Cesar Chavez Elementary presents reading gains, attendance strategies and community center plan

Cesar Chavez Elementary School Principal Veronica Medina presented a site report to the Alisal Union School District Board of Trustees outlining student demographics, early assessment results, attendance and social-emotional programs, and family engagement through a school community center.

"We are proud to share that we're almost fully staffed," Medina said during the presentation. She reported current enrollment at 620 students with 317 English learners (51%) and said the school identified 104 migrant students. The presentation included I Ready beginning-of-year diagnostic snapshots and ELPAC reclassification data.

Site highlights presented to the board included: - Assessment and reclassification: Chancellor-level data cited that the school reclassified 92 students last year and that 115 students scored at level 3 on ELPAC (a group identified as having strong potential to reclassify by year-end). Medina characterized the ELPAC trend as likely to move the school into the "blue" category on the state ELD dashboard if current progress holds. - Attendance and chronic-absence work: The school reported incentive programs (monthly recognition, trimester awards, "Eagle Award" for highest perfect attendance), focus groups for chronically absent students, truancy meetings with families, and targeted tier 2/3 interventions. Medina said the school has a small cohort of about 18 students with 8–17 absences who are the focus of a "You Matter Every Day" chronic-absence group. - Whole-child supports: The school described a wellness team that runs individual check-ins, small-group interventions ("rise up" groups), schoolwide presentations and staff-wellness sessions. Medina said the LCAP student survey previously showed 49.3% of students reported feeling close to people at school; the site is conducting additional surveys during the year to measure improvement. - Community center and family engagement: The site plans evening and online workshops, adult English classes beginning Oct. 28, mobile oral-health screening partnerships and a pilot mentoring program for girls (grades 4–6) called "Chicas Componder" (described as mentorship and leadership development). Medina invited trustees and community members to serve as presenters and mentors.

Trustees asked clarifying questions about the district's definition of "at-risk of becoming long-term English learners" (Medina: students who have been in U.S. schools six years without reclassification) and about the meaning of ELPAC regression observed for a small group of students (Medina explained test difficulty increases by grade and that staff identify individuals for targeted monitoring).

Board members praised site leadership and asked staff to continue focusing on principals and assistant principals to ensure assessment data drives classroom instruction. Medina closed by thanking the board for support and saying the school's focus on literacy, attendance and school climate will guide the year's work.