CSC Meeting

Nov. 11, 2024

Who is Here?

Stacey-Parent Rep and Secretary

Rachel-Parent Rep and Co-Chair

Leah-Principal

Nancy-Student Support Liaison

Brenna-Community Rep

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Absent:�Chris-Co-Chair

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Next Meeting-November 11 3:30-4:30 pm

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Agenda:

• Review Roles
• Update on school closures and consolidations
• Review of school data and UIP Big Rocks
• Ideas for GT application and feedback
• Sign up for upcoming CSC training for budget
• PAC updates

Closure and Consolidation Updates

Slides from BOE Presentation

UIP Big Rocks (Major Improvement Strategies)

• Big Rock 1: Educator as Facilitator: EQ: How do we create equity and Black excellence through task-first planning?

Educators will focus on standard aligned task-first planning in order to name the learning target and success criteria to ensure students participate in collaborative discussions and reflection to justify and explain their thinking both orally and in writing to ensure cognitive lift.

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• Big Rock 2: School Family: Teachers will create a sense of belonging through incentivising on time arrival in order to support attendance and SEL lessons throughout the day.

EQ: How does belonging and trust create success and cultivate equity for everyone? How do we ensure our Black students feel that they belong?

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• Big Rock 3: Educator Development: Build teacher capacity by aligning observations and feedback to Essentials for 9-week cycles.

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Aligned Data-Fall Interim 1

Attendance Data:

Gifted and Talented Application Brainstorm:

Feedback: �Question: Provide a detailed explanation as to why you are interested in offering an HGT Magnet program. What characteristics of your school make it a good candidate to implement a HGT Magnet program?

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Beach Court is interested in offering an HGT Magnet program as we believe that we currently have a program that could better serve Gifted students.

Our principal is Gifted Endorsed and has a passion for Gifted learners.

Beach Court serves a population of about 92% FRL students. We believe in going beyond the standard ways of identifying Gifted students, testing, to using other methods, such as portfolios, to identify additional students. This is a practice that does not always occur across the system.

We also host a robust TNLI model. We firmly believe that our ELA-S students deserve to have Gifted programming and Gifted peers in the TNLI setting. Currently, our ELA-S students have to decide between language or Gifted programming (if Magnet Eligible). This should not be the case. We cluster our ELA-S Gifted students in our ELA-S classroom.

Beach Court is a multi-age model. We believe that this classroom environment allows differentiation for students. Teachers, in this model, loop with their students for two years. This allows teachers to deeply know their students and to be able to differentiate over the two years.

Beach Court has worked to cluster group Gifted students over the years. We would like to better grow this model to include intensive training for staff to better understand identification and educating the Gifted.

In summary, Beach Court would be an excellent candidate as a Gifted site because we believe in serving and identifying underserved populations which includes Gifted students being able to learn in native language, students are, and will continue to be, clustered with other Gifted peers. Our multi-age model serves as an excellent avenue for differentiation and we would commit to providing and investing in intensive professional development for our staff and educators.

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CSC Feedback: Benefit is we serve underserved students/community. Where could we gather feedback from ELA-S families? What are the non-gifted? Name that differentiated PD for staff as a part of the learning for educators. Paraprofessionals-training?

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PAC Updates with Mr. Castillo

Family Engagement Plan for 24/25

Next Meeting: Dec. 9th?

Budget Process

Proposed Closure Updates and Marketing

PTO Updates

Big Rock Updates with Data

PAC?

GT Application

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