Paso Robles Joint Unified School District

California State Goals addressed by this goal:

• Priority 1: Basic (Conditions of Learning)
• Priority 3: Parental Involvement (Engagement)
• Priority 5: Pupil Engagement (Engagement)
• Priority 6: School Climate (Engagement)
• Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Educational partner feedback and surveys from students, staff, and families indicate common trends in the areas of motivation, mental health, and behavior with several performance metrics demonstrating a decline in the reported student connectivity to school beginning in the 4th grade and extending through the middle school and high school years. While we see some improvement beginning in the eleventh grade, the academic slide from 4th to 10th grade is significant.

We notice this trend using our PASS Universal screener data as well as our California Healthy Kids Survey data. Corresponding to the connectivity statement is the chronic absenteeism data listed below which is improving in the past three years but has not yet reached the pre-COVID levels. We know that chronic absenteeism can be directly impacted by a students feeling or connectedness to school.

Developing a goal with additional counseling, mental health, mentoring, access to basic needs, and behavior support were highlighted throughout our needs assessment process to improve student connectedness to school.

Six elementary counselors, 1.5 mental health therapists, mental health trainees, junior high wellness room counselor, Prevention and Early Intervention counselor at LFJH, Orientation and mentoring programs- LINK Crew and WEB in grades 7-12, Universal screener for social-emotional wellness and Wellness Room upgrades.
 
Total Funds: $1,935,388.94

Staff Professional development days and coaching for certificated on the needs of English Learners, Low Income and Foster Youth
 
Total Funds: $591,004.17

Six bilingual family support clerks, two and a half bilingual secondary family advocates, one district family support clerk, one 0.3 FTE of a public information officer, Spanish and Mixteco interpreter services to support with increased efforts to increase connectedness to school and decrease chronic absenteeism rates with English Learners, low-income and foster youth.
To address the red indicator on the 2023 LEA dashboard related to chronic absenteeism, each site has a bilingual student and family support clerk or bilingual family advocate to ensure communication is made with families and efforts are made to remove barriers for our most at-risk populations, specifically foster youth. Family advocates with work closely to contact and check-in with students experiencing homelessness and foster youth individually along with their counselor to understand each child's needs and resources as it relates to school attendance.
 
Total Funds: $631,886.00

Bus passes, hygiene products, school supplies, backpacks, to ensure basic needs for school are met. Hotspots for wifi connectivity at home for homework and supplemental school programs. PRJUSD is eligible for differentiated assistance/direct technical assistance for support to foster youth, English Learners and Students with disabilities.
 
Total Funds: $2,206,000.00

Enrichment opportunities and after school supports including access to elementary and middle school athletic programs and increased connectedness on campus with release periods for teachers coordinating afterschool athletics and leadership.
 
Total Funds: $316,766.00 

Mentoring and Restorative practices
 
Two full-time teachers at high school and junior high levels to lead restorative efforts in the ARC room with all students and in an effort to reduce disciplinary incidents and improve attendance efforts through on-campus reteach strategies and evidence-based interventions.

Differentiated Assistance - In response to the eligibility for technical assistance for our English Learners and Long-Term English Learners for student performance data on English Language Arts, Math, College and Career Indicator, and Chronic Absenteeism survey data and educational partner input encouraged a more robust mentoring program for this population specifically. English Learners and Long-term English Learners will work closely with staff to develop opportunities for partnerships with other students to inspire and motivate as well as increase connectedness to school.
 
Total Funds: $320,236.91

Establish community school supports at Glen Speck by hiring a Community School Coordinator and administering efforts for 90% parent engagement as required with community school language. Community School Coordinator will facilitate efforts with parents to remove barriers impacting student success including attendance.
 
Outdoor Family Engagement Pavilion to support school activities and a welcoming instructional space for student learning as well as afterschool, evening and weekend events. This action utilizes supplemental and concentration funds to construct an Outdoor Family Engagement Pavilion—a sheltered, multipurpose area designed to host family engagement nights, outdoor instructional space, multilingual family workshops, cultural celebrations, weekend resource fairs, and other community-building events aligned with CCSPP goals.
 
Glen Speck is 81.6% low SES students and our low SES students at Glen Speck are in the red indicator on the CA
 
School Dashboard for chronic absenteeism.
Chronic Absenteeism Rate (K-8)
2023-24 Data
All students: 20.1%
English Learners: 23.3%
Low Socioeconomic: 23.5%
Foster youth: 31.6%
Glen Speck Chronic Absenteeism Rate:
25.4% of students were chronically absent in the 2023-2024 school year. (10% or more of the school year)
 
Total Funds: $965,834.45

4 custodians
An additional 4 FTE in custodial support based extended learning opportunities funded through supplemental and concentration grant funds, which are supplemental to the school day, such as after school instruction, summer school programs, and field trips for students so that they have additional opportunities beyond the school day to progress towards grade-level standards, access enrichment opportunities and complete course credits
towards graduation. With these additional learning opportunities comes an additional need for custodial work in order to maintain facilities and allow access to classrooms, restrooms, and site rooms during the extended school day.

To meet this additional need, 6 FTE custodians will be hired to support extended school day programs. The additional custodians will ensure facilities are clean and safe and allow access to restrooms and all rooms.

Total Funds: $316,818.56

BCBA position, Trauma informed practices and 6 behavior paraeducators to deploy to K-6 sites based upon need and percentage of unduplicated students
Counselor on Special Assignment to support implementation of Multi-tiered Systems of Support (MTSS)
School safety dispatcher at PRHS

Total Funds: $750,148.49

Student Engagement and Connection Specialists and Assistant Principals (6 certificated and one classified) to support PBIS, attendance, and behavior. Site budgets to support the implementation of PBIS and district training. Coordinator of Student Services and PPS to support attendance, school culture initiatives and multi-tiered behavioral efforts for English learners, low-income and foster youth.
 
LREBG Action Description: In response to educational partner feedback and in an effort to maintain a safe and engaging learning environment, LREBG funds will be used to funds Yondr bags to support the implementation of BP 5131.8 at the junior high level in alignment with the priorities related to multi-tiered systems of support and the research therein.
 
Total Funds: $1,672,558.91

Transportation Supports for Unduplicated Students including an additional bus driver to expand routes to San Miguel area before and after school
 
Total Funds: $97,855.50

Contracted support in addressing drug and alcohol support for students in the secondary setting as well as trauma invested practices for staff K-12.

LREBG action

Description: Trauma Informed practices districtwide training supported with LREBG funds in the amount of $150,000 or $50,000 for three years.

Total Funds: $200,000.00

To address the red indicator on the CA School dashboard for the LEA related to suspension of African American students, staff and student training will be conducted to address a culture of acceptance, diversity and inclusion on school sites. Improved culture, awareness, and acceptance of all students.

This training will equip staff with the resources and knowledge to address offensive language when heard in and outside of the classroom, thereby, building a school culture which is accepting of all students and intolerant of derogatory comments and behaviors.

The African American subgroup was in the red indicator on the CA School Dashboard page for suspensions and the English Learner, Hispanic, and 2+ race subgroups were in the red/orange indicator on the CA school dashboard for suspensions at PRHS.

LREBG Action Description: Inclusive Excellence is the term we are using to describe the collective efforts toward the design of a system which serves all students through education and empathy while evaluating student outcome data in several areas to identify any areas where outcomes differ by subgroup and, subsequently, to research root causes and solutions in those areas.

LREBG funds: $50,000 to be spent through 2027-2028

Total Funds: $50,000.00