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Board reviews midyear LCAP for Burns Community School; staff cite graduation and mental‑health gains but flag chronic absenteeism
Summary
Burns Community School staff reported midyear Local Control and Accountability Plan results showing five graduates so far, expanded bilingual mental‑health services, new intervention tools, and persistent chronic absenteeism and course‑completion challenges; trustees asked for school‑level details and intervention plans.
Staff presented a midyear review of the Local Control and Accountability Plan for alternative‑education programs, led by Burns Community School program manager Elizabeth Eberzini. She highlighted student successes — five graduates this year and two juniors slated to graduate next month — and described new offerings such as expanded course options, a math intervention tool, and a production/music program intended to boost engagement.
Eberzini and other staff emphasized growth in mental‑health supports: three providers (two full time) who are bilingual in Spanish and English and grant‑funded positions that expanded tier‑2 and tier‑3 interventions. But presenters also flagged problems: lower course completion compared with last year and persistent chronic absenteeism among foster and homeless youth. A trustee pressed for district‑level details about chronic absenteeism and interventions; staff said districts vary and that some attendance measures are impacted by program design and competency grading systems that award credit for mastery rather than seat time.
Trustees discussed pilot independent‑study options, quarterly parent‑student meetings to track progress and ways to smooth transitions when students move between districts. No formal action was required; staff said they would continue to monitor the interventions and report back in the spring.
