JCS-Pine Hills School Site Council May 2025 1 Welcome & Introduction Welcome Thank you for engaging in the school decision-making process! Purpose Partner Input, School Improvement, Transparency Introductions Who are you and what is your role in our school? 2 Meeting Agenda Budget & Enrollment Update 2nd Interim Budget, Current & 25/26 Projected Enrollment School Updates Board Reports, Spring Events, & 25/26 Announcements Student Outcomes State Testing Update, Dashboard Review, NWEA MAP Projections Improvement Plans, Decision-Making, and Partner Input LCAP, Prop 28, Comprehensive Safety Plan, Spring 2025 Survey Results Closing Roundtable Discussion and Thank you! 3 Comprehensive Safety Plan 1 2025/2026 Plan Approved Approved in March 2025 2 NEW Sudden Cardiac Arrest 3 NEW Continuity Plan 4 Updated Signature Page 5 Board Approval Scheduled Expected May 2025 Source: JCS-Pine Hills Comprehensive Safety Plan (available upon request) 4 School Updates Board Reports February 2025 May 2025 You are invited to join the next JCS Board meeting on May 9th @ 10 a.m. For the Zoom link is on the JCS website (jcs-inc.org) on the Governance page. Spring Events State Testing (CAASPP, ELPAC, PFT) EPIC Awards (Link to Video) Staff Development Field Trips Staff Appreciation End-of-the-Year Celebrations Promotions & Graduation AB 84 and SB 414 25/26 Announcements 2025/2026 JCS Calendar Leader in Me (Year 2) Staff/Program Changes K-2 Reading Difficulties Screener 5 YTD Budget to Actuals Summary of Expenses Our total budgeted expenditures for FY 24/25 are $11,224,477.13. We have spent $8,602,601.87, which is approximately $725K (7.8%) less than what we are budgeted to spent through 4/30/25. We have spent less than budgeted in every area and most significantly in Salaries and Benefits. We are also trying to intentionally spend down our surplus reserve by approximately $236K. Summary of Revenues Our total budgeted revenues for FY 24/25 are $10,988.339.88. This is based on enrollment numbers and ADA (average daily attendance). So far, we have received $7,844,314.51 in revenue, generated from LCFF, state, federal, and local funding sources. We expect to receive an additional $3,144,025.37. Because we intend to dig into our surplus reserve, our budgeted expenses are more than our budgeted revenue. 6 Current Enrollment As of April 24, 2025 Total # of Students: 740 Low Income Percentage: 45% Special Education Percentage: 22% Source: School Pathways 2025-2026 Projected Enrollment - 770 7 Projected Enrollment 2025/2026 Projected Enrollment Total # of Students: Academy Enrollment: Home Study Enrollment: # of Waitlisted Students: Source: Internal Tracking System 8 Student Outcomes State Testing Update CAASPP, ELPAC, & PFT Completion CA Dashboard % Met Analysis, Blue/Green Analysis, Growth Data, Percent toward Proficient NWEA MAP Testing Proficiency Projections & Accuracy Analysis 9 State Testing Update (as of 5/4/25) CAASPP & CAST Summative ELPAC English Learner Proficiency Assessment for California 50% Complete Physical Fitness Test (G5, 7, & 9) 87% Complete Source: TOMS & Internal Tracking PFT CA Assessment for Student Progress & Performance (G3-8 & 11) CA Science Test (G5, 8, & HS) ELA - 95.09% Complete Math - 95.87% Complete Science - 89.77% Complete 10 CA Dashboard Indicators - Academic Indicators % Met/Exceeded (2019-2024) & Student Groups Math Science (CAST) Source: RCOE Tableau English Language Arts 11 CA Dashboard Indicators - Chronic Absenteeism & Suspension Rates Chronic Absenteeism - 2019-2024 & Student Groups Chronic absenteeism data is based on the percentage of students in transitional kindergarten through grade 8 who were absent 10 percent or more of the instructional days they were enrolled. Suspension Rate - 2019-2024 & Student Groups Suspension rate data is based on the percentage of students in transitional kindergarten through grade 12 who have been suspended for at least one aggregate day in a given school year. Source: RCOE Tableau 12 CA Dashboard Indicators - A-G Completion, Graduation, & Drop-out Rates Source: RCOE Tableau 13 Growth Data - ELA Growth data measures the year-to-year improvement in students' assessment scores in English Language Arts (ELA) and mathematics. These aggregate student growth scores can provide a picture of average growth for students within a school, local educational agency, or student groups within the Accountability system. The information presented on the Dashboard is for informational purposes only. Source: CA Dashboard 14 Growth Data - Math Growth data measures the year-to-year improvement in students' assessment scores in English Language Arts (ELA) and mathematics. These aggregate student growth scores can provide a picture of average growth for students within a school, local educational agency, or student groups within the Accountability system. The information presented on the Dashboard is for informational purposes only. Source: CA Dashboard 15 Growth Ranking: Pine Hills vs. Similar Schools Pine Hills placed 4th for growth in ELA among 12 similar schools in the state, with a growth of +10. This indicates students at Pine Hills outperformed their statewide peers. Source: Parsec Education Pine Hills placed 3rd for growth in Math among 12 similar schools in the state, with a growth of +6. This indicates students at Pine Hills showed higher growth than their statewide peers in Math. 16 Blue/Green Analysis The Blue/Green Analysis provides an overall equity score for each agency. Blue/Green scores are based on the California School Dashboard. Its student group report summarizes the results for all reported groups, color-coded with blue and green for high performance, down to orange and red for low. The color codes are based on the agency’s level and recent trajectory for each metric. Calculating a Blue-Green Score is simple: Using the Student Group Report, count up how many results are blue or green and divide by the total reported results. Good results across all student groups produce a lot of blue and green, up to 100%; poor results for all mean 0%. Source: Parsec Education Pine Hills tied for 8th in Equity ranking among 12 similar schools in the state, with a blue/green percentage of 50%. This indicates Pine Hills serves its student population less equitably than similar schools in the state. 17 Low Income (SED) % Met Standard: 42% (67/158 Students) Equity Gap: -20.1 Performance Color: Orange Two or More Races % Met Standard: 53% (30/57 Students) Equity Gap: -2.2 Performance Color: Yellow Students with Disabilities % Met Standard: 21% (16/77 Students) Equity Gap: -41.8 Performance Color: Orange Hispanic or Latino % Met Standard: 51% (65/127 Students) Equity Gap: -4.9 Performance Color: Green Equity Gap Analysis: ELA Source: RCOE Tableau 18 Low Income (SED) % Met Standard: 27% (43/158 Students) Equity Gap: -16.6 Performance Color: Yellow Two or More Races % Met Standard: 35% (20/57 Students) Equity Gap: -2.5 Performance Color: Orange Students with Disabilities % Met Standard: 12% (9/77 Students) Equity Gap: -31.7 Performance Color: Orange Hispanic or Latino % Met Standard: 34% (43/128 Students) Equity Gap: -5.4 Performance Color: Yellow Equity Gap Analysis: Math Source: RCOE Tableau 19 Low Income (SED) 2024 Chronic Absenteeism Rate: 10.7% (39/363 Students) Equity Gap: 6.1 Performance Color: Orange Two or More Races 2024 Chronic Absenteeism Rate: 5.6% (5/90 Students) Equity Gap: -1.9 Performance Color: Green Students with Disabilities 2024 Chronic Absenteeism Rate: 8.6% (15/175 Students) Equity Gap: 1.7 Performance Color: Green Hispanic or Latino 2024 Chronic Absenteeism Rate: 8.5% (24/284 Students) Equity Gap: 1.8 Performance Color: Green Equity Gap Analysis: Chronic Absenteeism Source: RCOE Tableau 20 Low Income (SED) 2024 Suspension Rate: 0.3% (1/397 Students) Equity Gap: -0.3 Performance Color: Blue Two or More Races 2024 Suspension Rate: 0% (0/93 Students) Equity Gap: -0.5 Performance Color: Blue Students with Disabilities 2024 Suspension Rate: 1.6% (3/182 Students) Equity Gap: 1.5 Performance Color: Yellow Hispanic or Latino 2024 Suspension Rate: 1% (3/298 Students) Equity Gap: 0.8 Performance Color: Green Equity Gap Analysis: Suspension Rate Source: RCOE Tableau 21 Low Income (SED) 2024 Graduation Rate: 82% (23/28 Students) Equity Gap: -9.2 Performance Color: None White 2024 Graduation Rate: 90% (36/40 Students) Equity Gap: 4.7 Performance Color: None Students with Disabilities 2024 Graduation Rate: 73% (11/15 Students) Equity Gap: -18.2 Performance Color: None Hispanic or Latino 2024 Graduation Rate: 90% (18/20 Students) Equity Gap: 3.0 Performance Color: None Equity Gap Analysis: Graduation Rate Source: RCOE Tableau 22 Low Income (SED) 2024 A-G Completion Rate: 13% (3/28 Students) Equity Gap: -19.6 Performance Color: None White 2024 A-G Completion Rate: 31% (11/40 Students) Equity Gap: 10 Performance Color: None Students with Disabilities 2024 A-G Completion Rate: 0% (0/15 Students) Equity Gap: -30.5 Performance Color: None Hispanic or Latino 2024 A-G Completion Rate: 33% (6/20 Students) Equity Gap: 11.1 Performance Color: None Equity Gap Analysis: A-G Completion Source: RCOE Tableau 23 Percent Toward Proficient Percent toward Proficient is a metric that normalizes DFS , by creating a standard percentage scale. This standards measures how much progress a student has made toward achieving grade-level proficiency. All students on or above grade level receive a score of 100%. Hence, more weight is given to students who are below grade level proficiency when the percent progress scores are averaged. Source: Parsec Education 24 Percent Toward Proficient: Contiguous Enrollment After three years of contiguous enrollment, the n-size decreases significantly. Considering this, students enrolled for four years are 3% closer to proficiency in ELA and about the same distance from proficiency in Math than 1st year students. Source: Parsec Education 25 NWEA (local) v. CAASPP (state) Correlation Analysis Grades 3-6 Grades 7, 8, & 11 An analysis of 2023/2024 Winter Data compared to 2024 CAASPP data for students in grades 3-6 shows 80% predicted accuracy in ELA and 76% in Math. For students in grades 7, 8, & 11, predicted accuracy in ELA is 80% and 78% in Math. Altogether, the predicted accuracy for ELA is 80% (245/308) and 77% (247/321) in Math. Source: Parsec Education 26 NWEA (Winter 2024) v. CAASPP (Spring 2024) + NWEA (Winter 2025) - Reading NWEA (Winter 2024) CAASPP (Spring 2024) NWEA (Winter 2025) ? CAASPP (Spring 2025) Source: Parsec Education 27 NWEA (Winter 2024) v. CAASPP (Spring 2024) + NWEA (Winter 2025) - Math NWEA (Winter 2024) CAASPP (Spring 2024) NWEA (Winter 2025) ? CAASPP (Spring 2025) Source: Parsec Education 28 Improvement Plans, Decision-Making, & Partner Input Local Control Accountability Plan (LCAP) Prop 28 (Arts & Music) Comprehensive Safety Plan Spring Survey Results 29 LCAP - Goal #1 (Conditions of Learning) Ensure all students have access to equitable conditions of learning by providing and investing in highly qualified staff, well-maintained facilities and equipment, as well as robust standards-aligned instructional materials and resources. Significant Actions: Standards-aligned Curriculum & Materials Physical Education (Staffing & Resources) ELD Curriculum Technology (Devices) & Tech Support Physical Safety (Facilities) Induction PD & Credentialing Programs & Services for Unduplicated & SwD TK Expansion Are these actions effective? Are there additional actions we should consider to achieve our goal? Source: JCS-Pine Hills 24/25 LCAP 30 LCAP - Goal #2 (Pupil Outcomes) Provide high-quality, equitable, and responsive instruction so that ALL students can reach their full academic potential and be well-prepared for post-secondary experiences. Significant Actions Tier I Professional Development NWEA MAP Tier II Instructional Support (Staffing, PD, Resources) ELA & Math Tutoring (EEPs) SwD Professional Development & Support (SELPA) ELD Staffing & Support High School Counselor High School Support (a-g, Electives, B4B, College Credit, CTE Access, Naviance) ACCESS & Special Education Programs Learning Accelerations (Home Study Roster Reduction) Are these actions effective? Are there additional actions we should consider to achieve our goal? Source: JCS-Cedar Cove 24/25 LCAP Are these actions effective? Are there additional actions we should consider to achieve our goal? Source: JCS-Pine Hills 24/25 LCAP 31 LCAP - Goal #3 (Engagement) Foster a welcoming and inclusive environment for all students, staff, parents, families and educational partners in support of all students' success in school. Significant Actions: Leader in Me Holistic Student Assessment & SEL Support Services SEL Professional Development Securly (Online Safety) Arts & Music Field Trips & Family Events Student Recognition & Incentives Parent Engagement & Communication Leadership Professional Development Enrollment & Retention Meals Summer School Program Meals Are these actions effective? Are there additional actions we should consider to achieve our goal? Source: JCS-Cedar Cove 24/25 LCAP Are these actions effective? Are there additional actions we should consider to achieve our goal? Source: JCS-Pine Hills 24/25 LCAP 32 Prop 28 (Arts & Music) Key Details Annual Funding (based on enrollment and F&R population) Annual funds must be spent within 3 years Allowable Expenditures: Instruction, Supplies, Materials, & Partnerships for Arts education Programs (creative arts, Visual Arts, Craft Arts, Folk Arts, Graphic Arts, etc.) 2024/2025 Prop 28 Plan & Significant Expenditures ($135,823) Staffing to provide VAPA classes and field trips Partnerships/contract with vendors to provide VAPA classes Materials/supplies to support arts programing (such as theatre/stage rentals) 2025/2026 Apportionment - TBD Do you have any suggestions for Prop 28 funding in 25/26 Source: JCS-Pine Hills 24/25 Prop 28 Plan 33 Spring Survey Results 34 Parent Survey: LCAP Link to Parent Survey Questions (PDF) Most Effective LCAP Actions: Teacher/Educational Facilitator (G1) safe, clean, and functional school facilities (G1) Staff Professional Development/Collaboration (G2) Small Class Sizes/EF Rosters (G2) Home Study Resource Center (G2) Securly Software (Online Safety) (G3) Field Trips (G3) Blue Jay Program (PHA K-6 Academy ONLY) (G3) Parent-Teacher/Student-Led Conferences (G3) Least Effective LCAP Actions: Meal Program (G1) Transportation Services (G1) Access to High School Electives (G2) Access to CTE (Career & Technical Education) Courses (G2) Summer Credit Recovery (G2) Leader in Me (G3) Meal Program (G3) Transportation (G3) Summer Program (G3) PROSPER Habits Program (PHA 7-12 Academy ONLY) (G3) Social Media Presence (G3) 35 Parent Survey Highlights: LCAP Goal #1 Link to Parent Survey Questions (PDF) 36 Parent Survey Highlights: LCAP Goal #2 Link to Parent Survey Questions (PDF) 37 Parent Survey Highlights: LCAP Goal #3 Link to Parent Survey Questions (PDF) School Newsletters School Site Council Meetings Multiple Measure Student Reports Social Media Presence Parent-Teacher/Student-Led Conferences Family Events Parent-Teacher Organization 38 Parent Survey Highlights: Customer Satisfaction Link to Parent Survey Questions (PDF) I am satisfied with the customer service (courtesy, knowledge, promptness, and attitude of staff members) at my child's school. The curriculum being taught is high quality and engaging for my child. The technology tools used enhance my child's learning. Teachers care about their students and are available for them. The campus/meeting center is safe, clean, accessible and welcoming. The leadership listens and cares about the needs of students. Overall, I am satisfied with my child's school. Overall I am satisfied with the Organization (JCS Family of Charter Schools/ JCS Network). 39 Parent Survey Highlights: Customer Satisfaction Link to Parent Survey Questions (PDF) 40 Staff Survey: LCAP Link to Staff Survey Questions (PDF) Most Effective LCAP Actions: Students have access to state-required courses (G1) SPED students have equitable access through specialized services (G1) Teachers have access to Induction Program (G1) ACCESS Program (Mod/Severe SPED) (G2) High School Counselors (G2) Bound for Blue program (G2) Access to Current & Culturally Relevant A-G Courses (G2) College Credit Access (G2) SEL Support Services (ex. Counseling, Small Groups, etc.) (G3) Field Trips (G3) School Site Council Meetings (G3) Least Effective LCAP Actions: School facilities are safe, clean, and well-maintained (G1) Use of Beyond SST program (G2) English Learner Coordinator & Teacher (G2) Naviance program (G2) Holistic Student Assessment (HSA) & Data Analysis (G3) Transportation Services (G3) Tiered re-engagement Strategies to address Absenteeism (G3) Online & Social Media Marketing (Enrollment) (G3) Signage & Print Ads (Enrollment) (G3) Enrollment Professor (Enrollment) (G3) 41 Staff Survey Highlights: LCAP Goal #1 Link to Staff Survey Questions (PDF) Teachers are Highly Qualified Students have access to standards-aligned curriculum EL students have access to ELD standards-aligned curriculum Students have access to technology (devices) that are functional, well maintained, repaired, and replaced as needed. Technology support is available for students and staff School facilities are safe, clean, and well maintained Students have access to state-required courses SPED students have equitable access through specialized services Unduplicated students (EL, Low Income, Foster/Homeless Youth) have equitable access through specialized services Teachers have access to Induction Program Expand TK (Transitional Kinder) program to include LC & Academy Classes 42 Staff Survey Highlights: LCAP Goal #2 Link to Staff Survey Questions (PDF) Professional Development/Staff Collaboration for Tier I Best Practices Ongoing Assessment (ex. Data Tracker, NWEA MAP, DIBELS, etc.) Professional Development/Staff Collaboration for Tier II Intervention Practices Access to Academic Intervention/ Tutoring Use of Beyond SST program ACCESS Program (Mod/Severe SPED) Collaboration with SELPA for Special Education Professional Development/Staff Collaboration for Special Education English Learner Coordinator & Teacher Use of Data Analysis tools/programs to identify academic trends & close achievement gaps 43 Staff Survey Highlights: LCAP Goal #2 Link to Staff Survey Questions (PDF) High School Counselors* Bound for Blue program* Access to Current & Culturally Relevant A-G Courses* Access to A-G Electives* College Credit Access* CTE Access* Naviance program* EF Roster Reduction 44 Staff Survey Highlights: LCAP Goal #3 Link to Staff Survey Questions (PDF) 45 Staff Survey Highlights: Staff Satisfaction Link to Staff Survey Questions (PDF) 46 Student Survey Highlights Link to Student Survey Questions (PDF) Most Agreeable Statements: My JCS teacher(s) helps me learn and is available to answer my questions. (G1) My parent-teacher(s) helps me learn and is available to answer my questions. (G1) My JCS teacher(s) is kind and easy to understand. (G1) I have the books, supplies, and other learning materials I need to do well in school. (G1) I have the technology I need to do well in school. (G1) After I complete a special assignment or big project, my teacher give me feedback. (G2) When I get stuck, I know I can get support from my teacher. (G2) I always work hard and do my best. (G2) Least Agreeable Statements: If I need extra challenge, my school gives it to me. (G2) After I take a test, my teacher helps me understand how I did. (G2) What I am learning at school is interesting and challenges me. (G3) I am using technology in important and exciting ways. (G3) My school lets me learn about my own interests, not just my grade level information. (G3) The teachers at my school help me make friends and work through friend problems. (G3) I am a leader at my school. (G3) 47 Student Survey Highlights: LCAP Goal #1 Link to Student Survey Questions (PDF) My JCS teacher(s) helps me learn and is available to answer my questions. My parent-teacher(s) helps me learn and is available to answer my questions. My JCS teacher(s) is kind and easy to understand. I have the books, supplies, and other learning materials I need to do well in school. I have the technology I need to do well in school. The buildings and classes at my school are clean, organized, and safe. If I have a problem, my school will help me. 48 Student Survey Highlights: LCAP Goal #2 Link to Student Survey Questions (PDF) My school helps my teacher learn new things so s/he can help me more. If I need extra help, my school gives it to me. If I need extra challenge, my school gives it to me. When I need extra help, my parent(s) and my teacher(s) work together. After I take a test, my teacher helps me understand how I did. After I complete a special assignment or big project, my teacher give me feedback. I have learned a lot this year. When I get stuck, I know I can get support from my teacher. I always work hard and do my best. I am in charge of my learning and my teachers are by back-up. My school is preparing me for college and work 49 Student Survey Highlights: LCAP Goal #3 Link to Student Survey Questions (PDF) What I am learning at school is interesting and challenges me. I am using technology in important and exciting ways. My school lets me learn about my own interests, not just my grade level information. My school has events like field trips that are fun and educational. The people at my school take care of me when I am hungry, sick, scared, or in need of help. My school understands that playing, being social, and having friends is important. The teachers at my school help me make friends and work through friend problems. The teachers at my school care about me and is there for me. The leaders at my school listen to students and care about their opinion. I feel safe and welcome at my school. I am a leader at my school. I am happy with my school. 50 Next Steps & Closing Q&A Session Any questions? Action Items Are there new items you want to see on the next SSC agenda? Next Meeting November 2025 Thank You for your dedication, service, and engagement this year! 51