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Dr. Johnstone commented that it was great to be back in Los Angeles after traveling.

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Ms. Croft reviewed the California Dashboard Local Accountability Indicators, focusing on five:

Basic Services (LCFF priority #1) - RISE High met these goals:

• Recruit, develop and retain highly qualified teachers and administrators
• Access to curriculum-aligned instructional materials
• Safe, clean, functional facilities (1 poor rating at the Hawthorne site for inaccessible door handles has been remedied)

Implementation of State Academic Standards (LCFF priority #2) - RISE High has met these goals:

• Full Implementation of State academic standards and/or curriculum frameworks (ELA, ELD, Math, Science, History, except for partial implementation of Professional Learning in ELD)
• Other adopted standards (full implementation of World Language and Arts, initial implementation of CTE, and beginning development of Health & PE)
• Support for teachers and administrators - full implementation

Parent Engagement (LCFF priority #3) - Met goals for:

• Building relationships with families and stakeholders (100% of surveyed families would recommend RISE)
• Building partnerships for student outcomes
• Seeking input for decision-making

School Climate (LCFF priority #6) - Annual Student survey indicators - rates of Good, Very Good, or Excellent responses:

• 90% of respondents said RISE High has created a compassionate learning community
• 87% gave positive responses regarding their relationship with teachers overall
• 88% felt that RISE High has an environment of high integrity, respect, and trust
• 97% said they feel safe on campus

Access to a Broad Course of Study (LCFF priority #7):

• Provide access to all students - RISE High uses individualized grade trackers and 24/7 online curriculum
• Extent to which all students have access to a broad course of study
• Barriers to access to the broad course of study (most are external, e.g., foster/justice placements, homelessness, etc.); RISE works within the system to ensure student access.
• Actions to ensure/improve access (additional case managers and behavior interventionists were brought on to support students)

Ms. Montes-Rodriguez and Ms. Freiberg were impressed by the Parent Engagement results.

Ms. Croft gave an update on RISE High.

September Data & Demographics
Enrollment 178 overall (80 at Hawthorne, 96 at APCH, an increase of 7 students from the previous month.
Current & Former Foster youth = 40 (22%)
Homeless = 14 (8%)
Probation = 15 (8.5%)
IEPs = 31 (17%)
EL = 19 (11%)

There are only 33 outstanding Free and Reduced Meal applications (a reduction from the previous month’s 59 outstanding applications)
11 of the 33 are foster or homeless students
6 of the 33 are age 18+ who need help filling out the form

August ADA was 71.27% (the previous database given to Ms. Croft was discovered to be incomplete)
Of the students with chronic absenteeism, 2 are on maternity leave; 4 are AWOL; 2 have been detained (it is currently unclear if they will be detained long term, therefore they are still enrolled); 4 are being refused for mental health (additional supports are in place to reduce their anxiety while they work via independent study); 5 are age 19 or older (staff are working to resolve their attendance, as once they are disenrolled at this age, they cannot enroll anywhere) ; 1 has incomplete immunizations.  

English teacher Ms. Lauren Murray presented data on STAR testing (for literacy) and MAP Growth testing.  The latter is more subject-specific and Common Core-aligned.  It offers math and reading.  Average MAP Lexile score was 799L (6-7th grade reading level). 56% of students completed testing; 35.7% tested at or above grade level for reading.  All teachers have incorporated literacy and reading comprehension in every subject.  

Ms. Croft commented that some students were reluctant to take the tests due to past negative experiences, but that some students, on seeing their scores, expressed a desire to re-test, feeling confident that they could score higher.

Mr. Whalen presented a new protocol on substance possession and use on campus.  The new protocol is highly supportive and responsive, involves multiple stakeholders, includes proactive approaches, and incorporates more educational and mental health aspects.  A curriculum from USC is being used.  Staff is committed to using restorative justice methods to reduce recidivism.  

Ms. Morgan asked if the increase in drug use is because of the legalization of marijuana.  Mr. Whalen responded that school resource officers agree that the legalization has changed the environment.

Ms. Croft spoke of Parent and Stakeholder Engagement, saying that RISE experienced over 200 touchpoints, including 30 STAC meetings (student/teacher/adult/counselor/case manager).  Student-led Conferences are being held October 21-25.

Ms. Croft noted that Tom VanderArk wrote a Forbes magazine online article featuring RISE High as one of 11 notable alternative schools.

Dr. Jennings shared that she attended LACOE meeting focused on the results of a study on black youth in education in Los Angeles.

Mr. Mayotte presented the financial overview.

September financials are not closed by the back office (the payroll for the pay period between September 16 and 31 will close on October 10).

Enrollment:  if RISE High enrollment is off by 20 students, LACOE requests a new budget. [Correction: 20% of enrollment]

New staff positions are being requested; Mr. Mayotte asserts that adding the positions will still leave DVLAC in the black, assuming modest ADA increases of 2 students/month.

Dr. Wunder commented that according to the XQ Institute attorney, up to an additional $176K disbursement could be made to cover the new positions. The grant is for $2MM per year for five years, but the full amount has never been requested, due to wanting to stay within the Independent Study funding calculation requiring 80% of budget being used for direct instruction.
The attorney feels that as the request aligns with the RISE program that is delineated in the XQ grant agreement, and RISE High is a unique school that the non-classroom-based formula hasn't encountered, that the additional funds could be allowed.

Further discussion on the non-classroom-based test ensued.

CSMC will be submitting reports going forward, as they are the entity producing the reports.
 
RISE financials close before the Da Vinci financials close, creating an issue that Mr. Mayotte will be resolving by having CSMC stop transactions after RISE closes.
 

Dr. Johnstone noted a typographical error in the minutes in Page 3, Paragraph 5, where Ms. Croft was inadvertently listed as "Mr. Croft."  The minutes were corrected.

Ms. Morgan asked for clarification.
Dr. Wunder commented that every Da Vinci administrator has historically been given a long runway to open their school. Ms. Croft has not had this opportunity when opening RISE High's two sites, and is now working on opening a third.  Because this is an atypical (for Da Vinci) model, Ms. Croft suggested that the leadership model would evolve, and the position being considered here may change in the future; therefore it is being listed as a temporary position.

Ms. Croft added that as she develops the sites and program, the administrative, instructional and behavioral supports need to be considered with a long-term view, and involve conversations with stakeholders.  She does not want the current high level of services provided to students to be diluted.

Ms. Freiberg expressed admiration for Ms. Croft and Mr. Whalen's thoughtfulness and thorough review of the situation.

Dr. Jennings commented that in her experience, delegation of tasks itself takes time, and that Ms. Croft should keep that in mind.  Ms. Croft is aware that the addition of new staff at this level would at first require an investment of her time.