previously reclassified as fluent and 11 classified as initial fluent. He said school staff identified 91 English learners who met Lexile criteria for reclassification and that the school has started an after‑school \"ELPAC Academy\" (more than 80 students enrolled) to support students who need a level 4 on the ELPAC to complete reclassification.

On attendance, Anaya said the school's yearly attendance improved from 93% to 96% in 2023–24 and chronic absenteeism fell from 19% to 9.6%. He credited an incentives program and an attendance task force; the school partners with Rubio's Foundation, which donates 14 bicycles each trimester for raffle prizes for students with perfect attendance.

Anaya and assistant principal Magdaleno described schoolwide systems including PBIS (positive behavior interventions and supports), a wellness and counseling team that provides tiered supports and several extended learning options: a before‑school program, after‑school enrichment in arts and STEM, and sports for upper grades. The site also partners with Brighter Bites to provide fresh produce twice monthly and nutrition lessons.

Why this matters: The site presentation showed measurable gains in attendance and a targeted program to accelerate English learner reclassification. The ELPAC Academy and intervention structures are intended to move students through the district reclassification criteria and improve instructional outcomes.

Trustees thanked the principal and staff for the presentation; several trustees accepted an invitation to the school's Feb. 7 assembly honoring the school's namesake.

","Principal Genaro Anaya told the board that Jesse G. Sanchez Elementary has 631 students, 72% classified as English learners, improved attendance (93% to 96%) and a drop in chronic absenteeism, and described new site programs including an ELPAC Academy and partnerships with Rubio's Foundation and Brighter Bites.","actionData","errors"]

Article not found

Alisal Union reviews 2024 California School Dashboard; district flags long‑term English learners and homeless youth for targeted action

Parents, community groups and staff press board for broader engagement in superintendent search and raise staffing concerns

Jesse G. Sanchez Elementary reports attendance gains, ELPAC reclassification push and new after‑school supports