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District highlights differentiated‑assistance progress and targeted supports for foster/homeless students and African American scholars
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Summary
Presenters said San Bernardino City Unified has no red district‑level indicators on the California Dashboard and described differentiated assistance categorizations (ATSI/TSI/CSI), Atlas supports for foster/homeless youth (immediate enrollment, school‑of‑origin transportation, partial credits) under McKinney‑Vento, and ETSA programs (equity guest teachers, high‑school equity counselors, and the Sankofa magnet with reported positive pilot results).
Kimber Sargent and departmental presenters told the DAC that San Bernardino City Unified’s work on local indicators and targeted interventions is producing measurable results at the district level.
"For the first time in the history of the dashboard now, we are able to say that we do not have any red indicators," Kimber Sargent said, describing district‑level growth colors on the California Dashboard and explaining identification rules for ATSI, CSI and TSI.
Sargent urged school site representatives to review school‑level dashboards: some student groups remain identified for additional support and will need targeted actions in their School Plan for Student Achievement (SPSA) to exit identification. She noted that upcoming state test results after spring break will determine whether specific schools exit ATSI/TSI status.
Angela Erkides of Atlas (specialized programs) outlined services for foster and homeless students under McKinney‑Vento protections: immediate enrollment without birth certificates or immunization records, transportation to maintain school‑of‑origin when in the child’s best interest, partial credits for students enrolled seven or more days, and single points of contact (district liaisons) to reduce repeated retraumatization. She listed wraparound supports (basic needs referrals, tutoring, enrichment, and an employee‑sponsored child welfare fund) and said the team includes certificated staff, nurses and counselors to coordinate services.
Tamika Casey described ETSA’s targeted work for African American scholars under the district TIP policy and cited program numbers: ETSA serves approximately 3,500 scholars, cited reading and math proficiency figures for the cohort (about 27% reading at/above grade level; ~13% math at/above grade level), and reported expansion of equity guest teachers to 45 individuals serving 29 schools (supporting over 1,000 students) and additional high‑school equity counselors focused on transcript review, grade checks and dual‑enrollment pathways in partnership with San Bernardino Valley College. Casey also highlighted the Sankofa magnet pilot at Hunt Elementary and reported that the pilot cohort showed strong ELA results (speaker cited ~83% meeting/exceeding grade‑level ELA standards) and more modest math proficiency (~43%).
Presenters repeatedly framed the district’s approach as collaborative — combining accountability data (dashboard), site SPSAs, LCAP actions and family input — while asking parents and site councils to engage with SPSA and LCAP reviews at their schools.
