Amy Clark, Principal, shared information about attendance and engagement. We are tracking attendance for every class and we are reporting students absent if they are participating in less than 50% of their classes. While this is the benchmark for reporting attendance to the state, we have developed a system to respond to every student every time they are not present in a class. The three person culture team has stayed very busy with obsessive interventions. If a student is absent, a text goes home and tells the parent that student is not signed on. If absence remains, we call to talk to the parent. If the student misses more than a two days there is a home visit. These interventions  begin to individualize as we figure out what the issues are and problem solve for each student. We hope that we do not have to continue this level of obsessive intervention and that families get into good habits at the start of the year. Dale asked Amy what things are applicable to in-person instruction? Amy shared that so many things are similar to how we are running an in person classroom so the people moves and the skills that our teachers learn and need to do are not all that different on zoom. We will likely bring this intense attendance support into the next school year. We can engage families online and are holding town halls to ask questions. We can continue to do this in the future. We have found some great tech tools that make our model work remotely and will continue to use those in-person as some are solutions to challenges we've had and being remote forced us to find a solution with technology. An example of this is Actively Learn which will provide a read aloud with a click of a button to students. 

The board has previously reviewed and approved the school's District Accommodation Plan which outlines a system of tiered interventions for students who are struggling with the general curriculum. This document is a requirement of the state and the place where the school can codify for our teachers and teams what we do when students struggle. We are making revisions to the DCAP and will bringing it to the board this month to vote. We began this work in the Spring as both schools were revising interventions for remote model at both schools. The key changes are: change from Response to Intervention (RTI) to Multi Tiered System of Interventions (MTSS) as the language of the state has changed, we are organizing it to have two sections with one focused on SEL and one focused on academic interventions. We are keeping most of the SEL and behavioral interventions the same but we are adding a host of academic interventions which we've been doing and have now taken the time to articulate here in the DCAP. 

Rebecca shared that in the past we have used the accountability plan to set goals and created progress monitoring structures to hold us accountable and track progress. She shared goals from a previous year as an example. Then opened it up tot he committee for thoughts. Ashley suggested a goal around grades is a good idea now in remote model. Amy talked about a goal to track progress of academic interventions. ELA growth is lower than math and would be tied to the new academic interventions. It can be a process goal to develop the systems to track student progress and the effectiveness of interventions. Ashley suggested a curriculum planning goal. 

Rebecca recapped that there are three areas:
1. Monitoring progress toward academic progress of students and effectiveness of interventions
2. Curriculum plan which is inclusive of teaches and focuses on creation of set and stable curriculum
3. Determining how we will build capacity of the board to oversee a high school curriculum and program

Rebecca will draft and share.