Principals outline SPSA priorities: attendance, English‑learner supports, SEL and wellness centers

Three school leaders presented their site plans at the Nov. 7 meeting, describing data trends and site‑level actions intended to improve achievement and school climate.

Lisa Aguirre, principal of Luigi Apreyah Elementary, said her site is about 20% English learners, roughly 40% free/reduced‑price meals and has an unduplicated pupil count near 46%. She reported an increase in students recorded as unhoused (now 12), small declines in chronic absenteeism and mixed results on ELA and math with some cohorts showing gains. Aguirre highlighted targeted actions in the SPSA: Thinking Maps implementation, professional development on academic discourse and small‑group instruction, MTSS development, tutoring and educational technology to accelerate learning. "We have to and we can do better," Aguirre said, describing attendance and student‑group priorities.

The principal of Brownell Middle School (identified in the record by role) described site gains in attendance compared with 2018–19, a successful seventh‑grade team model that produced ELA growth, and concerns about middle‑school math performance. Brownell plans newcomer support (designated ELD sections), expanded EL monitoring, expanded PLCs, restorative practices and a newly implemented wellness center to provide counseling and confidential student supports.

Jeremy Dirks, principal at Christopher High School, reported enrollment and subgroup data (enrollment around 1,667; unduplicated pupil count about 45%) and described a notable 14% increase in first‑grade early literacy growth on screeners at his prior site and school‑level initiatives at Christopher: EL advocacy teams, Kagan cooperative learning, PLC data analysis, instructional coaches and increased AP passage rates over recent years. Dirks also discussed plans for targeted ELD supports and new academic coaches embedded in ELD courses.

All presenters emphasized PLCs, data‑driven interventions and social‑emotional learning to improve engagement and outcomes; multiple principals cited restorative practices as an alternative to suspension and described planned or existing wellness or counseling resources.