# data[].attributes.body
Here's What:

So What:

Now What:

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Gustilo, Rhodes, Laurence, Serna, Arnett

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Gustilo, Rhodes, Laurence, Serna, Arnett

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Here's what: English learners and students with disabilities are underperforming in all areas.

So what: This leaves students underprepared for college and career readiness and lacking in social-emotional skills.

Now what: We need to implement targeted lessons and resources for these students in ALL subject areas.

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Wayne, Mohammed, Benavides, Montello, Malecke, Carter, Dejournett 

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Wayne, Mohammed, Benavides, Montello, Malecke, Carter, Dejournett 

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Here’s what: ELD students with disabilities are in the red.

So what: They need support in passing ELPAC. Possibly alternative pathways to reclassification.

Now what: Schedule students with special educational needs to take alternate ELPAC. Have conversations with the District about alternative pathways to reclassification.

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Munoz, Flint, Kretschmar, Wilson, Foster, Smith, Waggoner, Beckedahl

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Munoz, Flint, Kretschmar, Wilson, Foster, Smith, Waggoner, Beckedahl

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Here's What: ELL's are doing better

So What: We think EL students have been being placed into classrooms that have more accommodations, such as a teacher who is bilingual, which is helpful

Now What: Reduce class size to provide more tailored instruction, more frequent check-in's with EL students, provide more information on how to be college/career ready, focus on pathways for students based on level

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Funkhouser, Blackstone, Askins, Garnett, Morales, Suttle

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Funkhouser, Blackstone, Askins, Garnett, Morales, Suttle

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Here's What: EL Consistency leads to EL success. EL has made a 45% jump in progress

So What: What did we do to cause this increase?

Now What: We had EL goals post Covid. Is this the reason? EL focused on strategies that focused on communication and literacy

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Thrasher, Waldman, Hall, Inskeep, Edmondson

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Thrasher, Waldman, Hall, Inskeep, Edmondson

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Here’s what: 21 students were considered recently reclassified and their overall ELA scores indicated a 25.1 point increase.

So what: Something must have occurred to account for the increase. Also, is there a correlation between Reclass and on CAASPP? If so, how are they related.

Now what: We would like yo know what the students are doing differently. What is happening in all subject areas?

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Ortiz, Jones, Guzman, Wucherpfennig- *problem: only 12% ELL are CC ready

*so what: These students will feel less prepared to enter post-secondary education

Now what: Staff needs to be better informed about CC readiness, along with students about CTE pathways. Work on accessibility within courses for all students, including EL and SPED.

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Here’s what- EL students are graduating but only 12.2% are showing college career readiness

So what: How are we measuring- what are the factors we are looking at to collect the data. Are we focusing more on graduation than “what’s next”? Pathways,

Now what: transition for EL students, what are they seeing around campus, certification opportunities

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Here's What: English Learners are at 12.2% prepared for College/Career Readiness.

So What: This leaves English learners unprepared for sustainable careers and college graduation.

Now What: We need support for student translation in the classroom and training on how to translate our lessons.

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Here’s what- EL students struggled with being college and career ready

So what- Are students who take ELD classes able to qualify for A-G? There is 1 new academic ELD class that is A-G approved but they can only take this once. Is there a pathway for ELD students?

Now what- we need to look at the students pathways and make sure our courses are A-G eligible for our students.

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Here’s What:

Improve EL Academic Performance

So What:

English dept focus on addressing EL needs in classes

Now What:

All academic areas increase consciousness of EL needs and effective strategies

Review attendance patterns

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Moreno, Vega, Lattig, Marquez

Here's what: Sophomores are performing worse (more F's) than any other grade level

So What: Sophomores are the last group impacted by the pandemic during secondary school. Freshmen received more time in secondary post-pandemic.

Now what: Consider strategies to support progress and improvement in academics.