District dashboard: absenteeism and suspensions improve; English‑learner progress drops with new LTEL indicator

District staff presented the Newman‑Crows Landing Unified School District’s 2024 California Dashboard results to the board on Jan. 13, reporting improvements in chronic absenteeism and suspension rates and a decline in the English‑learner progress indicator after the state added a long‑term English‑learner (LTEL) component.

"The California dashboard is an online tool that the state uses to measure student progress and achievement," the presenter, identified in the packet as Heather (district staff), told the board. Heather described the dashboard as a growth model that assigns colors by performance and progress across 12 indicators, seven of which are state indicators.

Heather reported that chronic absenteeism moved into the green category this year after concerted attendance efforts across elementary, middle and high schools. She said suspension rates, which had been orange in prior years, also moved to green following collaborative discussions to identify alternatives to suspension while maintaining school safety.

By contrast, English‑learner progress declined to orange after the state added the long‑term English‑learner (LTEL) indicator. Heather said the district's English‑learner progress figure showed 40.6% of students making progress and a decline of 9.9 percentage points from the previous measurement, and she noted that ELPAC results, reclassification rates and LTEL progress determine the EL progress indicator.

Graduation rate remained in the green category; ELA and math achievement remained in orange. Heather said the district (NCLUSD) is no longer in differentiated assistance under state monitoring and that select schools exited support in 2024. She also noted that science will appear as a colored indicator on the dashboard beginning next year and that the district will prioritize NGSS (Next Generation Science Standards) work during the coming year.

Ending: Heather told the board that these results will inform LCAP priorities, professional development and targeted support, particularly for long‑term English learners and students with disabilities. Board members asked no follow‑up questions during the presentation.