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Board study session highlights attendance, student success coaches and restorative supports
Summary
School teams prioritized attendance and student supports, recommending student success coaches with calming rooms, restorative practices, and targeted in-day tutoring to reduce chronic absenteeism and suspensions.
District and school-site teams at Moreno Valley Unified focused significant attention on attendance and student supports during the LCAP study session, recommending concrete steps to reduce chronic absenteeism and improve school climate.
Group share-outs and principals' reports converged on attendance as a leading area of need. "Our question, comment, or concern was all around attendance and really digging deep into what do our schools need, what do our districts need individually per school site to increase attendance?" a Goal 5 spokesperson said during the team report. Landmark Middle School principal Ayesha Smith described a multi-tiered approach, including a Knight Center MTSS intervention team that meets biweekly, weekly family and staff communications about average daily attendance, and incentives through a PAC program (Phenomenal Attendance, Academics and Citizenship). Smith reported chronic absenteeism at Landmark decreased from 28.3% to 23.6% following those strategies.
Behavioral and restorative strategies were emphasized. Goal 4 teams recommended "intentional restorative practices" for all educational partners and adding student success coaches with calming rooms at all secondary sites so staff can provide mental-health supports rather than send students home or suspend them. "Student success coaches need to be provided at all secondary schools with a calming room," a Goal 4 spokesperson said during the group report.
In-day interventions and tutoring: Several principals described shifting resources to during-the-day supports. Sunnymeade Middle School principal Matthew Stewart said sites have adopted small-group math interventions during the school day and use long-term substitute teachers funded through SPSA to run these groups, and Vista Del Lago High School principal Matt McCain described high-impact tutoring models and A–G recovery courses embedded in periods 1–6.
What happens next: Teams documented their recommendations on posters that district staff will compile. District staff said they will consider scaling proven teacher-originated models districtwide and will include these suggestions when finalizing LCAP actions for county and state review in June.
