The 2023 California School Dashboard, which will be released on December 15, 2023, reflects a full return of California’s accountability system with the reporting of status (current year data), change (the difference from prior year data), and performance levels (colors) for most state indicators.

The Dashboard is an online tool designed to help communities across the state access important information about kindergarten through grade twelve schools and districts. The Dashboard features easy-to-read reports on multiple measures of school success.

Below and onto the next page is a quick overview of how the dashboard looks and how to read it when the information becomes publicly available in December for data from the 22-23 school year. You can view more Dashboard 101 resources here:

According to Homeless Education Technical Assistance Centers (HETAC), "In 2007, Congress passed its first resolution recognizing November as National Homeless Youth Awareness Month (NHYAM) to build awareness around the issue of youth homelessness, including its causes and potential solutions, and highlight the need to work to prevent homelessness among children and teens. 

Since then, November has been a time to elevate the issue of youth homelessness; applaud the efforts of businesses, organizations, and volunteers dedicated to meeting the needs of children and youth experiencing homelessness; and grow the commitment to intensify efforts to prevent and end homelessness among young people in the U.S.

In support of the federal resolution recognizing November as NHYAM, many states, including California, have passed state resolutions recognizing the same. 

If you would like to find more information in regards to the housing insecurities that youth face in our state and Trinity County, visit the two links listed below.

• HETAC - California Homeless Education Technical Assistance Centers: https://www.hetac.org/resources/youth-awareness
• Homeless Youth Data for Trinity County - CDE: https://dq.cde.ca.gov/dataquest/DQCensus/HmlsEnrByDTLevels.aspx?cds=53&agglevel=County&year=2021-22

According to the Census Day Point In Time Count for the school year 2022/2023, Trinity County sits at the fifth highest percentage of identified homeless/unaccompanied youth out of the 52 counties in the state. According to the California Department of Education Geographical Information System (GIS) mapping program, documented and identified youth experiencing housing insecurity account for almost 10 percent of our county’s student body. Those numbers have grown so far this year.

You can learn more about the McKinney Vento program for our homeless youth in Trinity County here:

https://tcoek12.org/District/Department/23-McKinny-Vento

McKinney Vento Questions? Contact:

Erin Burger

eburger@tcoek12.org

McKinney-Vento/Homeless Youth Support Liaison

Trinity County Office of Education

(530) 623-2861 x 261

For help with your strategic plan on using your Prop 28 funds, contact Joanne Tucker from TCOE at jtucker@tcoek12.org.

The revised funding amounts for Prop 28 funds have been announced, with the funds expected to be released to LEAs in February. (Originally these funds were set to be released in July 2023, were then pushed to fall of 2023 and are now expected to be released in February 2024.)

Background

On November 8, 2022, California voters approved Proposition 28: The Arts and Music in Schools Funding Guarantee and Accountability Act. For schools receiving this funding, approximately $938 million for the entire state has been appropriated in the Budget Act for 2023 for the AMS program for the 2023–24 fiscal year. (LEAs do not need to apply for AMS funds. Funding will be automatically allocated by the CDE to each K–12 LEA.)

"Arts education program" includes (but is not limited to) instruction and training, supplies, materials, and partnership programs for instruction in: dance, media arts, music, theatre, and visual arts including folk art, painting, sculpture, photography, craft arts, creative expression including graphic arts and design, computer coding, animation, music composition, ensembles, script writing, costume design, film, and video.

All funds must be used to provide arts education programs, as described in FAQ 8. LEAs with more than 500 pupils must expend at least 80$ of the funds to employ certificated or classified employees to provide arts education instruction and the remaining funds for training supplies, curriculum, professional learning, materials, and arts educational partnership programs. The department may, for good cause shown, provide a waiver from this requirement. Additionally, no more than 1% of funds received may be used for an LEA’s administrative expenses, including indirect costs, to implement this program.

LEAs that use AMS funds for arts program instruction as part of the regular school day should keep in mind that statute requires that students be under the immediate supervision and control of a certificated employee of the LEA.

Revised Funding Amount

The revised funding amounts can be found on the CDE’s website here:
https://www.cde.ca.gov/fg/aa/pa/prop28ams.asp

Weaverville, California (10/25/2023) – Partnership in Action for Trinity Health (PATH) coalition, Trinity County Office of Education (TCOE) Tobacco Use Prevention and Education (TUPE) program, and Human Response Network (HRN) offered a poster contest to Trinity County students in 6th through 8th grade to celebrate Red Ribbon Week held October 23rd through 31st. The purpose of the contest is to bring awareness to the effects of drugs, alcohol, and tobacco and to promote a safer, healthier community through this year’s theme, “Be Kind to Your Mind. Live Drug Free.”

The number of entries increased this year to 97, with students using a variety of mediums including digital art. Three entries tied for first place: Aile Nielson-Ayers, 8th grade, Junction City School; Savannah Dunn, 8th grade, Weaverville Elementary School-Trinity Preparatory Academy; and Azella Osborne with Brooklyn Connor, 6th grade, Hayfork Elementary School. Trinity Biggs, 6th grade, Hayfork Elementary School, won second place and Brodee Mather, 8th grade, Douglas City School took third place. Prizes include Amazon gift cards worth $100, $50, and $10 for the top winners and for each entry an ice cream gift certificate to Up North Confectionary and Mercantile or the Dairy Store. 

The 97 entries went through a preliminary judging process by PATH members and TCOE employees.  The final judging for the top 10 posters was performed by Trinity County Superior Court Judge, Mike Harper; Trinity County Supervisors Jill Cox, Liam Gogan, and Ric Leutwyler; Chief of Probation Ruby Fiero; Weaverville Fire District Chief, Todd Corbett; Trinity County Public Health, Coordinator of Equity and Health Programs, Kirsten Ford; and Executive Director, Trinity County Arts Council, Karla Avila. 

All students’ artwork will be displayed in the windows of downtown Weaverville Historic District through October 31st including Tammie’s  Book Store, Mountain Goat Kids, Up North Confectionary and Mercantile, Main Street Gallery, Mama Llama’s, My Revival, Tri County Homes and Land, The Trinity Journal, Mountain Marketplace, Creative Prints by Hannah, The Watershed Center, Wildflower Hair Company, Main Street Shoes, Gold Rush Jewelers, Trinity Bistro and Deli, Trinity Visitors Center, Jake Jackson Museum, and the Nugget Restaurant. 

The PATH coalition thanks all the judges and businesses for supporting their artwork and vision for “Be Kind to Your Mind. Live Drug Free.” Find out more about PATH on the PATH website www.healthy-trinity.org and on Facebook www.facebook.com/partnershipinactionfortrinityhealth, or contact Karen Compton at Human Response Network at (530) 623-2024 or kcompton@hrntrinity.org for more information.

Summertime Projects, Recent Approvals and Future Predictions

In this month’s edition of Hammer Time, Jeff Morris provides a recap of summer projects and upcoming construction projects at various school sites. You can view the full October 2023 newsletter here.

Here are a few highlights from this month's newsletter:

Burnt Ranch Elementary

In recent months, Burnt Ranch has completed:

• a roof mounted solar array and
• a new shade structure project

Lewiston Elementary

• ADA Compliance Spruces Up Campus:  Lewiston Elementary completed the accessibility portion of their initial bathroom and sewer remodel project this summer and it resulted into covered sidewalks in the rear of the campus and a fresh new look for the front of the school. 
• TK Facilities: One of the early applicants for this funding stream, Lewiston Elementary has now received their full funding award and should be able to start implementing the project starting this next spring.

Hayfork High

• Fencing Project: The high school installed nearly complete system of fencing, campus wide, including very attractive ornamental metal at the front of campus.

Southern Trinity

• HVAC Upgrade / Replacement:  Through a grant with the California Energy Commission (only available in PG&E territory), STJUSD is developing design plans to hopefully draw down additional funding to upgrade / replace their HVAC system, campus wide.

Junction City

• JCESD just awarded substantial funding for new TK Facilities at the 09.27 State Allocation Board meeting.  More info soon. :)

Douglas City

• DCESD was also just awarded substantial funding for new TK Facilities at the 09.27 State Allocation Board meeting.  More info soon. :)

Click here to view the full October 2023 newsletter here.

On Oct. 18, the state is set to release the public results of the California Assessment of Student Performance and Progress (CAASPP) from the 2022-23 school year. This article does not aim to compare or examine results in our county but rather to help with reading these results as you receive them for your child, and to understand how you can use them to help your child succeed.

What Is the CAASPP?

The CAASPP is California’s comprehensive assessment system, designed to gauge student achievement in English language arts (ELA), mathematics, and science. This assessment is administered to students in grades 3-8 and 11. 

The CAASPP consists of “computer-based tests,” which is mostly multiple choice, and “performance tasks” that measure a student’s understanding of key concepts and skills such as in writing or more detailed math problems. In ELA, students are tested in four main areas: listening, reading, research, and writing. In mathematics, the test is organized into three main areas: communicating reasoning, concepts and procedures, and problem solving and modeling/data analysis. 

Interpreting CAASPP Scores

CAASPP test scores are reported in terms of scaled scores, performance levels, and achievement levels. Here’s a breakdown of how to interpret them:

Scaled Scores: Scaled scores provide a numeric representation of a student’s performance. They are designed to allow for comparisons across different test forms and years. 

Performance Levels: CAASPP scores are categorized into four performance levels, which describe a student’s overall performance. These performance levels are:

1. Standard Not Met: Students at this level did not demonstrate a satisfactory understanding of the subject matter. 
2. Standard Nearly Met: Students at this level showed some understanding of the subject matter but did not meet the standard. 
3. Standard Met: Students at this level met the required standard and are considered proficient in the subject. 
4. Standard Exceeded: Students at this level went beyond the required standard and demonstrated advanced proficiency in the subject.

Achievement levels are an even broader category that lumps some of the four performance levels. Performance level 1 is considered “below standard,” performance level 2 is “near standard,” and performance levels 3 and 4 are called “at or above standard.”

Taking Action Based on CAASPP Scores

Once you’ve received your student’s CAASPP scores, it’s essential to use this information to guide educational decisions. Here are some steps you can take:

• Review the Report: Carefully review the different subjects provided and score history. Celebrate any improvements with your student. 
• Discuss Results with Teachers: Schedule a meeting with your child’s teacher to discuss the scores. Teachers can offer valuable insights into your child’s strengths and areas in need of improvement.
• Identify Areas of Improvement and Set Goals: Based on the scores, work with teachers and educational professionals to identify specific areas where your child may need extra support in areas that they are not yet meeting standards or enrichment in areas they are exceeding standards.
• Access Additional Resources: If your child’s scores indicate a need for additional support, inquire about available resources, such as tutoring or after-school programs.

You can also access a free educational resource that provides tools like sample test questions by grade and subject areas at https://ca.startingsmarter.org/
 

In the world of education, a silent but serious barrier for students can go unnoticed: absenteeism. When students attend school consistently, they have the opportunity to engage with their peers, build relationships with educators, and take in the knowledge crucial for their success.

The Importance of Consistent Attendance

Chronic absenteeism, typically defined as missing 10% or more of the school year, can have severe repercussions. Adequate attendance is the cornerstone of academic achievement, which is true across all grades from preschool through 12th grade.

Study after study including before and after the pandemic show that students who miss more school than their peers consistently score lower on standardized tests and can even fail to graduate. In primary grades, absenteeism can mean risking the child’s ability to master reading by the end of 3rd grade. For example, chronically absent students in kindergarten score lower in math overall and language arts testing segments like letter recognition.

Absenteeism is also a habit that can start early and continue through high school if not curbed in the primary grades. Statistics show that about one-third of chronically absent students in preschool will also be chronically absent in kindergarten. Further out, chronically absent students in preschool are five times more likely to be chronically absent in second grade and so on.

Besides the negative impact on student performance and their social-emotional wellbeing, chronic absenteeism also affects a school’s funding, which is based on each child’s attendance. Less revenue means fewer programs and supplies to help make school engaging. For teachers, it means spending extra time creating make-up work and trying to figure out how to provide interventions for those who are weeks or even months behind their peers.

Addressing the Root Causes

Addressing chronic absenteeism requires a multifaceted approach involving schools, families, and communities working together to provide support, resources, and interventions to help students overcome attendance barriers. Chronic absenteeism is unfortunately more common for low-income students due to barriers like unstable housing, unreliable transportation and a lack of health care access. These are issues that require a whole-community approach.

Schools, families, and communities must collaborate to create a supportive environment that mitigates these challenges. According to an EdSource data analysis in 2017-18, in California it is often rural areas that have rates of chronic absenteeism above 20 percent.

The top 10 districts in that analysis were all rural. Many schools in this data analysis, like in Plumas County, point to trauma, housing instability, and income challenges. For example, schools report including in our own county that older students often stay home to take care of their sick, younger sibling so the parents can still work.

A group of districts in Shasta County is working to better address the varying needs and challenges our rural student’s face and how that impacts their ability to get to school. This group is finding that the most valuable step in addressing absences is talking with families about what is happening in their lives. In some cases, there may be extensive resources and assistance that the family needs from multiple government agencies, and in other cases it may be as simple as getting the student an alarm clock.

This rural picture fits in with case studies across the nation about the relationship between families and their ability to prioritize school. For example, studies show that there is a strong correlation between regular attendance and positive parental beliefs about the importance of school. As well, schools with strong parent involvement and where parent surveys show a trust in teachers, also have stronger attendance.

These trends mean that building a culture of attendance awareness requires the active involvement of the entire community. Schools, parents, local government, businesses, and nonprofits must come together to support students and families facing attendance challenges. Trinity County Office of Education is also helping coordinate these types of efforts with the “Community Schools Grant” that several schools in our county received. The community school grant supports schools’ efforts to partner with local agencies to improve student outcomes.

Highlighting other practices that many of our schools in Trinity County take is the establishment of attendance teams in schools, comprising teachers, counselors, and support staff. These teams identify at-risk students, develop strategies to support them, and connect families with necessary resources.

Positive reinforcement can also play a role in improving attendance. Schools often implement reward programs, such as attendance certificates or recognition assemblies, to celebrate students who consistently attend school. Incentives, like school supplies or special privileges, can motivate students to prioritize attendance.

K-12 attendance awareness is more than just a concern for educators; it’s a collective responsibility of communities. There are resources for students and families like the McKinney-Vento program for families who are doubled up with other families or experiencing homelessness, for example, programs like CalFresh and more that can help lessen the barriers that our students face.

To utilize these resources, this means families and schools must talk to each other. By helping to address the root causes of chronic absenteeism and supporting a positive view toward the importance of education, communities can pave the way for every student to reach their full potential.

We are excited to launch our new and improved website that is now searchable, includes a more robust staff directory, easier navigation and organization, a news section, and much more to come! Our new website is also mobile friendly.

We also have many more features coming soon to the website. For example, we're also working on the following features:

1. Staff profile information in our directory so you know who to contact about which program.
2. More specific program information like UPK and facilities news.
3. More news and professional development posted as we receive it.
4. We are working on a mobile app too!

As with any new endeavor at TCOE, we are open to feedback. Please share any information you'd be interested in seeing on our new website as we continue to add more, and also let us know if you find anything on our new website that you think is inaccurate so we can promptly fix. Let us know by sending us an email at comms@tcoek12.org.