Q: Could we get a breakdown of High School GPAs from Fall of 2019 compared to Fall of 2021.
Or is it possible to generate a report of how many students’ GPAs have fallen since we have returned to in school learning?
We have heard several cases of students at the high school who are normally A and B students getting C’s and Ds in some of their classes now. It’s a combination of learning loss from online; students who were seeing teachers every other day and assignments were not as robust as in person, kids balancing in person extracurriculars and studying, or just students who have had teachers or themselves, out this year due to sickness, who are now struggling in school this year.
These kids are not failing so they are not receiving any attention. But their potential is not being met. Teachers, understandably, are using their regular lesson plans and its business as usual not accounting for the fact that students are not doing as well as they would have had the pandemic not happened.
These are kids who would normally have a 3.5-3.8 who are not getting a 2.8-3.0. They are not being noticed because a 3.0 is not a disaster. (Unless you want to go to a 4 year University) Now kids who got lower grades this year are finding it hard to motivate themselves for the next few years since their GPA feels like they can’t apply to the colleges they originally intended on anyway.
We understand there is online summer school for grade improvement but the student wouldn’t need to do that if the curriculum was tailored to the fact that learning loss did occur, missing a full year plus 3 months of in person school.
We realize teachers perhaps due to meeting standards, can’t go back and review or slow down, but if a number of students are not doing as well as they normally would be, shouldn’t we address the issue and ask the teachers to accommodate for learning loss? Or what can the district do to help the kids who may not be in danger of failing but are not achieving the grades they are accustomed to getting?
A. We are addressing learning loss in several ways. Yes, reteaching is something the teachers do as part of the normal delivery of instruction. However, in cases where there are larger gaps, intervention becomes necessary. We have been using the iReady successfully to close the gaps.
Here is the GPA data:
| Academic Weighted | Total Weighted | |
| FALL 2019 – 2020 | 3.22 | 3.24 |
| Burbank High School | 3.22 | 3.25 |
| 11 | 3.05 | 3.08 |
| 12 | 3.39 | 3.41 |
| John Burroughs High School | 3.22 | 3.24 |
| 11 | 3.06 | 3.08 |
| 12 | 3.40 | 3.40 |
| FALL 2021 – 2022 | 3.22 | 3.23 |
| Burbank High School | 3.16 | 3.19 |
| 11 | 3.07 | 3.09 |
| 12 | 3.27 | 3.29 |
| John Burroughs High School | 3.27 | 3.29 |
| 11 | 3.09 | 3.11 |
| 12 | 3.45 | 3.46 |
| Grand Total | 3.22 | 3.24 |
Q: I don’t agree with the policy of not allowing kiddos to make up their own games during recess but I think I understand it. Would you consider revamping the policy? Would you talk to the kiddos about why the rule exists and why it is important to make good choices? Would you let them have a chance to create their own games and then take that privilege away if they didn’t make good choices rather than operating under the assumption that they won’t?
A: This topic will be revisited with the elementary principals in June. In years past, some schools had some negative experiences with games that were created by students and then resulted in quarrels among students.
Q: Equity question – why was one elementary school allowed to have a field trip but no one else was? Why did the principals think this was fair?
A: In hindsight, the principal shared that the school should not have gone on a field trip.
Q: Last month you were asked how the district evaluates its Music program. You answered by explaining how the music teachers were evaluated. How do you evaluate the effectiveness of the program the district is providing?
A: One form of program evaluation includes the evaluation of teachers who deliver the curriculum. All teachers, including music teachers, are evaluated on a regular basis. The second form of evaluation comes through meetings with teachers of the music program with district staff who discuss, review, and make recommendations for the music program. The third form of evaluation comes from the solicitation of feedback from principals on all facets of the program.
Q: Last month you said that the music program ensures sequential instruction. However, we have been told that the district’s music program has no expectation of mastery of standards but is a program just to expose students to music. If there is no mastery of standards, how can there be sequential instruction? To have sequential instruction, one needs to master one skill and then move on in the sequence.
A: The design of the music program dates back to 2006 when the curriculum outline was established. In that design, a sequential approach was laid out from grade level to grade level based on the Visual and Performing Arts Standards. It is not necessary to master a standard in order to be exposed to the next skill in the sequence.
Q: Last month you said that the district provides every elementary school with various instruments including keyboards. Why doesn’t the music program include teaching students to read six or eight notes, so they are able to perform simple melodies?
A: The curriculum outline for the music program does describe how students will be instructed to “Read and Notate Music.”
Q: Which elementary schools are being taught ukuleles by the district music teachers?
A: There are four elementary school sites where the ukulele is taught by an elementary music teacher. The schools are Edison, Harte, Jefferson, and Roosevelt.
Q: On the news, they talk about how the state of California has extra money this year. Will schools get some? Can you buy ukuleles for the elementary schools that don’t have them so that all 5th graders can learn to plan an instrument next year?
A: The Governor’s May Revise budget should provide us with information on whether education will be seeing new money. Once funding to the school district is determined, there will be an assessment of the needs of the district with the possible additional funds. Our first priority will be to address our structural deficit.
Q: Why do you wait until 6th grade to offer differentiated math? Why can’t students start advancing in math in elementary school so that they don’t have to take 3 years of math in 6th grade?
A: The district believes that all students benefit from a solid foundation in elementary mathematics, which means not skipping parts of the curriculum. Students who take math 6 (3) are not taking all three years in one year. The curriculum loops in multiple grades. So, the 6 (3) curriculum does not repeat what has already been taught, which is another reason why it is important not to skip any material in elementary school. It is a fast-paced course and is not recommended for most students.
Q10: Would it be possible to add more honors classes? For 10th graders, could you make honors classes for World History or European history so that they can take a rigorous class without taking an AP class?
A: We can bring up this topic with teachers at the next social studies task force meeting.
Q11: Of the students that take dual enrollment classes, what percentage of them follow through and register with the college so that they can get the college credit?
A: Approximately 95% of those students enrolled in dual enrollment courses complete the process for college credit.
Q12: The LA Times had an article titled “What’s less fair than the SAT? You might be surprised.”
“What UC inexplicably is holding on to, though, is the essay portion of its application, even though a 2021 report from Stanford University found that high-quality essays for UC applicants were even more tightly correlated with family income than the standardized tests… essays can be and often are coached and polished by professionals — or just written by them.”
Since every student has to take 4 years of English in high school, could a personnel essay be added to the curriculum for the spring semester of their junior year for all students? This would provide support for students that can not afford college coaching.
A: The personal essay is a type of narrative writing, which is Writing Standard 3 for 11th and 12th grade. Many of our teachers do use the personal essay as a vehicle for teaching this type of writing. However, even if they do not, the narrative writing style will be taught to them and they will receive practice in this style of writing.
Q: This article talks about additional funding for counselors. How did this funding affect BUSD?
A: The article discusses how schools are using Local Control Funding Formula (LCFF) for counselors. It is not dedicated funding for BUSD. BUSD has been funding one additional counselor at each middle and high school for several years.
Q: In this article, it talks about the difficulty students have in transferring from community colleges.
Most students don’t transfer: A report released from the Campaign for College Opportunity in July stated that only 4 in 10 students enrolled in California community colleges in 2012-13 transferred within six years. But for those who do, the report titled “Chutes or Ladders” describes how “one bad roll of the dice can set them back several turns.”
How is BUSD preparing students to face those challenges? Can the counselors explain the importance of the Associate Degree for Transfer to the students in their presentations? We had never heard of it.
A: The counselors in BUSD do an excellent job of going through the transfer process from Community college to a four-year university, including the ADT. This is not to say that we cannot improve the dissemination of information, because we can. However, many students are not interested and are set on beginning at a four-year institution. In addition, the data is a little misleading since the primary mission of community colleges is broader than preparing students for transfer. “The California Community Colleges shall, as a primary mission, offer academic and vocational instruction at the lower division level for both younger and older students, including those persons returning to school.” This comes from the Education Code. One area where we can assist students who want to transfer is by teaching them how to navigate the course catalogs of both the community college and the transfer institution. That can be intimidating for many students. One step the BUSD has taken to address this need is to offer a college counseling class as a dual enrollment course with Los Angeles Valley College.
Q: How many seniors are in jeopardy of not walking at graduation? How many of them are in this situation due to absences? The state funding hasn’t been tied to attendance for the last two years, so why are you using attendance to penalize students? Are you taking into consideration that the absences may be due to mental health challenges resulting from the pandemic?
A: Every attendance appeal for absences was granted in the fall if it was related to COVID and/or illness. You can expect the same in the spring.
Q: How many seniors are in jeopardy of not graduating in May? What is being done to help them out?
A: I cannot give that data because it changes daily. Students who did not pass a class are currently doing credit recovery at MHS. Students are taken off the non-grad list when they complete the work.
Q: Some school districts offer 7 classes between 8am and 3pm. This allows kids to take a foreign language and a performing art. Could the high school schedule be re-organized so that our kids could take 7 classes within the school day?
A: It is always possible to change the school day. There are always pros and cons to each schedule. Currently, there is a provision for students who are able to carry such a load to take advantage of a zero period class or to take an initial credit course in summer school.
Q: If you take a class at GCC or LAVC such as Algebra 2, can it meet the BUSD graduation requirements?
A: We look at each course individually to determine if it can be used to meet the high school requirement. We look to see if there is course alignment with our own subject matter courses. For example, when we reviewed World History at the community college, it was not aligned. The college studied a completely different time period. If a student put in a request for Algebra 2, district staff would review the course before it could be approved.
Q: I looked at the LCAP presentation posted for February. It appears that Burbank didn’t have much learning loss. Am I reading that correctly? If not, where did you see learning loss?
A: Our teachers did an excellent job of focusing on the standards. What we are finding is that students may not have as much depth as they normally would. Therefore, teachers are having to supplement their regular instruction to address the gaps.
Q: I saw the survey for possible changes in the calendar. Would the district consider changing the high school schedule to block scheduling?
A: That has been discussed several times over the last decade. Science teachers would love the extra time for labs. English teachers like the idea as the writing process is intricate. However, World Language teachers and Math teachers are not in favor. They feel the kids need daily practice.
Q: Last year 2021-2022 we were told that it was too late to make changes in the calendar and so we had to go with the same basic calendar but we were told you would start earlier the next year. This year, it was January before the calendar committee met and now we are hearing again that it is too late to make changes in the calendar and so we have to go with the same basic calendar but BUSD will start the calendaring process earlier next year. How can we be assured that things will be different next year?
A: The calendar committee has agreed to start meeting now for next year.
Q: How many families filled out the Calendar survey? How many families filled out the DEI survey?
A: Calendar responses: 3,567. DEI responses: 1,115
Q: Does the district have data to know the number of families in the district? Not the number of students
A: As of 4/14/22 we have 14,988 students enrolled. The total number of families is 10,112.
Q: What percent of the students turned in a Covid response after spring break? What percent of the employees turned in a Covid response after spring break?
A: Staff: 1,020 Students: 7,188
Q: There are some LCAP carry-over funds available. There used to be programs at the elementary school called “lunch buddies” that helped referred students with social skills and social language. These students may or may not qualify for special education but they needed a little extra help with playing on the playground, socializing, and making friends. It was a worthwhile program that was eliminated due to budget cuts. Having their normal social development interrupted due to virtual learning, could there be any carry-over funding to support this program for a year at the elementary schools?
A: LCAP Supplemental funds are directed towards services provided for socio-economic disadvantaged students, English learners, foster youth, and students experiencing homelessness. Unless lunch buddies is primarily focused on supporting those students, we couldn’t use the funding for that program. https://docs.google.com/forms/d/e/1FAIpQLSeBzvkwc9b0I9QOim9W_Dbn1QfiT8yXFUSM051sU9V9WqHylg/viewform?usp=sf_link
Q: Why is BHS’ Graduation so expensive that they need to ask parents for donations? If they don’t get enough donations, what is going to happen? What will they eliminate or will there be a debt to carry over on to next year’s class?
A: The district gives both high schools money to cover the essential expenditures: chairs, sound system, and security. The rest is dependent on the school site. The extra are balloons, flowers, confetti cannon, etc. If they do not raise the money, they will scale down some of the extra components.
Q: Why can’t we have a district calendar? At least two schools had meetings the same time as the District Trauma meeting. Why are schools scheduling meetings at the same time the district is providing presentations?
A: We try to coordinate calendars, but there are a lot of events that happen throughout the school year.
Q: Why do sports continue to practice when there are excessive heat advisories? BHS’ track team was out running last week, on a day that the county had issued a heat advisory, I noticed the BHS track team on the BHS track running sprints. It was 3:00 pm and according to weather.com the temperature was 95 degrees. What is the district’s policy for student activities on days like this? How has this policy been communicated to walk-on coaches?
A: The office of student services monitors heat advisories and sends messages out to school principals when the weather is too extreme for practicing or competing. The administration is then responsible to ensure that the directive is followed, which means notifying coaches.
Q: BHS had a graduation presentation that could only accommodate 100 people. It was supposed to take 300 people but there was some mistake. Shouldn’t the schools use the webinar function of zoom to allow for large groups? It wasn’t a discussion. People asked questions in the chat. That can be in the webinar format.
A: All our schools have the ability to utilize a zoom webinar for large-scale virtual audiences. They can work with Rick Vonk in technology to set it up. Dr. Crowther is scheduling another opportunity for parents