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Palmdale Aerospace Academy outlines targeted high‑school intervention after data review
Summary
School leaders told the board they found high counts of D/F grades and described a multi‑tier support plan: targeted after‑school and before‑school intervention cycles, a dedicated 'hangar' support space, tutoring and professional development to prepare students for the CAST state test.
Palmdale Aerospace Academy District leaders presented a high‑school data review and a multi‑tiered support plan aimed at reducing D and F grades and improving preparedness for the CAST state assessment.
At the meeting the district said semester‑to‑date records show 498 D grades and 428 F grades at the secondary level. Mr. Doreen, the director of student services, told the board the district also launched an independent study program this year and “recovered 777 of those for an 85, little over 85 percent, success rate and completion rate.”
Administrators said the intervention approach combines out‑of‑class targeted cycles with changes in classroom practice. Leaders described a newly designated “hangar” space available 3:40–4:44 on select days where students with D/F grades can receive in‑person help from a small team of teachers and counselors. Staff said the first day drew healthy student turnout and that referrals to the hangar will be systematized in coming weeks to target about 20 students per cycle through April, ahead of state testing.
The plan uses NWEA diagnostic results, interim assessments (FIBs, IABs, ICA) and classroom walkthrough data to identify students for support. Presenters described using a DigiCoach classroom‑observation tool and Professional Learning Communities to align curriculum across sections and develop common formative assessments so teachers assess comparable standards.
Administrators outlined several supporting elements: counselor follow‑ups on attendance, AVID tutors and upper‑class volunteers for peer support, tier‑1 classroom re‑teaching and targeted one‑to‑one coaching from the instructional coach (Miss Owen). They also described professional development sessions scheduled for Jan. 28 and ongoing coaching cycles for newer teachers.
Board members asked for a more detailed breakdown at the next meeting, including numbers by grade and subject and the percentage of students carrying D/F grades by cohort. District staff agreed to return with that disaggregated report and with updates on hangar participation and outcomes through the spring.
The presentation closed with leaders noting the hangar and the intervention cycles are only one component of wider efforts — including credit recovery and summer school — to reduce course failure and to better prepare students for postsecondary requirements.
The board did not take action on the presentation itself; administrators will provide follow‑up data at a future meeting.
