# data[].attributes.headline
Suggestion: change "or local service providers" to "or designated supports approved by ST" on the AOR

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Suggestion: change "or local service providers" to "or designated supports approved by ST" on the AOR

# data[].attributes.body
While it is good that the options have opened up a bit for EL scholars and scholars who score low on the Star, the wording appears limiting and seems to pin families in a corner to choose between our free tutoring and using funds for service provider support. If I am interpreting it correctly, the language seems to not acknowledge that there are other options that can provide targeted support --
For example, a struggling reader can see gains by reading with their LC for 20 minutes a day. A scholar struggling with math computations may benefit from spending time in Freckle or trying out a different curriculum. If desired, a log of these can be provided for data purposes.

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https://www.youtube.com/watch?v=zDpD9BZsQp0&feature=youtu.be

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What about the scholars who are extremely uncomfortable within group settings, even on Zoom . These are the scholars who joined our school because of social anxiety.

# data[].attributes.subject
What about the scholars who are extremely uncomfortable within group settings, even on Zoom . These are the scholars who joined our school because of social anxiety.

# data[].attributes.headline
Collaborate on a presentation for the pre-MA connection meeting so that all STs present information uniformly.

# data[].attributes.subject
Collaborate on a presentation for the pre-MA connection meeting so that all STs present information uniformly.

# data[].attributes.headline
More accountability for scholars and LCs.

# data[].attributes.subject
More accountability for scholars and LCs.

# data[].attributes.headline
Mandatory Testing and Mandatory attendance to support sessions.

# data[].attributes.subject
Mandatory Testing and Mandatory attendance to support sessions.

# data[].attributes.headline
Mandatory Testing and Mandatory attendance to live sessions or support sessions

# data[].attributes.subject
Mandatory Testing and Mandatory attendance to live sessions or support sessions

# data[].attributes.headline
Are these changes going to be communicated with our LCs by someone besides us as STs?  

# data[].attributes.subject
Are these changes going to be communicated with our LCs by someone besides us as STs?  

# data[].attributes.headline
Can the tiered supports be 1:1 work with the LC in the specific area of need rather than formal tutoring with us or an outside vendor? 

# data[].attributes.subject
Can the tiered supports be 1:1 work with the LC in the specific area of need rather than formal tutoring with us or an outside vendor? 

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Perhaps the SPED dept should stay in contact with the LC on weekly basis via email and ask the LC directly if the scholar is engaging in SPED services that week (another charter does it this way) the LC just answers "YES" or "No" and its a set template that way SPED can document the responses and if follow up is needed then the ST gets involved.  Otherwise its another responsibility placed on the STs full plate. 

# data[].attributes.subject
Perhaps the SPED dept should stay in contact with the LC on weekly basis via email and ask the LC directly if the scholar is engaging in SPED services that week (another charter does it this way) the LC just answers "YES" or "No" and its a set template that way SPED can document the responses and if follow up is needed then the ST gets involved.  Otherwise its another responsibility placed on the STs full plate. 

# data[].attributes.headline
I know that the STAR assessments are required but I have a scholar with severe autism and he tried to do the assessments this year and did not really work out. We talked about giving him an alternative testing but SPED does not really have one for him. Is his case valid for LC to opt him out of the STAR? 

# data[].attributes.subject
I know that the STAR assessments are required but I have a scholar with severe autism and he tried to do the assessments this year and did not really work out. We talked about giving him an alternative testing but SPED does not really have one for him. Is his case valid for LC to opt him out of the STAR? 

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Can we look at other data for academic growth and not just STAR results. There are scholars who do not test well or care about testing and score low but they are at grade level academic standards based on our connections, LC input interactions, live sync, assignments and plenty of quality work samples  

# data[].attributes.subject
Can we look at other data for academic growth and not just STAR results. There are scholars who do not test well or care about testing and score low but they are at grade level academic standards based on our connections, LC input interactions, live sync, assignments and plenty of quality work samples  

# data[].attributes.body
Trying to ensure our scholars test, what is in the truancy policy on reaching out to a family for testing. When does it become a truancy issue? Lots of time is spent chasing some families to finish these assessments.

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Thank you for taking the time to address comments and concerns and being willing to work towards resolution for our families.

# data[].attributes.body
Will scholars continue to be recommended for tutoring based only on STAR results? Will there be room for teacher discretion?

# data[].attributes.body
Why doesn't the SPED coordinator have responsibilities to acknowledge on the MA if they are signing it?

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
Share a video update from Admin and a document outlining the purpose of the changes. Invite families to attend a Q&A session, offer the option to submit questions prior to the live meeting, and share the recording with all stakeholders.

# data[].attributes.body
These changes provide clear expectations for CCS families and encourage scholars to take responsibility for their future success.

# data[].attributes.body
There is increased accountability for all stakeholders to ensure scholars are making progress academically (ie. attending connection meetings, required testing). Scholars identified as special populations and/or as needing tiered intervention will be responsible for participating in their scheduled supports and services (ie. SAI, ELD, MTSS).

# data[].attributes.body
Q and a session in response to video updates/changes.

# data[].attributes.body
Increased clarity on expectations, LC responsibilities, and participation

# data[].attributes.headline
Concern over mandating tutoring when some families do not find tutoring beneficial and use other resources to meet needs of scholar. Concern over mandatory testing and loosing scholars due to this requirement. Families choose our school for freedom and flexibility.

# data[].attributes.subject
Concern over mandating tutoring when some families do not find tutoring beneficial and use other resources to meet needs of scholar. Concern over mandatory testing and loosing scholars due to this requirement. Families choose our school for freedom and flexibility.

# data[].attributes.headline
Communication of changes and a QA of frequently asked questions regarding new expectations ( required testing, etc)

# data[].attributes.subject
Communication of changes and a QA of frequently asked questions regarding new expectations ( required testing, etc)

# data[].attributes.headline
Clear expectations and more accountatbility

# data[].attributes.subject
Clear expectations and more accountatbility

# data[].attributes.headline
Changes to requirements of state testing/ attending tutoring. More responsibility for all

# data[].attributes.subject
Changes to requirements of state testing/ attending tutoring. More responsibility for all

# data[].attributes.body
I think the SAI/ELD tutoring should be required as stated however there are some things that should change if they are required.  Can Sped teachers also use Contact manager as I am supposed to for my online content course? That way if they attend I can give my homeroom/ST load of scholars attendance credit and also be aware that they did not attend.  If I am to mark engagement for my content course of all my grade level so that their ST can see that they did nor did not attend then other staff like SPED teachers and tutors should be marking engagement as well. I am not sure if tutors mark or not at this time but I know that Sped teachers do not and often it is much later that I find out the scholar has not been attending their SAI.

# data[].attributes.body
Increased accountability on LC's and scholars to participate in services and testing, as well as learning logs being submitted daily.

# data[].attributes.body
For scholars whose LCs are not able to provide needed instruction, some of the offerings could help meet those needs.

# data[].attributes.body
I am not sure if we have any data about how often families open the videos from Liz, but I imagine that it's more often than emails, and the ones relating to testing were clear and positive.

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Complex Schedules + Limited Hours in the Day/Week

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Complex Schedules + Limited Hours in the Day/Week

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The more I think about this, the more I wonder about the challenge of scheduling for next year for Options families who have - until now - been free to schedule their meetups, field trips, vendor tutoring/classes, etc as they feel it works best for their personalized learning. I do not know how many sessions of required "A Group" sessions such as: Math tutoring, Reading tutoring, ELD classes, SAI/Speech classes there are, but if our "B Group" sessions including: daily and weekly Live Sync Homeroom classes, clubs, workshops, connection meetings, Counselor meetings, IEP/504/SST meetings, PD, staff/team meetings, STAR/CAASPP/ELPAC/CAST test sessions, and special events all have to happen during times that the A Group is not meeting since they are required...WOW!

# data[].attributes.headline
Present LC's and Scholars with all expectations clearly

# data[].attributes.subject
Present LC's and Scholars with all expectations clearly

# data[].attributes.headline
All scholar/LC/ST expectations are clear

# data[].attributes.subject
All scholar/LC/ST expectations are clear

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If a scholar qualifies for extra intervention for any reason, it clearly states that they must attend the sessions.

# data[].attributes.headline
Some new changes to LC and Scholar participation 

# data[].attributes.subject
Some new changes to LC and Scholar participation 

# data[].attributes.body
Mandatory state testing. Tutoring and live sync participation is mandatory. Wendy G

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Will we be hiring a lot more credentialed tutors so these groups are small enough to make an impact? Relationships are essential for successful interventions, and larger groups could mean less relationship/community-building. Separately, if a family has 5 scholars who are supposed to be in tutoring on different days at different times, how can this logistically work? (I have one family with 5 scholars in "red")

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I understand that testing is important and necessary however I strongly urge that the language for mandatory tutoring of all kinds (specially intervention) be scaled back to "strongly recommended" (or such). I am concerned that we will loose some great families who do comply with testing but do not want further involvement ( I have 3 that way)

# data[].attributes.subject
I understand that testing is important and necessary however I strongly urge that the language for mandatory tutoring of all kinds (specially intervention) be scaled back to "strongly recommended" (or such). I am concerned that we will loose some great families who do comply with testing but do not want further involvement ( I have 3 that way)

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How will we ensure our scholars go to mandated tutoring? If they don't go they are put in tiered reengagement? So we threaten there ability to stay at our school?

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How will we ensure our scholars go to mandated tutoring? If they don't go they are put in tiered reengagement? So we threaten there ability to stay at our school?

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Learning logs have to be completed daily.

# data[].attributes.subject
Learning logs have to be completed daily.

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I do not see mandating tutoring as fitting with our school's mission of supporting "one scholar at a time" or fitting in with personalized learning, which we offer.

# data[].attributes.headline
Who made these changes? It's very concerning that Options Advisory and STs were not included on ideating on supporting scholars, especially after we spent an entire year tracking and documenting individual scholars and implementing supports, many which did not include attending small group tutoring sessions or using Lexia, and it was successful. 

# data[].attributes.subject
Who made these changes? It's very concerning that Options Advisory and STs were not included on ideating on supporting scholars, especially after we spent an entire year tracking and documenting individual scholars and implementing supports, many which did not include attending small group tutoring sessions or using Lexia, and it was successful. 

# data[].attributes.headline
As an ST I don't feel comfortable signing these documents because I cannot MAKE a scholar attend tutoring or force them to use Lexia. I can encourage try to find ways to get them there, but it is not possible to require that of STs.

# data[].attributes.subject
As an ST I don't feel comfortable signing these documents because I cannot MAKE a scholar attend tutoring or force them to use Lexia. I can encourage try to find ways to get them there, but it is not possible to require that of STs.

# data[].attributes.headline
Share immediately with families so if mandated tutoring is not a good support for their scholar they have time to find a new school.

# data[].attributes.subject
Share immediately with families so if mandated tutoring is not a good support for their scholar they have time to find a new school.

# data[].attributes.body
What about families who prefer in person and/or 1-1 tutoring? Mandatory online tutoring sessions does not seem like the right fit for all of our LCs and families who qualify.

# data[].attributes.body
Presented in some way from Admin before it comes from STs.

# data[].attributes.body
Expectations are clear and direct. This will lead to increased participation in all testing for Compass.

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New mandatory items for LCs and scholars including state testing and tutoring sessions

# data[].attributes.headline
This is a positive shift for LCs and families as there are more direct expectations and requirements - that will raise accountability and enable scholar success. 

# data[].attributes.subject
This is a positive shift for LCs and families as there are more direct expectations and requirements - that will raise accountability and enable scholar success. 

# data[].attributes.headline
The mandatory Testing/tutoring.  Families should have the option of opting out or not attending tutoring.  They have chosen this school to have that flexibly.  Are we getting rid of the STAR Assessment? 

# data[].attributes.subject
The mandatory Testing/tutoring.  Families should have the option of opting out or not attending tutoring.  They have chosen this school to have that flexibly.  Are we getting rid of the STAR Assessment? 

# data[].attributes.body
Will we have something in place for when emergencies and tragedies happen to our LCs? I notice we are reactive instead of proactive in this area as I have had many challenges with this in the last couple years. Can we identify some system where scholars are not missing school/work sample uploads, learning labs etc. because an LC is in the hospital or has something tragic? Can this be discussed with LCs as a measure to help the scholar still do their best? I know it says notify CCS of changes within 5 days but sometimes it so unexpected and the scholar is left with the bad grades and not being able to upload or attend required meetings. Since we now have it where scholars are signing off on mandatory attendance for Connection meetings, can we provide some type of video/training for scholars in case life happens and they are independently working by themselves? Especially 6th-12th graders...setting them up to win despite parental/guardian challenges.

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I think we should share a comparative and contrastive approach highlighting the changes before the first day of school or possibly giving some type of heads up to all LCs and Scholars. Like for example having a "Watch this Pre-Orientation Video" type of message before school begins. Allowing LCs and scholars to give their input/feedback or just a short response survey for how they are digesting the new changes. This way we can make sure there are no surprises and they are aware. Make sure the video is in English and Spanish with some type of incentive.

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I like that scholars have to attend virtual meetings with STs as much as required instead of "at least every 20 days". This will give us the language we need to increase our expectations of maintaining excellence in accordance with our Gold Standard. It also eliminates the minimal once/twice a month Connection, so that LC-Scholar and ST relationships build a more cohesive insight to the progression (closely monitoring progression which will decrease misalignment in learning) of the learning that is taking place throughout the Learning Periods. I like that we "ST's" can be more hands on with connections via virtual meetings and not just meeting with the LC.

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1.) Is it now the STs responsibility to "attend live ELD sessions"? ( Credential Teacher Section has more responsibility for us to attend live sessions and scheduled interventions/tier support live sessions?? Shouldn't that be a requirement of the LC? 2.) I like that the ELD is mandatory and scholars who are ELLs have to attend all interventions so there is no ambiguity on missing.. Will this count as Tier re-engagement when they don't attend and or what is the penalty or consequences for missing ELD classes? What is the timeline for that delayed participation?

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Expectations for assessments and interventions are clearly stated.

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Improved accountability for scholars and LCs.

# data[].attributes.subject
Improved accountability for scholars and LCs.

# data[].attributes.body
Terry El Massry

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I will attend all scheduled intervention and tiered support live sessions with my Intervention Tutor or Resource Specialist.

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I will attend all scheduled intervention and tiered support live sessions with my Intervention Tutor or Resource Specialist.

# data[].attributes.body
Looks like the language is making it mandatory for all scholars to attend tutoring and intervention. This makes it difficult for many families since their schedule is different than a traditional brick and mortar, hence their reason for personalized learning.

# data[].attributes.body
Should there be responsibilities for the SPED coordinators if they will still be signing the MA? For example: Ensuring that LCs are aware of scheduled sessions if scholars are not attending. Making contact with scholars and LCs to confirm that session times work for the scholar.

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"I will ensure my scholar attends all scheduled intervention and tiered support live sessions with their Intervention Tutor" is a bit concerning to me. I have some families that prefer in person or one on one tutoring for their scholar. Will families be out of compliance if the LC chooses other forms of tutoring?

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I noticed that this statement is included for 12th graders, but it says there's a Feb deadline while they are in 11th grade. Do they get this information elsewhere and/or in 11th grade as well?

[Parents of scholars in grade 12] My scholar will be deemed a Cal Grant applicant with the California Student
Aid Commission (Education Code Section 69432.9). I understand that Compass will submit grade point
averages to the Commission by October 1st of the scholar's 12th grade year. Parents of scholars under 18
years of age, or scholars age 18 and older, who would like to opt-out must send written notification to the
Records Department prior to February 1st of the scholar's 11th grade year.

# data[].attributes.body
Wording about responsibilties is clear.

# data[].attributes.body
Expectations clearly stated.

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More manatory items for all responsible parties including Compass tutoring attendance and state testing.

# data[].attributes.body
Requirements/expectations for state testing, tutoring, ELD services and scholars with IEPs stated.

# data[].attributes.body
Highlighting the 'why' behind these expectations and how it supports scholars success. Schoolwide effort in supporting these new expectations.

# data[].attributes.body
Increase participation in support services and interventions to align with scholar success. Accountability in these areas.

# data[].attributes.body
Clarity on expectations that align with interventions/services/testing to best support scholars and CCS as a whole

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"For high school grade levels, this shall include access to all coursesoffered by the Charter School for graduation and approved by the UC or CSU as creditable under the A-Gadmissions criteria." Does this mean that we will ONLY offer A-G courses for high school in '23-'24?

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"For high school grade levels, this shall include access to all coursesoffered by the Charter School for graduation and approved by the UC or CSU as creditable under the A-Gadmissions criteria." Does this mean that we will ONLY offer A-G courses for high school in '23-'24?

# data[].attributes.body
Clear, bullet-point expectations are front-loaded to families from the get-go so that STs can lean on this agreement going forward on any AOR infractions!

# data[].attributes.body
Clarification of caveats, especially as far as SPED scholars are concerned

# data[].attributes.body
Admin needs to make it clear these are the expectations and that the AORs are binding!

# data[].attributes.body
Accountability on the side of the LCs and scholars has increased, with diagnostic benchmarks, state testing, SAI, EL, and Connection Meetings being mandatory as part of the AOR.

# data[].attributes.body
Just looking for clarification on what 'ensuring my scholar attends' means. Ensuring that scholars attend their sessions seems like a lot of extra work for supervising teachers. I am concerned because knowing which scholar is supposed to attend which session and at what time can be a lot to keep track of.

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What will be the result if scholars do not follow through with the requirement to attend tutoring sessions? If they are required to attending tutoring, will learning lab attendance be required as well?

# data[].attributes.body
In 2022/23 AOR it says that these will be done every 20 days.  In 2023/24 AOR it says "as specified in the IS Board Policy".  I can't seem to find this in the IS Board Policy.  Could you clarify the page # or where to find it in the IS Board Policy.

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I agree about making LC's aware of these changes/additions early so they have time to process them before the school year starts.  Not sure how to share it with families but I know some emails are never read, so during a connection meeting or through parent square.

# data[].attributes.subject
I agree about making LC's aware of these changes/additions early so they have time to process them before the school year starts.  Not sure how to share it with families but I know some emails are never read, so during a connection meeting or through parent square.

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The wording is a little unclear. During my first read-through I understood that STs will need to attend EL tutoring sessions. Can you please clarify the following? Just want to be sure of the expectation. Thank you. "[Supervising Teachers of scholars designated as English Learners] I will ensure my scholar completes theELPAC as required by law, will utilize the required EL curriculum, and attend live ELD sessions."

# data[].attributes.subject
The wording is a little unclear. During my first read-through I understood that STs will need to attend EL tutoring sessions. Can you please clarify the following? Just want to be sure of the expectation. Thank you. "[Supervising Teachers of scholars designated as English Learners] I will ensure my scholar completes theELPAC as required by law, will utilize the required EL curriculum, and attend live ELD sessions."

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I like how definitive the language is!  It should be positive because we can go back and refer to these documents as a friendly reminder of what was agreed to.

# data[].attributes.subject
I like how definitive the language is!  It should be positive because we can go back and refer to these documents as a friendly reminder of what was agreed to.

# data[].attributes.headline
I love the idea of an announcement coming from admin including a video and slideshow to point out important parts of the MA and AOR. If this could be shared with STs as well, we can reference it during our initial contacts at the beginning of the school year and ensure they understand what they are agreeing to prior to the start of the school year. 

# data[].attributes.subject
I love the idea of an announcement coming from admin including a video and slideshow to point out important parts of the MA and AOR. If this could be shared with STs as well, we can reference it during our initial contacts at the beginning of the school year and ensure they understand what they are agreeing to prior to the start of the school year. 

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I will ensure the 504 plan is implemented as written.

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I will ensure the 504 plan is implemented as written.

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I understand that the
community provider does not replace my responsibility for the day-to-day instruction or ensuring that my
scholar is learning and progressing.

# data[].attributes.headline
LCs and Scholars will have clear expectations from the beginning. STs will be able to reference their agreement to these terms by referring back to the signed AOR should there be refusal to attend/participate in the future. 

# data[].attributes.subject
LCs and Scholars will have clear expectations from the beginning. STs will be able to reference their agreement to these terms by referring back to the signed AOR should there be refusal to attend/participate in the future. 

# data[].attributes.headline
EL Scholars and Scholars identified as needing intervention will be required to attend the provided tutoring sessions. All applicable state tests are required as well.

# data[].attributes.subject
EL Scholars and Scholars identified as needing intervention will be required to attend the provided tutoring sessions. All applicable state tests are required as well.

# data[].attributes.body
I like holding the LC more accountable.

# data[].attributes.body
Are scholars who are attending tutoring using educaiton funds still required to attend Compass tutoring? Some scholars do better with in person tutoring 1:1 than group online tutoring.

# data[].attributes.body
Clear expectations

# data[].attributes.body
-How will we sort out scheduling conflicts with tutoring, SAI, Learning Labs, Q&As, etc. before next school year starts?

-How will STs help ensure scholars attend tutoring, SAI, etc.? How will we know who misses a session, and what the schedule is?

-This is not new, but the MA still says that "For pupils in all grade levels and programs offered by the Charter School, the maximum length of time that
may elapse between the time an assignment is made and the date by which the pupil must complete the
assigned work shall be five (5) school days." Does this mean scholars can't turn in work that is more than 5 days late without a penalty?

-On the MA, it says:

It is understood that:
Scholars are required to report to their supervising teacher as follows for submitting work and reporting
scholar’s academic progress and for communicating with a scholar’s parent or guardian regarding a
scholar’s academic progress.

Manner of Reporting:
One-on-One In-Person, Small Group In-Person, E-mail, One-on-One Virtual, Small Group Virtual.

Time: 8am-4pm, M-F

Frequency: One (1) required meeting during any period of twenty (20) school days

Place of Meeting: Zoom, One-on-One In Person Meeting, Small Group In Person Meeting

Can someone explain this part a little more? Does "email" under "Manner of Reporting" mean that emails with a scholar can count as required monthly scholar engagement? But phone calls don't count? Or is this about something different? Does "in person meeting" under "Place of Meeting" mean that LCs can request in-person meetings between their scholars and STs?

# data[].attributes.body
I like the idea of the announcement coming from admin first and soon! The videos seem to be an effective delivery method.

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I worry that some of our more traditional homeschool families will push back or simply leave at a time when we need more scholars on our rosters.

# data[].attributes.subject
I worry that some of our more traditional homeschool families will push back or simply leave at a time when we need more scholars on our rosters.

# data[].attributes.body
Are we allowed to go ahead and begin introducing the changes and give a preview to our families who are returning next year, or do we need to wait?

# data[].attributes.headline
Video highlighting changes and describing the new expectations.

# data[].attributes.subject
Video highlighting changes and describing the new expectations.

# data[].attributes.headline
Increased participation in testing and services.

# data[].attributes.subject
Increased participation in testing and services.

# data[].attributes.headline
Increased requirements for testing, tutoring and services. Seems like some of the wording for STs makes it sound like we can control if a scholar is attending meetings/services when in fact that is up to the LC to follow through.

# data[].attributes.subject
Increased requirements for testing, tutoring and services. Seems like some of the wording for STs makes it sound like we can control if a scholar is attending meetings/services when in fact that is up to the LC to follow through.

# data[].attributes.body
I agree with lots of the ideas that others have suggested! ex:
-information sent out as early as possible so that LCs have time to look it over
-video and/or slides summing up important parts of the MA and AoR (not just changes, since some LCs have probably forgotten what it says or might never have thoroughly read it before and some LCs will be new)
-Q&A/townhall to answer questions, and/or an FAQ doc/form sent out
-information sent out by admin first, not just by STs

# data[].attributes.body
It looks like Compass provided tutoring will now be mandatory, as well as all tests.

# data[].attributes.body
These changes can be discussed during the initial MA connection meeting (or possibly even at the end of this year, to give them a heads up?), so everyone is aware of what is new and to make sure that everyone knows, understands, and agrees to what they are signing before they get started. It also gives an opportunity to ask questions and get clarification where needed.

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These changes need to be shown to parents this year so parents know what will be expected and changed for the next. I agree with others, I think this needs to come from upper admin first.

# data[].attributes.subject
These changes need to be shown to parents this year so parents know what will be expected and changed for the next. I agree with others, I think this needs to come from upper admin first.

# data[].attributes.body
When expectations are clearly defined and put forth up front to all parties (scholars, caregivers, and STs), it helps everyone to start off on the same page, with the same information and understandings, and if any conflicts arise as the year progresses, everyone can refer back to the agreements that were signed.

# data[].attributes.body
-Clearer expectations about ST responsibilities related to SAI, ELD and tutoring
-Lets LCs know that testing is required from the very beginning of the year

# data[].attributes.headline
The changes seem to be in requirements for the LC and scholar-return non-cons, take ELPAC & CAASPP, and attend tutoring and other sessions.  Changes for the ST are to ensure the above are done.

# data[].attributes.subject
The changes seem to be in requirements for the LC and scholar-return non-cons, take ELPAC & CAASPP, and attend tutoring and other sessions.  Changes for the ST are to ensure the above are done.