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District dashboard: ELA improved to green, math remains yellow; English learner progress falls
Summary
Administrator Chantal Medang presented the district's California Dashboard results: English language arts improved to green, math stayed yellow, long-term English learner groups are in red, and English learner progress declined from 60.5% to 47.4%. Chronic absenteeism and suspension rates improved but remain monitored.
Chantal Medang, the district administrator of curriculum and instruction, presented the district's California Dashboard results at the Norris School District board meeting. The dashboard reports multiple measures — including test scores, chronic absenteeism, suspension rate and English learner progress — using a color gauge that reflects both status and change.
"The dashboard reports the state indicators using a color gauge, which reflects both status and change with red being the lowest performance level while blue is the highest," Medang said. She told the board the district improved in English language arts (ELA), moving from yellow to green, while math remained at yellow.
Medang highlighted subgroup performance. She said long-term English learners (LTELs) were the only student group in red for both ELA and math, and that English learner progress declined this year. "This is the one indicator where we saw that decline in performance," she said, noting the percent of English learners making progress fell from 60.5% on last year's dashboard to 47.4% on the current dashboard.
Medang also reported progress on non-academic measures posted to the dashboard: chronic absenteeism decreased on the published dashboard from 13.6% in 2023 to 10.5% on the current dashboard. She said the district's current chronic absenteeism rate is 8.8% based on more recent reporting. Suspension rates improved from 1.9% to 1.5% on the dashboard; Medang said the most current reported suspension rate is 0.5%.
Medang said that because science assessment is tested only in grades 5 and 8, science status is reported for information and that the district remains below standard in science compared with expectations, though she said the district performs above many nearby districts on those measures. She noted differentiated assistance eligibility has ended: the district is not currently eligible for differentiated assistance.
Board members asked clarifying questions about which grades are included for different indicators and how homeless students are identified. Medang said academic indicators apply to grades 3–8, English learner progress includes TK–8, and chronic absenteeism and suspension rates include all grades. On homeless status, she said families may self-report and staff (including a program coordinator) follow up to verify needs and connect resources.
Medang said the dashboard breakdowns by student groups inform local control and accountability plan (LCAP) decisions and help the district target supports for groups such as LTELs and students with disabilities.
