Coordinating Council

1.13.25

Inclusive Opening

Purpose

The purpose of Coordinating Council is to support the implementation of the Local Control and Accountability Plan by tracking progress, providing feedback on goals, and assisting in the development of action plans for meeting goals.

In addition, we will be utilizing some time in Coordinating Council to set Site Council goals for our school sites this year.

The Safety Committee and the DEIB Committee take a more in-depth look at goals in these areas.

Norms

These are previous norms. What do they mean to us? Are there others we need?

• Respect all points of view and understand context
• Start and end on time
• Describe and explain acronyms before using them
• Ask questions
• Confirming action items and expectations for future meetings
• All participate in discussions
• Engage in true collaboration
• All stakeholders are heard - ensure all voices are present, be conscious of gaps
• Expect and accept non closure
• Assume positive intent

Staying Centered

Believing

Thinking

Feeling

Acting

Triggers a deep value; may be hard to identify.

Processing words and facts, analyzing, questioning.

Responding with emotion, like anger, fear, or sorrow.

Active movement to accomplish a task or a goal.

Coordinating Council Calendar

LCAP Goal #1: We ensure universal student access to a high quality education and provide support to achieve at high levels.

LCAP Goal #1: We ensure universal student access to a high quality education and provide support to achieve at high levels.

LCAP Goal #2: We provide a safe environment that meets the social, emotional, and physical needs of all students.

LCAP Goal #3: We recruit, professional develop, and retain skilled staff while creating opportunities for staff to lead and grow.

LCAP Goal #4: We maintain financial stability and accountability while efficiently overseeing operations, technology, and facilities.

LCAP Goal #5: We engage in frequent, transparent communication and build alliances with community partners.

Gallery Walk

Goal 1

Implementation of Curriculum

Continued Development of PLC

Essential Standards for Grade Levels

EL Professional Development

Special Ed Co-Teaching

Accountable Talk (SEL)

Goal 2

PBIS Consistent Roll Out

Absenteeism Parent Ed

Info to Parents on DEI Lessons

Attendance Communication

Safety in their Identity

Addressing Cultural Needs

PBIS with Families

Wellness Centers

Goal 3

Teacher Collaboration

Engage and Recruit Diverse Staff

Resources to Retain Staff

Induction Mentoring Structure

Certificated PD

Teacher Leadership and Learning Walks

New Teacher Mentorship

Goal 4

Universal Meals

Student Handbook on Technology

Deferred Maintenance

Facilities Bond

Sustainability Efforts

Tech Policies

Goal 5

Parent Ed Digital Safety

EL Family Celebration

More Community Service

Parent Ed Engagement

Streamline Communications

Goal 1: Instructional Schedules (1.3)

Academy - what it is

Academy is a 45 minute period, twice a week.

​

Students can choose from a variety of academic support classes, quiet study halls, collaborative study halls, and enrichment opportunities.

​

Academy - what are the goals

The two primary goals of Academy are to support students academically and to foster a sense of community and belonging.

​

To that end, some classes focus on content support and study skills, while others are geared towards building connections, enriching curriculum, and fun activities.

Academy - what it looks like

The average number of students per academy each week:

• Collaborative Study Hall: 19-21 students (steady)
• Content Support: 20-22 students (up from last year)
• Enrichment: 18-20 students (up from last year)
• Quiet Study Hall: 20-22 students (down from last year)
• Test/Quiz Make up: Varies per week

Fewer Teachers available on Even Days increased average attendance per academy

Academy and SEL/DEIB/etc

One of the many benefits of Academy is the time that it affords us to include social-emotional learning (we use Second Step) as well as lessons on other topics as warranted. These highlight the opportunities for teachers to form stronger bonds with their students as these particular academies are set to a Home Base schedule.

Academy and MTSS

We noticed the following:

• An average this year, 16% of our students are being tagged to academies on Tuesdays (up slightly from last year)
• An average of 8% of our students are being tagged to academies on Fridays (down slightly from last year)
• Of all the students being tagged, here is the breakdown of the average percent of students who are tagged per category:
• Collaborative Study Hall: 2%
• Content Support: 51%
• Enrichment: 27%
• Quiet Study Hall: 6%
• Test/Quiz Make up: 14%

​

Academy and MTSS

Students reported the following:

• Being tagged was helpful, but annoying
• Asked to be tagged
• Like time to do work during school
• Would like more enrichment academies (fun, outdoor, sports, etc)
• Make academy longer
• Sometimes groups are too big to get the help they need
• Fun to be able to take a class with a friend

Teachers reported the following:

• The students we want to tag are already tagged elsewhere
• Kids ask to be tagged when they want support
• Tagging for support, finishing work & projects, making up tests is helpful
• Friend groups tend to go to the same academy, so it can be tough to monitor
• Need more resources to make reteaching more engaging for students- students come in with a negative attitude
• Larger groups are more difficult to offer content support

Academy - going forward

Some challenges to tackle:

• Same students are tagged by multiple teachers
• Recognize that some issues go beyond what Academy can offer us
• How to encourage a positive attitude among kids who are tagged for content specific support
• One possible solution is to tag these students to a study hall and pull them individually, versus a larger re-teaching session
• How to offer more options students want AND have classes small enough to help students

Some things to consider for the future:

• Strategically setting up Home Bases to be more impactful/connected

Additional Efforts

Peer Tutoring Program (During Academy)

• Peer tutors will support core academic subjects in a peer tutoring center set up in the library, and as embedded tutors in specific teacher’s classrooms

Staff Professional Development

• 1/6 District PD Day will focus on developing strategies for supporting students during 80 min blocks

Goal 2: Attendance/Chronic Absenteeism (2.4)

What compels Us?

Chronic Absenteeism

Education Code Section 48260 (a): A pupil subject to compulsory full-time education or to compulsory continuation education who is absent from school without a valid excuse three full days in one school year or tardy or absent for more than a 30-minute period during the school day without a valid excuse on three occasions in one school year, or any combination thereof, shall be classified as a truant and shall be reported to the attendance supervisor or to the superintendent of the school district

Education Code Section 48262: Any pupil is deemed a habitual truant who has been reported as a truant three or more times per school year, provided that no pupil shall be deemed an habitual truant unless an appropriate district officer or employee has made a conscientious effort to hold at least one conference with a parent or guardian of the pupil and the pupil himself, after the filing of either of the reports required by Section 48260 or Section 48261. For purposes of this section, a conscientious effort means attempting to communicate with the parents of the pupil at least once using the most cost-effective method possible, which may include electronic mail or a telephone call.

Definition of “Chronic Absentee” Ed Code 60901(c)(1)

A “Chronic Absentee” is a pupil who is absent 10 percent or more of the school days in the school year. This includes all absences excused and unexcused.

​

Definition of “A Truant” Ed Code 48260(a)

Any student who is absent from school without a valid excuse three full days in one school year or tardy or absent for more than a 30-minute period during the school day without a valid excuse on three occasions in one school year, or any combination thereof, shall be classified as a truant and shall be reported to the attendance supervisor or to the superintendent of the school district.

​

Attendance Letters

Letters announcing att. Concerns: 1481 (Chronic Absentee made up 75%)

Letters requesting a meeting: 352 (Chronic Absentee made up 90%)

Academic Indicators - Engagement

Chronic Absenteeism

Socioeconomically Disadvantaged

9.8% Chronically Absent

Increased 4.1%

​

​

Students with Disabilities

10.5% Chronically Absent

Increased 1.5%

​

Goal 2: Safety (2.6)

Goal 1 for 2024-2025

The Moraga School District will utilize best practices for securing the physical safety of students and staff.

• Continued training on radio use (administrative and other staff).
• Implement annual staff and student training on the Standard Response Protocol. Engage staff in staff preparedness training.
• Establish a locked door system at each school site.
• Maintain AEDs and train staff on proper use.
• Train staff and educate students on opioid danger. Train staff on administration of naloxone.
• Partner with the Town of Moraga and Moraga Police Department to address crossings and traffic safety.
• Conduct safety drills on all campuses, including reunification, evacuation, lock-down, and shelter-in-place. Safety drill information will be communicated to families.
• Make CPR and First Aid training accessible to all staff.
• Implement facilities upgrades in the Facilities Master Plan related to safety (communication systems, windows upgrades, traffic flow improvements, fencing).

Goal 2 for 2024-2025

The Moraga School District will continue to prioritize mental health and wellness practices for social-emotional safety. This includes ensuring inclusive campuses for all students.

• Support LGBTQ+ students through on-campus clubs and implementation of gender support plans.
• Continue social emotional learning program, Second Step.
• Maintain counseling and wellness services on all school campuses.
• Provide training for middle school students and staff on suicide prevention.
• Continue to review the health program for middle school students. Continue Too Good for Drugs program in elementary school.
• Develop parent education for healthy social media use in students.
• Resources for mental health and support will be communicated to all students and families.
• Work on district policies for technology on campus.

Goal 3 for 2024-2025

The Moraga School District will institute restorative practices to assist in positive behavior intervention systems (PBIS) and student discipline.

• Continue PBIS teams at each school site.
• Implement the Sandy Hook Promise Anonymous Reporting System to identify behaviors of concern and ensure all students have access on chromebooks.
• Train all administrative staff and counseling staff in threat assessment.
• Communicate PBIS and school policy to parents through school and district messages.
• Implement lessons to address behaviors proactively, particularly behaviors that involve discrimination and harassment and appreciation for diversity.

Recommendations for Next Year

-communication action - protocol for alerts

-de-chokers for cafeterias

-panic buttons; more sophisticated system for notification of emergencies

-phone updates to allow notifications from all phones

-wildfire protocols updated

-PPE for poor air quality

August

Introduction to Safety Plan

SRP Training

Emergency Drills Radio Training for Admin

Traffic Safety Reminders

September

Radio Training for Staff

Sandy Hook Promise

Emergency Drills

Emergency Bag Inventory

AQI and Heat Reminders

Mental Health Poster

Gun Safe Storage

PBIS and Discipline Presentation

October

Suicide Prevention Training (Staff)

Suicide Prevention Training (JM)

Great Shakeout

Emergency Supplies Assembly

November

Hold, Secure, and Lockdown Drills

5th Grade SUBS

Traffic Safety Discussion

December

Vision/Hearing Screenings

Staff Training Planning

January

Gender Support Plan Review

Threat Assessment Review

Review Progress on Goals

Safety Plan Updates for Students with Special Needs

Share Draft Comprehensive Safety Plan

February

Review Health Curriculum

Review Panorama Data

SEL Presentation

March

Approve Safety Plan

3rd Grade SUBS

Radio Training

DEIB Report

April

Service AEDs

Reunification Drill

Narcan, EpiPen, and AED Training

MTSS Report

May-July

1st Grade SUBS

5th, 7th, 8th Grade Health

Summer Facilities Upgrades

Gender Neutral Signage

Workplace Violence Prevention Plan

Site Councils: Dashboard Review